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Starting from the standpoint of antiracist feminists in Southern Ontario, Canada, I examine the everyday social organization of antiracist feminist activism. Using key concepts from institutional ethnography and other critical research methods, I explore how women of colour activists engage, contest and modify existing social relations within women’s organizations to craft antiracist feminist organizational change. I describe how women of colour negotiate their antiracist, feminist and social justice commitments in ways which both respond to, and are constitutive of, contradictory social relations within women’s organizations. An analysis of in-depth interviews with women of colour activists reveals dialectic processes of accountability in their everyday antiracist feminist practice. Activists are accountable, on the one hand, to hierarchical relations within the daily practices of women’s organizations, and, on the other hand, to other feminist, antiracist and social justice activists. I describe how relations of accountability, named respectively, organizational accountability and activist responsibility, socially organize women of colour’s everyday experience of antiracist feminist activism. In particular, I argue that organizational accountability must be understood as relations of hierarchical answerability within the organization that extend outside the organization, while activist responsibility needs to be seen as the relations by which activists become accountable to other activists in the enactment of an explicitly antiracist feminist praxis. I describe further how women of colour creatively and consciously do antiracist feminist activism by mobilizing and negotiating both sets of relations of accountability to develop antiracist feminist social and organizational change. I highlight the importance of everyday activist work by revealing the ways women of colour seize the potential for crafting antiracist feminist change through relations of accountability. Significantly, this study offers a conceptualization of everyday antiracist feminist activist practice as a negotiation of relations of accountability.

Starting from the standpoint of antiracist feminists in Southern Ontario, Canada, I examine the everyday social organization of antiracist feminist activism. Using key concepts from institutional ethnography and other critical research methods, I explore how women of colour activists engage, contest and modify existing social relations within women’s organizations to craft antiracist feminist organizational change. I describe how women of colour negotiate their antiracist, feminist and social justice commitments in ways which both respond to, and are constitutive of, contradictory social relations within women’s organizations. An analysis of in-depth interviews with women of colour activists reveals dialectic processes of accountability in their everyday antiracist feminist practice. Activists are accountable, on the one hand, to hierarchical relations within the daily practices of women’s organizations, and, on the other hand, to other feminist, antiracist and social justice activists. I describe how relations of accountability, named respectively, organizational accountability and activist responsibility, socially organize women of colour’s everyday experience of antiracist feminist activism. In particular, I argue that organizational accountability must be understood as relations of hierarchical answerability within the organization that extend outside the organization, while activist responsibility needs to be seen as the relations by which activists become accountable to other activists in the enactment of an explicitly antiracist feminist praxis. I describe further how women of colour creatively and consciously do antiracist feminist activism by mobilizing and negotiating both sets of relations of accountability to develop antiracist feminist social and organizational change. I highlight the importance of everyday activist work by revealing the ways women of colour seize the potential for crafting antiracist feminist change through relations of accountability. Significantly, this study offers a conceptualization of everyday antiracist feminist activist practice as a negotiation of relations of accountability.

<p>Bakgrund: De svenska börsbolagen gör större vinster än någonsin tidigare, men har fått stor kritik för att vara för långsamma i sin vinstallokering. Företag med överkapitaliserade balansräkningar utan investeringsbehov är potentiella måltavlor för riskkapitalisternas affärsidé om finansiell effektivisering och en aggressivare kapitalstruktur. Debatten i media har skapat kritik kring dessa så kallade kortsiktiga och giriga bolagsplundrare som påstås förstöra finansiella värden och kreditvärdigheten i företagen. I tidigare fall har marknaden svarat positivt på riskkapitalisternas investeringar, något som har reflekterats i ett kraftigt ökande aktiepris. Skeptiker hävdar dock att spekulationer är anledningen till att marknadsvärdet drivs upp, inte fundamentala aspekter.</p><p>Syfte: Syftet med denna magisteruppsats är att fastställa en bild av fenomenet riskkapital och hur dess aktiva ägande inverkar på svenska börsbolags kreditbetyg, kapitalstruktur och värdering.</p><p>Metod: För att uppnå syftet med vår magisteruppsats har en kvalitativ ansats till-lämpats baserad på tre börsbolag där riskkapitalisters aktiva ägande spelat en betydande roll. Det empiriska materialet har insamlats genom personliga intervjuer med aktie- och kreditanalytiker, och studien förlitar sig även på markandsdata, artiklar och nyhetssändningar i media, samt respektive bolags kvartals- och årsrapporter.</p><p>Slutsats: Studien har gjorts over den tidsperiod som varit riskkapitalisternas inve-steringshorisont – explicit och implicit. Genom att analysera det aktiva ägarskapet i tre svenska börsbolag kan slutsatsen dras att det inverkat positivt i form av högre prestanda och marknadsvärdering. De finansiella förändringarna har, till skillnad från kritiken, styrkt kreditbetyget i fallen Lindex och Volvo. En analys av Skandia/Old Mutual visade dock en marginellt ökad kreditrisk. Slutsatsen visar härmed att riskkapitalisternas inverkan på svenska börsbolag är värdeförädlande utan att äventyra den finansiella statusen.</p> / <p>Background: The Swedish blue chip companies are performing better than ever, but have been strongly criticised for being too slow in their excess fund allocation. Companies with overcapitalised balance sheets and no investment needs are potential targets for activist funds’ business idea of more aggressive capital structures and financial restructuring. In media, this debate has raised criticism against these so called short-sighted, greedy asset-strippers that destroy company values and increase the companies’ risk of default. In prior cases where activist funds have taken actions, the market has responded positively through increasing the share price. However, sceptics argue that the higher share price is merely a response to a speculative reaction with no fundamental argument supporting the upgrade in market capitalisation.</p><p>Purpose: The purpose of this thesis is to establish a view of the phenomenon of activist funds and their impact on blue chip companies’, listed on the Stockholm Stock Exchange, credit rating, capital structure and valuation.</p><p>Method: To fulfil the purpose of our master thesis, a qualitative approach has been applied based on three cases involving the activities of activist funds. The empirical findings have been retrieved via personal communications with stock- and credit analysts, and the study also relies on articles and news coverage from media, stock market data and annual reports from each of the chosen companies respectively.</p><p>Conclusion: The study has regarded the period of time which has been the investment horizon of the activist funds – explicitly and implicitly. Analysing their active ownership, the conclusion can be drawn that these activist funds have clearly had a positive impact on each of the blue chip companies’ performance and intrinsic value respectively. The financial restructuring has - contrarily to the criticism – strengthened the credit ratings in the cases of Lindex and Volvo. In the Skandia/Old Mutual-case, a marginally higher default risk was detected. Thus, the study has concluded that activist funds indeed add significant shareholder value without jeopardising the companies’ financial statuses.</p>

Este estudo explora uma abordagem ativista, a fim de desenvolver um protótipo de modelo pedagógico do esporte, para trabalhar com meninos residentes em áreas de vulnerabilidade social, respondendo às seguintes questões de pesquisa: a) qual é o tema central, os elementos críticos e os resultados da aprendizagem de um protótipo de modelo pedagógico?; b) quais processos ocorrem na construção colaborativa do tema central, elementos críticos e resultados da aprendizagem?; c) quais são os desafios e facilitadores no processo de construção colaborativa do tema central, elementos críticos e resultados de aprendizagem? Durante seis meses em 2013, foi conduzida uma pesquisa ação participativa num programa de futebol, em uma área de vulnerabilidade social do Brasil. O estudo incluiu 17 meninos, quatro treinadores, um coordenador pedagógico e uma assistente social. Também uma especialista em pedagogia centrada no aluno e numa abordagem ativista baseada em questionamentos, participou do trabalho como facilitadora (debriefer), ajudando na análise progressiva dos dados e no planejamento das sessões de trabalho. Múltiplas fontes de dados foram coletadas, incluindo: 38 diários de campo/observações e gravações de áudio de 18 sessões de trabalho com os jovens, 16 sessões de trabalho com os treinadores e três sessões de trabalho com os jovens e com os treinadores. Além disso, aconteceram 37 encontros entre o pesquisador e a especialista. O tema central que emergiu foi à necessidade da co-construção de possibilidades de empoderamento, por meio do esporte, para meninos residentes em áreas de vulnerabilidade social. Cinco elementos críticos surgiram quando se trabalhou com meninos residentes nas referidas áreas: a importância de uma pedagogia centrada no aluno, uma abordagem ativista baseada em questionamentos, uma ética do cuidado, uma atenção para a comunidade e a formação de uma comunidade de esporte. Quando os cinco elementos críticos foram combinados, surgiram os resultados de aprendizagem: \"tornando-se responsáveis/comprometidos\", \"aprendendo com os erros\", \"valorizando o conhecimento um do outro\", e \"comunicando-se com os outros\". O processo de construção colaborativa foi dividido em duas fases. A primeira destinada a entender os meninos e como poderíamos fazer um esporte melhor para eles. Os cinco elementos críticos foram desenvolvidos nessa fase. Os quatro resultados de aprendizagem emergiram na segunda fase (fase ativista), quando os cinco elementos críticos foram combinados e usados em conjunto para desenvolver um programa de liderança. Foi necessário negociar desafios, tais como: \"encontrar maneiras de nomear nossas experiências\", \"falta de confiança no processo\", \"valorizar e privilegiar o conhecimento de adultos\" e \"premissas sobre os jovens\" na primeira fase. Negociamos esses desafios, permitindo que todos tivessem \"tempo para desenvolver relacionamentos\", apresentassem uma \"disposição de viver na desordem\" e serem \"pacientes de modo que os elementos críticos pudessem surgir\". Na segunda fase, os desafios negociados foram: \"premissas sobre os jovens\", \"valorizar e privilegiar o conhecimento de adultos\" e a \"cultura do esporte\". Esses desafios foram negociados apresentando-se uma \"predisposição para aceitar riscos\", assumindo \"possibilidades transformadoras realistas\" e sendo \"pacientes para o programa se desenvolver\". O esporte pode ser um bem cultural capaz de beneficiar jovens residentes em áreas de vulnerabilidade social, oferecendo-lhes um espaço onde possam se sentir protegidos e sonhar com outros futuros - movendo-se do que é para o que poderia ser / This study explores an activist approach for developing a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds, answering the following research questions: a) what is/are the key theme, critical elements and learning outcomes of a prototype pedagogical model?; b) what processes take place in the collaborative construction of the key theme, critical elements and learning outcomes?; c) what are the challenges and enablers in the process of collaborative construction of the key theme, critical elements and learning outcomes? This 2013 six month participatory action research was conducted in a soccer program in a socially vulnerable area of Brazil. The study included 17 boys, four coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquirybased activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches\' work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. The key theme that emerged was the need to co-construct empowering possibilities through sport for boys from socially vulnerable backgrounds. Five critical elements arose when working with boys from socially vulnerable backgrounds: the importance of a student-centered pedagogy, an inquiry-based activism approach, an ethic of care, an attentiveness to the community and a community of sport. When the five critical elements were combined, becoming responsible/committed, learning from mistakes, valuing each other\'s knowledge, and communicating with others were the learning outcomes that emerged. The process of collaborative construction was divided into two phases. The first phase was designed to understand the boys and how sports could be improved for them. The five critical elements developed in this phase. The four learning outcomes emerged in the second phase (activist phase) when the five critical elements were combined and used together to develop a Leadership Program. It was necessary to negotiate challenges such as: \"finding ways to name our experiences\", \"lack of trust of in the process\", \"valuing and privileging adult knowledge\" and \"assumptions about youth\" in the first phase. We negotiated these challenges by allowing all involved \"time to develop relationships\", having a \"willingness to live in messiness\", and being \"patient so that the critical elements could emerge\". In the second phase, the challenges negotiated were: \"assumptions about youth\", \"valuing and privileging adult knowledge\" and \"the culture of sport\". These challenges were negotiated by having a \"willingness to take risk\", taking \"realistic transformative possibilities\", and being \"patient while the program unfolds\". Sport can be a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about other futures - moving from what is to what might be

O presente trabalho é um estudo da poética do escritor, jornalista e militante argentino Rodolfo Jorge Walsh. Tradutor, editor e autor de relatos policiais, soube fazer da atividade literária um ato de reflexão sobre a história do seu país e da própria ação militante. Os procedimentos de escrita utilizados dentro da sua obra procuravam a eficiência persuasiva, mas também a eficiência na representação dos problemas que estavam colocados para o escritor na sua ação política. São objeto de estudo deste trabalho: a passagem do policial de enigma para o hard-boiled e o posterior abandono do subgênero; a opção pela forma breve do conto e não do romance; o abandono da escrita estritamente literária que seria retomada só nos últimos meses da sua vida -processos que coincidiram com o desenvolvimento de investigações sobre crimes de Estado e seu ingresso na militância- e a retomada da autoria, pouco antes de morrer, para a produção de uma série de cartas pessoais no contexto da ditadura que se iniciou em 1976 e da polêmica do autor com a direção da organização Montoneros, na qual militava. / The present work is a study of Rodolfo Jorge Walsh\'s poetry. He was an author, a journalist and an activist. Also a translator, editor an author of police short stories. He knew how to transform the literary activity into an act of reflexion about the history of his country and the activist action itself. The writing procedures used inside his works searched not only for a persuasive efficiency, but also the efficiency in representing the problems faced by the author in his political action. They are object of study: the passage from police enigma to hard-boiled and the following desertion of the sub gender; the option for the brief form of the short story and not the novel; desertion of the writing strictly literary that would be taken up again in the last months of his life - processes that coincided with the development of State crime investigations and his participation in an activist life - and getting back the authorship, shortly before his death, into a production of personal letters in a dictatorship context that began in 1976 and the controversy of the author in relation to the direction of the Montoneros organization, for which he was an activist.

Cette thèse porte sur les dernières années du pouvoir de Moubarak, et tente de se situer en dehors des théorisations politiques dominantes qui ont eu trop souvent tendance à qualifier le régime égyptien comme étant stable. La période sélectionnée (2002 – 2010) est pertinente afin de réinterroger cette stabilité puisque cette « séquence » de l'évolution du régime de Hosni Moubarak permet de mettre l'accent sur les différentes mutations et interactions qui se produisent au sein du système politique, et qui remettent en question l'idée de stabilité, ou encore celle de la « consolidation autoritaire » (Camau, 2005). La problématique centrale de cette thèse cherche à montrer à travers une observation des dynamiques créées, par l'entrée en politique de Gamal Moubarak, en d'autres termes l'irruption d'une « situation de succession » prolongée, comment se recompose la scène oppositionnelle, comment se redéfinissent les « libéralisations » ou encore, comment se mettent en œuvre les protestations. Ainsi, cette thèse vise à mettre en évidence les facteurs dérangeant la stabilité du régime de Moubarak, en d'autres termes, à tester les limites de la « consolidation autoritaire » lorsque celle-ci concorde avec une « situation de succession ». Ce travail de recherche a été alimenté par une réflexion autour de certaines contradictions entre les observations empiriques (l'enquête de terrain) et les cadres théoriques dominants de la recherche politologique sur l'Égypte qui, grosso modo, reflétaient une stabilité du régime Moubarak. Il se situe en dehors de ces approches dans la mesure où la construction de mon objet d'étude s'est déroulée au-delà des axes sur-étudiés, et autour d'axes sous-étudiés. En d'autres termes, ce travail place le curseur loin d'une focalisation sur le régime et ses stratégies, sur la dichotomisation de la scène politique entre le Parti national démocrate (le parti dirigeant depuis la fin des années 1970) et les Frères musulmans, et s'éloigne d'une trame qui considère ces derniers comme étant les seuls acteurs politiques qui comptent. En effet, cette recherche a voulu mettre en évidence le rôle des acteurs de la politique contestataire, leur impact sur la transformation du régime, mais aussi la capacité des mouvements contestataires de produire des « générations politiques » de jeunes militants qui se positionnent en dehors du spectre de la « stabilité ». Autrement dit, en portant l'attention sur des terrains négligés, comme ceux de la protestation, ainsi que les acteurs qui y ont recours, cette thèse cherche à mettre en évidence les facteurs de déstabilisation, aussi limités soient-ils, qui sont apparus dans la gestion par le régime politique de certaines situations ou lors de certains événements durant la période étudiée ; facteurs de déstabilisation gênants pour la stabilité du régime, et observables autour de terrains électoraux, mais surtout protestataires. / This thesis deals with Mubarak's last years in power, using an approach that is distinct from mainstream political theories that have too frequently qualified the Egyptian regime as stable. The selected period (2002-2010) is particularly relevant for reconsidering the regime's stability. This phase in the evolution of the Mubarak regime was one of multiple transformations and interactions which occurred within the political system, questioning the idea of stability or of “authoritarian consolidation”(Camau, 2005). Through observation of the dynamics initiated by Gamal Mubarak's entry onto the political scene – i.e. the emergence of a prolonged “succession phase” – the main focus of this thesis is to demonstrate how the oppositional scene has evolved, how “liberalisation” has been redefined, and how protests have been carried out. Thus, this thesis aims to highlight the factors that disturbed the stability of the Mubarak regime, and thereby, to test the limits of “authoritarian consolidation” when it is coupled with a succession phase. This research has been fuelled by reflection about certain contradictions between empirical observations made through fieldwork, and the mainstream theories of political science research on Egypt, which have stressed the stability of the Mubarak regime. My approach is differentiated from these theories, as it is based on under-used research orientations, not dominant, frequently-used ones. Thus, the focus of this thesis is not on the regime and its strategies, or the bipolarization of the political arena, between the ruling National Democratic Party and the Muslim Brotherhood, and it does not rely on a framework in which these two political protagonists are treated as the only ones that matter. Instead, emphasis is given to analysis of the role of actors of protest politics, their impact on the transformation of the regime, as well as protest movements' ability to produce “political generations” of young activists positioned outside the spectrum of “stability.” By focusing attention on neglected arenas, such as that of protest, and their protagonists, this thesis highlights the destabilizing factors – as limited as they may be – which appeared during particular events or in the context of regime management of certain situations, between 2002 and 2010. These destabilizing factors, which proved to be a hindrance to the maintenance of regime stability, were observed in connection with the electoral field, but also specifically in the protest field.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-31T21:34:26Z No. of bitstreams: 1 DISSERTA??O - H?LIO DE CRISTO.pdf: 1683839 bytes, checksum: e13e82bc51e9b67445cc46415207269f (MD5) / Made available in DSpace on 2018-01-31T21:34:26Z (GMT). No. of bitstreams: 1 DISSERTA??O - H?LIO DE CRISTO.pdf: 1683839 bytes, checksum: e13e82bc51e9b67445cc46415207269f (MD5) Previous issue date: 2017-03-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This paper aims to understand and reflect on processes of socialization that represent the paths and juvenile trajectories as dispositions to engage in militancy in groups, collectives, organizations and environmental movements. Therefore, the imbrication of the school is considered as a space of formal education and socialization of the generations regarding the discussions about the environment. The research is qualitative and structured in two stages: first, with the application of a socioeconomic profile questionnaire; later, semi-structured interviews, as key points for the construction of oral narratives of young people research subjects. The relationship between youth and the environment is studied - in this research - considering the categories militant engagement and political socialization for tools that contribute to the formation and construction of projects and life trajectories of young environmentalists like social and political subjects, starting from the historical and plural concept underlying the concept of youth. Because of the peculiarity of the categories discussed, the research is conducted with young people from the state of Bahia who actively participate in movements, groups and environmental projects located in different municipalities of Bahia. Thus, research is made from a socio-historical perspective, in which the environment is understood while a field of struggles and conflicts permeated by social, political, cultural, ethical and economic issues. The path of arrival to the processes of socialization that lead or motivate young people to engage in environmental activism is marked in this paper by the discussion of issues that intersect the encounter between youth and the environment as identity and life project, ethics and environmental education, youth condition and influence of socializing agencies in the training of ecological subjects. For this, the research focuses on the theoretical ideas and assumptions that constitute a broad and significant field for the construction of dialogues between sociological and pedagogical theories, which allow us to perceive which socialization processes compose and construct the juvenile dispositions in the field of militant environmentalist engagement. Through the narratives, it has been observed that school, family, social groups, participation in unions, youth associations and youth ministries influence the youth environmental activism engagement, as well as it has been shown that reflecting and developing actions that evokes the institutionalized political participation of youth environmentalist are needed. / O presente estudo busca compreender e refletir os processos de socializa??o que figuram os percursos e trajet?rias juvenis como disposi??es ao engajamento na milit?ncia em grupos, coletivos, organiza??es e movimentos ambientalistas. Neste sentido, pensa-se tamb?m na imbrica??o da escola enquanto espa?o educativo formal e de socializa??o das gera??es no que tange ?s discuss?es sobre meio ambiente. A pesquisa ? de cunho qualitativo e se estrutura, em duas etapas, quais sejam: a primeira, com a aplica??o de question?rio de perfil socioecon?mico e, posteriormente, a realiza??o de entrevistas semiestruturadas, enquanto eixo-chaves para a constru??o das narrativas orais dos jovens sujeitos da pesquisa. A rela??o entre juventude e meio ambiente ? estudada ? nesta pesquisa - considerando as categorias engajamento militante e socializa??o pol?tica como ferramentas que contribuem para a forma??o e constru??o dos projetos e trajet?rias de vida dos jovens ambientalistas enquanto sujeitos sociais e pol?ticos, partindo da natureza hist?rica e plural subjacente ao conceito de juventude. Dada ? peculiaridade das categorias abordadas, a pesquisa ? realizada com jovens do estado da Bahia que participam, ativamente, de movimentos, grupos e projetos ambientalistas situados em diferentes munic?pios baianos. Por isso, a pesquisa ? tecida em uma perspectiva s?cio-hist?rica, em que o meio ambiente ? entendido como campo de lutas e conflitos perpassado por quest?es sociais, pol?ticas, culturais, ?ticas e econ?micas. O caminho de chegada at? os processos de socializa??o que levam ou motivam os jovens a se engajarem na milit?ncia ambientalista ? marcado, neste trabalho, pela discuss?o de quest?es que interceptam o encontro entre a tem?tica juventude e meio ambiente como identidade e projeto de vida, ?tica e educa??o ambiental, condi??o juvenil e influ?ncia das ag?ncias socializadoras na forma??o dos sujeitos ecol?gicos. Para tal, a pesquisa se debru?a nas ideias e pressupostos te?ricos que se constituem como campo amplo e significativo ? constru??o de di?logos entre teorias sociol?gicas e pedag?gicas, que permitem perceber quais processos de socializa??o tecem e constroem as disposi??es juvenis no campo do engajamento militante ambientalista. Por meio das narrativas, percebeu-se que as rela??es escolares, familiares, com grupos de sociabilidades, participa??o em sindicatos, associa??es e pastorais da juventude influenciam no engajamento militante juvenil ambientalista, bem como h? necessidade de refletir e desenvolver a??es que evoquem a participa??o pol?tica institucionalizada da juventude ambientalista.

Este estudo explora uma abordagem ativista, a fim de desenvolver um protótipo de modelo pedagógico do esporte, para trabalhar com meninos residentes em áreas de vulnerabilidade social, respondendo às seguintes questões de pesquisa: a) qual é o tema central, os elementos críticos e os resultados da aprendizagem de um protótipo de modelo pedagógico?; b) quais processos ocorrem na construção colaborativa do tema central, elementos críticos e resultados da aprendizagem?; c) quais são os desafios e facilitadores no processo de construção colaborativa do tema central, elementos críticos e resultados de aprendizagem? Durante seis meses em 2013, foi conduzida uma pesquisa ação participativa num programa de futebol, em uma área de vulnerabilidade social do Brasil. O estudo incluiu 17 meninos, quatro treinadores, um coordenador pedagógico e uma assistente social. Também uma especialista em pedagogia centrada no aluno e numa abordagem ativista baseada em questionamentos, participou do trabalho como facilitadora (debriefer), ajudando na análise progressiva dos dados e no planejamento das sessões de trabalho. Múltiplas fontes de dados foram coletadas, incluindo: 38 diários de campo/observações e gravações de áudio de 18 sessões de trabalho com os jovens, 16 sessões de trabalho com os treinadores e três sessões de trabalho com os jovens e com os treinadores. Além disso, aconteceram 37 encontros entre o pesquisador e a especialista. O tema central que emergiu foi à necessidade da co-construção de possibilidades de empoderamento, por meio do esporte, para meninos residentes em áreas de vulnerabilidade social. Cinco elementos críticos surgiram quando se trabalhou com meninos residentes nas referidas áreas: a importância de uma pedagogia centrada no aluno, uma abordagem ativista baseada em questionamentos, uma ética do cuidado, uma atenção para a comunidade e a formação de uma comunidade de esporte. Quando os cinco elementos críticos foram combinados, surgiram os resultados de aprendizagem: \"tornando-se responsáveis/comprometidos\", \"aprendendo com os erros\", \"valorizando o conhecimento um do outro\", e \"comunicando-se com os outros\". O processo de construção colaborativa foi dividido em duas fases. A primeira destinada a entender os meninos e como poderíamos fazer um esporte melhor para eles. Os cinco elementos críticos foram desenvolvidos nessa fase. Os quatro resultados de aprendizagem emergiram na segunda fase (fase ativista), quando os cinco elementos críticos foram combinados e usados em conjunto para desenvolver um programa de liderança. Foi necessário negociar desafios, tais como: \"encontrar maneiras de nomear nossas experiências\", \"falta de confiança no processo\", \"valorizar e privilegiar o conhecimento de adultos\" e \"premissas sobre os jovens\" na primeira fase. Negociamos esses desafios, permitindo que todos tivessem \"tempo para desenvolver relacionamentos\", apresentassem uma \"disposição de viver na desordem\" e serem \"pacientes de modo que os elementos críticos pudessem surgir\". Na segunda fase, os desafios negociados foram: \"premissas sobre os jovens\", \"valorizar e privilegiar o conhecimento de adultos\" e a \"cultura do esporte\". Esses desafios foram negociados apresentando-se uma \"predisposição para aceitar riscos\", assumindo \"possibilidades transformadoras realistas\" e sendo \"pacientes para o programa se desenvolver\". O esporte pode ser um bem cultural capaz de beneficiar jovens residentes em áreas de vulnerabilidade social, oferecendo-lhes um espaço onde possam se sentir protegidos e sonhar com outros futuros - movendo-se do que é para o que poderia ser / This study explores an activist approach for developing a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds, answering the following research questions: a) what is/are the key theme, critical elements and learning outcomes of a prototype pedagogical model?; b) what processes take place in the collaborative construction of the key theme, critical elements and learning outcomes?; c) what are the challenges and enablers in the process of collaborative construction of the key theme, critical elements and learning outcomes? This 2013 six month participatory action research was conducted in a soccer program in a socially vulnerable area of Brazil. The study included 17 boys, four coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquirybased activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches\' work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. The key theme that emerged was the need to co-construct empowering possibilities through sport for boys from socially vulnerable backgrounds. Five critical elements arose when working with boys from socially vulnerable backgrounds: the importance of a student-centered pedagogy, an inquiry-based activism approach, an ethic of care, an attentiveness to the community and a community of sport. When the five critical elements were combined, becoming responsible/committed, learning from mistakes, valuing each other\'s knowledge, and communicating with others were the learning outcomes that emerged. The process of collaborative construction was divided into two phases. The first phase was designed to understand the boys and how sports could be improved for them. The five critical elements developed in this phase. The four learning outcomes emerged in the second phase (activist phase) when the five critical elements were combined and used together to develop a Leadership Program. It was necessary to negotiate challenges such as: \"finding ways to name our experiences\", \"lack of trust of in the process\", \"valuing and privileging adult knowledge\" and \"assumptions about youth\" in the first phase. We negotiated these challenges by allowing all involved \"time to develop relationships\", having a \"willingness to live in messiness\", and being \"patient so that the critical elements could emerge\". In the second phase, the challenges negotiated were: \"assumptions about youth\", \"valuing and privileging adult knowledge\" and \"the culture of sport\". These challenges were negotiated by having a \"willingness to take risk\", taking \"realistic transformative possibilities\", and being \"patient while the program unfolds\". Sport can be a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about other futures - moving from what is to what might be