Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2014-03-25T13:49:52Z No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_InterrogandoPraticasUnicef.pdf: 7197166 bytes, checksum: daa2d36b865d8bde0d3c6776fb393d9a (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2014-06-26T14:36:15Z (GMT) No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_InterrogandoPraticasUnicef.pdf: 7197166 bytes, checksum: daa2d36b865d8bde0d3c6776fb393d9a (MD5) / Made available in DSpace on 2014-06-26T14:36:15Z (GMT). No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_InterrogandoPraticasUnicef.pdf: 7197166 bytes, checksum: daa2d36b865d8bde0d3c6776fb393d9a (MD5) Previous issue date: 2011 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho investigou e interrogou as práticas discursivas do UNICEF direcionadas aos “adolescentes” brasileiros. Utilizou-se o método histórico-genealógico foucaultiano para interrogar o relatório “Situação da Adolescência Brasileira” (2002), que se constituiu como fonte privilegiada desta pesquisa. Desse modo, os questionamentos que moveram o estudo foram: que práticas do UNICEF incidem sobre os corpos de adolescentes brasileiros, no século XX e início do século XXI? Que subjetividades essas práticas produzem? Como objetivam a adolescência? Que relações de poder acionam frente a esses corpos? Que efeitos elas produzem? Tais problematizações não tiveram por finalidade, fazer a história do falso ou do verdadeiro, pois isso não tem importância política, mas problematizar a produção dos regimes de verdades a respeito destes sujeitos e os efeitos destes na atualidade. Dessa forma, marcar a singularidade dos acontecimentos que forjaram este objeto como um problema para as ciências humanas, e como uma questão para o UNICEF e para o Sistema de Garantia de Direitos. O objetivo do estudo foi analisar as práticas discursivas de poder e subjetivação que objetivam e subjetivam a adolescência brasileira. De posse da ferramenta foucaultiana, desmontamos o documento, cortamos as séries que o compõem, desarticulamos as pretensas continuidades, reescrevemos e reinventamos o objeto adolescência, deixando em suspenso as certezas e verdades que o atravessam e que pretendem constituí-lo como objeto natural, imersos em essencialismos e homogeneizações. Como resultados, identificamos dicotomias no documento, como: potencialidade/risco, fase positiva/negativa, por exemplo, que tentam naturalizar o sujeito como algo dado a priori, portador de uma essência objetivado e subjetivado por uma perspectiva linear do desenvolvimento humano, como: adaptação/desadaptação, normal/anormal, maturidade/imaturidade e uma sequência linear de fases, que atende também a concepções econômicas desenvolvimentistas e neoliberais preocupadas com a equação custo-benefício.Foi com um olhar atento às ninharias do poder, que buscamos destruir certezas e evidências, atentando não para as intencionalidades dos jogos de forças, mas, ao acaso das lutas. / This assignment intended to investigate and to interrogate the speech practice of UNICEF directed to the Brazilian “adolescents”. The foucaultian theory appeared in the historic genealogical method to question the “Brazilian Adolescent Situation” report (2002), which is a privileged source of this research. Thus, the questions that moved this study were: which UNICEF practices took place over the adolescent bodies, at begins of XXI century? Which subjectivities these practices produce? How do them objective the adolescence? Which power relations set before these bodies? What are the effects they do? The history of the false and the truth was not the aim of these problematic issues, once it does not have political matters, but to put in doubt the production of the truth system in respect to these subjects and its effects nowadays. So, to mark the singularity of the events that forged this object as an issue to human science, as a question to the UNICEF and to the System for Safeguarding Human Rights. This way, the aim of this study was the analysis of speech practices of power and subjectiveness that object and subject the Brazilian adolescence. With this device, we demounted the document, chopped the series, disarticulated the continuities, rewrote and reinvented the adolescence object, lifting up the certainty and the truth that crossed them and that intended to constitute them as an natural object, immerse on solidness and homogenizations. As results we have identified dichotomies in the document, for instance, such as potentiality/risk and positive/negative phases that tried to neutralize the subject as something took a priori. A subject that has an essence and he was objectified and a subjectified by straight perspective of the human development, for instance, adaptation/unadaptation, normal/abnormal, maturity/immaturity and a straight sequence of phases that also responds to economical-developmental neoliberal conceptions concerned with the cost-benefit equation. We tried with an aware look to the power nonentity to destroy certain and evidences, attempting not only to intentionality of the power games but also to the struggle chances.

Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2014-11-11T16:50:20Z No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_PraticasUnicefGovernamentalidade.pdf: 1376787 bytes, checksum: dd2f21f9dd6011019f508db13f202d94 (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2014-11-12T11:43:42Z (GMT) No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_PraticasUnicefGovernamentalidade.pdf: 1376787 bytes, checksum: dd2f21f9dd6011019f508db13f202d94 (MD5) / Made available in DSpace on 2014-11-12T11:43:42Z (GMT). No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Dissertacao_PraticasUnicefGovernamentalidade.pdf: 1376787 bytes, checksum: dd2f21f9dd6011019f508db13f202d94 (MD5) Previous issue date: 2014 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa teve por objetivo historicizar a infância e políticas para educação infantil a partir de uma análise das práticas do UNICEF, e de outras instâncias da sociedade, que se empenharam em realizar uma objetivação da infância e educação infantil. Esta pesquisa se justifica pela necessidade de se desnaturalizar práticas de objetivação da infância e educação infantil e da livre intervenção de organismos multilaterais no cenário educacional brasileiro, desconfiando do argumento da dita neutralidade que permeia algumas práticas direcionadas a infância. Procurou-se traçar um mapa que demarque a arte de governar crianças, governamentalidade, e seus efeitos nos processos de formulação de políticas para a educação brasileira no período pós LDB. Para tal análise foi utilizado o referencial teórico-metodológico pautado na genealogia histórica de Michel Foucault. Foi feita uma pesquisa da literatura que utilizou autores como Foucault (1970/79), Veyne (1998), Ariès (1981), Kramer (1995/2006), Rosemberg (2002/2003), além de documentos do governo federal brasileiro. Concluiu-se que a educação infantil emergiu como mais um dos elementos que englobam as práticas de governamentalidade do UNICEF. / This research aimed to historicize childhood and policies for early childhood education as from an analysis of the practices of UNICEF, and other sectors of society, that made efforts to conduct an objectification of infancy and early childhood education. This research is justified by the need to denaturalize practices objectification of childhood and early childhood education and intervention free of multilateral organizations in Brazilian educational scene, suspecting about argument of neutrality that pervades some practices directed at children. Looking for to draw a map to demarcate the government art of children, governmentality, and its effects in the formulation of policies for the Brazilian education in the period after LDB. For this analysis we used the theoretical and methodological framework grounded in historical genealogy of Michel Foucault. Was made a literature search that used the authors as Foucault (1970/79), Veyne (1998), Aries (1979), Kramer (1995/2006), Rosemberg (2002/2003), as well as the Brazilian federal government documents. It was concluded that early childhood education has emerged as one of the elements that encompass the practices of governmentality UNICEF.

Since Tajikistan’s independence in 1991 the number of rural girls leaving school after grade 9 has been increasing at an alarming rate. In order to improve rural girls’ secondary school attendance and retention, in 2006 Save the Children, local non-governmental organization (NGO) partners, and the Ministry of Education implemented a two-year UNICEF-funded Girls’ Education Project (GEP). This mixed-method study compares rural girls’ secondary school experiences and opportunities at six schools (three GEP schools and three non-GEP schools) in two districts located in regions with the lowest levels of female secondary school participation nationwide. Two research questions guided this study: 1) What factors serve as obstacles or enablers to girls’ secondary school experiences and opportunities in rural Tajikistan? and 2) How did the GEP attempt to overcome factors limiting rural girls’ secondary school experiences and opportunities and which aspects of the project were perceived to be most effective? The study’s theoretical framework contains concepts from two sets of theories: 1) social reproduction (schooling as a means of maintaining and reproducing the status quo) and 2) empowerment (schooling as a means of changing the status quo). Data collected reveals two groups’ perspectives: 1) adult participants (Ministry of Education officials, NGO staff, school administrators and teachers) and 2) rural female upper secondary school students. A multi-level data analysis process was used to compare findings within and across districts. Factors that serve as either an obstacle or an enabler of girls’ educational experiences and opportunities include those relating to the community/society, family, school, and self. Factors related to community/society include the dominant belief that a girl is “grown-up” by 15 and should no longer go to school which intersects with family poverty to create a major barrier to girls’ non-compulsory secondary schooling. Factors affecting girls’ schooling related to the family were the most significant determinant of a girl’s schooling. Of all the GEP activities, participants consistently considered the girls’ overnight camp to be the “best” activity. Findings show how enabling just a few girls to return to school significantly increases the likelihood of other girls being allowed to attend school in these rural communities.

Since Tajikistan’s independence in 1991 the number of rural girls leaving school after grade 9 has been increasing at an alarming rate. In order to improve rural girls’ secondary school attendance and retention, in 2006 Save the Children, local non-governmental organization (NGO) partners, and the Ministry of Education implemented a two-year UNICEF-funded Girls’ Education Project (GEP). This mixed-method study compares rural girls’ secondary school experiences and opportunities at six schools (three GEP schools and three non-GEP schools) in two districts located in regions with the lowest levels of female secondary school participation nationwide. Two research questions guided this study: 1) What factors serve as obstacles or enablers to girls’ secondary school experiences and opportunities in rural Tajikistan? and 2) How did the GEP attempt to overcome factors limiting rural girls’ secondary school experiences and opportunities and which aspects of the project were perceived to be most effective? The study’s theoretical framework contains concepts from two sets of theories: 1) social reproduction (schooling as a means of maintaining and reproducing the status quo) and 2) empowerment (schooling as a means of changing the status quo). Data collected reveals two groups’ perspectives: 1) adult participants (Ministry of Education officials, NGO staff, school administrators and teachers) and 2) rural female upper secondary school students. A multi-level data analysis process was used to compare findings within and across districts. Factors that serve as either an obstacle or an enabler of girls’ educational experiences and opportunities include those relating to the community/society, family, school, and self. Factors related to community/society include the dominant belief that a girl is “grown-up” by 15 and should no longer go to school which intersects with family poverty to create a major barrier to girls’ non-compulsory secondary schooling. Factors affecting girls’ schooling related to the family were the most significant determinant of a girl’s schooling. Of all the GEP activities, participants consistently considered the girls’ overnight camp to be the “best” activity. Findings show how enabling just a few girls to return to school significantly increases the likelihood of other girls being allowed to attend school in these rural communities.

This dissertation presents an analysis of the models of psychosocial processes structuring UNICEF’s psychosocial intervention after the emergency caused by the floods in Venezuela during 1999, and some of their political and ethical implications. I discuss how UNICEF’s intervention in the shelter of Fuerte Tiuna, in Caracas, provides a context in which discourses and practices construct the disaster as an event of a particular type, affording particular positions to those affected by it, and presenting the intervention as a reparative response that engages in different ways with these constructions. Specific issues explored by this dissertation include how practices and discourses construct the disaster and its impact on persons and communities; the nature of the psychosocial intervention; the subject; and the different forms of expertise involved in the intervention. Further, it examines how the intervention-as-designed is implemented and how the actual contact with the beneficiary population generates changes not only in the implementation itself, but also in the conceptual frameworks displayed by UNICEF. The analysis presents UNICEF’s psychosocial intervention as a practice that is simultaneously material and discursive. The participation of experts, the use of specific resources, the deployment of techniques and their devices, the organisation of time and space within the intervention, can all be considered as supporting certain notions of the disaster, its impact and its solution, which organise the models of the psychosocial. The main issues that appear as relevant for the analysis are related to the way in which the intervention constructs the disaster as a psychosocial problem; the appeal to the notion of trauma to explain the impact on those affected; the disciplinary, ethical and political implications of the different forms of understanding suffering in the Venezuelan contemporary context and how the notions put forward by UNICEF’s intervention engage with the social dynamics in Venezuela, in particular with the processes associated with the social and political polarisation.

The secondary impacts of the COVID-19 pandemic on children and young people have been significant, including impacts on education, young people’s social lives, physical activity and mental health, as well as increased abuse. These impacts risk running into the long term, and in order to mitigate this, a better understanding of how children and young people’s lives have changed and the role they can play in driving solutions is needed.   UNICEF’s global Communication for Development (C4D) team has commenced a collaborative project with partners, the Children & Young People Participatory Research and Communication for Change Initiative, to better understand the experiences and perspectives of children and young people in the midst of the global COVID-19 pandemic, as well as to what extent they are able to be involved in developing solutions. As part of this initiative, desk reviews were carried out to establish the landscape of children and young people’s experience of issues in the context of the COVID-19 pandemic, as well as their participation in these issues.   This paper serves to narrow down the focus of the subsequent research to be undertaken by UNICEF and partners as part of the initiative, which will produce new information on children and young people’s experiences and participation in the context of COVID-19, and help build a model for children and young people’s participation to inform future UNICEF Communication for Development programmes. Through interviews and focus groups with UNICEF staff in the 11 participating country offices, this paper produces a set of recommendations for specific areas of research in terms of the key issues to be further investigated regarding children and young people’s participation in the context of COVID-19. It also demonstrates how using strengths-based and intersectional approaches to the research can bring subaltern youth voices in particular to the fore.

Children’s rights and childhood are concepts that are a part of everyday discussions for many people around the world, but the understanding of the concepts shifts through time and space. The Convention on the Right of the Child, CRC, is supposed to protect children’s rights and relies upon the idea of childhood that describes children both as active agents and in need of protection. UNICEF, an organization within the UN, has the CRC as a guiding principle to achieve its mission to improve the lives of every child globally. However, previous research has criticized the CRC and UNICEF for ignoring particular children’s needs and having a western bias. Thus, even if an international social work program aims to protect children’s rights, it can end up excluding the needs of particular groups of children. This study aims to provide an understanding of how the problem of children’s rights discriminations is represented to be in UNICEF’s campaign #ENDviolence. The study fulfills the aim by using Carol Bacchi’s approach “What’s the problem represented to be?” WPR, and its six guiding questions. The empirical data is UNICEF’s campaign report, because the present study aims to investigate children’s rights discrimination, and the organization works with children and uses the CRC as a guiding principle. The study uses the WPR approach because it stresses that problems are created and given meanings through policies and programs. This study also uses the social constructionist theory and the two concepts, intersectionality and intertextuality, to provide a broader understanding. The results show that the campaign does only have a limited intersectional perspective, by not including children’s different identities, relating to such as race, nationality, alternative gender identification and sexuality, and abilities/disabilities, and it also does not acknowledge children’s multiple identities. Instead, the problem representation solely relies upon the concepts of sex (boy/girl) or age. Hence, the campaign leaves particular children and their needs unrecognized. An explanation for this approach is the campaign’s stable intertextual connection to the UN, and the writings, CRC and SDGs, Sustainable development goals. The campaign also tends to have a western bias, through silencing western countries, the data it uses and how it presents the data. The campaign ignores particular children and how institutional structures may affect them differently because of their identities. Thus, discrimination and violence against specific children can continue and suggested solutions would not necessarily help them.

Sur quels « référentiels » se fondent l'UNESCO, l'UNICEF et la Banque mondiale pour opérationnaliser leurs politiques éducatives ? Quelles sont la vision et la représentation de chacune d'elles par rapport à l'éducation des filles et des femmes ? Cette étude porte sur l'analyse des politiques privilégiées par ces trois institutions internationales pour promouvoir la scolarisation des filles dans les pays en développement. L'examen est fondé sur une approche sociopolitique des rapports sociaux de sexe, des représentations sociales de l'éducation et de la place et du rôle des filles et des femmes dans la société. L'étude s'appuie notamment sur les orientations et les actions projetées par ces trois institutions depuis la Conférence mondiale sur l'Éducation pour tous tenue en 1990 à Jomtien (Thaïlande). L'analyse de contenu, principalement des rapports annuels et des plans stratégiques, est réalisée dans une perspective analytique féministe où les notions de scolarisation et d'éducation sont comparées à celles d'émancipation. Il apparaît ainsi que, bien que se situant dans la logique de Jomtien (1990), de Dakar (2000) et des Objectifs du Millénaire pour le Développement (OMD) adoptés par les Nations Unies en 2000, les politiques éducatives de ces institutions sont le reflet de représentations sociales divergentes sur le rôle et la place des femmes et de visions du monde liées à des contextes organisationnels et à des intérêts spécifiques. Pour la Banque mondiale, qui prône une vision davantage réductrice et utilitariste du capital humain, la promotion de la croissance économique durable et la réduction intergénérationnelle de la pauvreté passent prioritairement par le développement du capital humain, à savoir l'éducation des filles et des femmes, une ressource productive essentielle « à ne pas gaspiller ». Quant à l'UNICEF, le « noyau central » de sa représentation et de sa vision de l'éducation est matérialisé dans la complémentarité entre la défense des droits des filles et ceux des femmes c'est-à-dire que l'émancipation et l'autonomisation des femmes passent d'abord par l'éducation et l'autonomisation des filles. Pour sa part, l'UNESCO ne semble pas préconiser une vision politique qualifiée d'émancipatrice mais une éducation qu'elle veut sans discrimination, « intégratrice des groupes exclus et marginalisés », répondant aux besoins éducatifs de toutes et de tous en vue de l'instauration « d'une culture de l'égalité des sexes ». Cette institution souhaite que le renforcement du respect des droits et des libertés des femmes et des filles constitue un facteur capital du développement humain, du changement social et démographique et de la lutte internationale contre la pauvreté et l'exclusion. En conclusion, si les préoccupations de rentabilité économique sont manifestes à la Banque mondiale, à l'UNICEF et à l'UNESCO, ces préoccupations visent davantage la promotion et l'action sociales même si la perspective politique sur les rapports sociaux de sexe les différencie sensiblement. En fait, les divergences d'approche des rapports sociaux de sexe semblent tenir principalement aux différences de leurs statuts, de leurs mandats, mais aussi de leurs orientations et stratégies, bien que ces trois institutions s'entendent sur la nécessité d'une modernisation et d'organisation des systèmes éducatifs pour promouvoir l'éducation pour tous en mettant l'accent sur la scolarisation des filles et l'alphabétisation des femmes.

This study had two major purposes: (a) to investigate and compare the perceptions of District Education Officers, principals and teachers about the management of secondary school effectiveness in Zimbabwe and (b) to probe contextualised secondary school management initiatives that could trigger school effectiveness in Zimbabwe. The study is divided into six interlinked chapters. In the first chapter, the problem of intractability in the management of school effectiveness in Zimbabwe's secondary schools is focused upon. The second chapter attempts to highlight the resource, social, economic, political and cultural realities of secondary school life in developing countries (including Zimbabwe) from which any theories of school management and school effectiveness must derive. The third chapter, explores different ways to understand and interpret the realities described in chapter two. To do this, the chapter focuses on ways in which "modern" and traditional" practices intersect in secondary school in Zimbabwe to produce bureaucratic facades. The fourth chapter, which is largely imbedded In the context theory, emerges from chapters one, two and three and focuses on the methodology and methods used in this study. Chapter five, which subsequently matures into a suggested framework for managing secondary school effectiveness in Zimbabwe, contains perceptual data which were obtained from 16 District Education Officers, 262 secondary school principals and 5 secondary school teachers drawn from 8 provinces, 4 provinces and 1 province respectively. Factor analysis of the existing situation In Zimbabwe's secondary schools produced 7 major variables that were perceived to be associated with secondary school management intractability In Zimbabwe: • lack of clear vision about what should constitute secondary school effectiveness; • management strategies that lack both vertical and horizontal congruence; • inappropriate organisational structures; • rhetorical policies and procedures; • inadequate material and non-material resources; • lack of attention to both internal and external environments of secondary schools; and • inadequate principal capacity-building. These perceptual data, subsequently crystallized into the following suggested management initiatives: • establishment of goals and outcomes achievable by the majority of learners; • establishment of clear and contextualised indicators for secondary schooling goals and outcomes; • establishment of democratic and flexible organisational and secondary school management processes; and • replacement of ''ivory tower", rhetoria~l policies and procedures with contextualised ones / Teacher Education / D. Ed. (Education Management)

Summaries in Afrikaans and English / Die doelwitte van hierdie studie is om een van die teoriee wat by opleidingsinstellings gedoseer word, in die gemeenskapgesondheidpraktyk op tienergesinne toe te pas en om 'n strategie te ontwikkel wat sodanige toepassing vir verpleegkundiges aanvaarbaar maak. Orem se selfsorgtekortteorie is gevolglik op gevallestudies by 'n Gemeenskapgesondheidskliniek van 'n stadsgesondheidsafdeling toegepas. Persoonlike onderhoudvoering is as navorsingstegniek gebruik om probleme te identif iseer, behoeftes te bepaal en selfsorgtekorte aan te spreek. Data is gemeet aan die hand van UNICEF se GOBI FFFF en die PKK se vyf konsepte, die verpleegproses en OREM SE KONSTRUKTE. Evaluasie toon dat Orem se selfsorgteorie 'n instrument bied om selfsorgvermoens te evalueer, die verpleegkundige te rig om tekorte te identifiseer en verpleegsorg te beplan sodat interdissiplinere konsultasie verminder en professionele verpleegkundiges beter aangewend word, hulpbronne en fasiliteite maksimaal benut word en elke indiwidu as selfsorgagent ontwikkel word. / The objective of this study is to apply one of the theories taught at training institutions to teenage families in the community health practice and to develop a strategy to make such application acceptable to nurses. Orem' s self-care deficiency theory was consequently applied to case studies at a community clinic of a Municipal Health Department. Personal interviews were mainly used as research technique to identify problems, determine needs and address self-care deficiencies. Data was evaluated according to UNICEF' s GOBI FFFF, the "PKK" 's five concepts, the nursing process and OREM's Constructs. Evaluation has proved that Orem' s theory offers an instrument to evaluate self-care abilities and guide the nurse in identifying deficiencies and planning nursing care in order to reduce multidisciplinary consultation, which results in professional nurses being employed appropriately, resources being utilised to the maximum and each individual developing into a complete self-care agent. / Health Studies / M.A. (Verpleegkunde)