Although numerous studies have shown that discrimination contributes to poorer mental health, the precise mechanisms underlying this association are not well understood. In this paper, we consider the possibility that the association between day-to-day discrimination (being disrespected, insulted, and harassed) and depressive symptoms is partially mediated by religious struggles (religious doubts and negative religious coping). To test our mediation model, we use data collected from the 2011 Miami-Dade Health Survey (n = 444) to estimate a series of multiple regression models assessing associations among day-to-day discrimination, religious struggles, and depressive symptoms. We find that day-to-day discrimination is positively associated with religious struggles and depressive symptoms, net of adjustments for general religious involvement, age, gender, race, ethnicity, immigrant status, interview language, education, employment, household income, financial strain, and marital status. We also observe that religious struggles are positively associated with depressive symptoms. Our mediation analyses confirm that day-to-day discrimination can contribute to depressive symptoms by stirring religious struggles. Our key finding is that religious struggles may serve as a maladaptive coping response to discrimination. Our analyses extend previous work by bridging research in the areas of discrimination, religious struggles, and mental health.

Introdução: Entre os aspectos das ações desenvolvidas no campo da Saúde Pública voltadas aos adolescentes, no que tange àquelas voltadas à esfera da saúde sexual e reprodutiva, além das questões de vulnerabilidade mais habitualmente abordadas como as DST/ AIDS e gravidez na adolescência, devem ser destacadas as ações que propiciem o desenvolvimento sexual saudável. A adolescência é um conceito histórica e socialmente construído envolvendo indivíduos que vivenciam transformações bio-psico-sociais, nas quais a questão da sexualidade implica uma importante dimensão. O acesso às informações e conhecimentos por adolescentes sobre aspectos sexuais, biológicos, entre outros, pode favorecer a melhor compreensão de seu desenvolvimento, viabilizando maior autonomia nas suas atitudes e decisões. Objetivos: Identificar e caracterizar temas de perguntas que adolescentes do Ensino Médio têm sobre sexualidade em dois momentos históricos distintos; identificar as fontes de informação que adolescentes utilizam e/ou gostariam de utilizar para responder às suas perguntas; e comparar as dúvidas de estudantes do 2º grau de uma mesma escola em dois momentos históricos (1996, 2008). Métodos: Pesquisa transversal, quali-quantitativa, mediante utilização de questionário auto-preenchido aplicado após aprovação do Comitê de Ética em Pesquisa da FSP/USP e consentimento esclarecido da diretoria da escola e dos responsáveis dos adolescentes menores de 18 anos. Compõem o grupo dos sujeitos de pesquisa, adolescentes estudantes do Ensino Médio de uma escola estadual da cidade de São Paulo. Análise: Os dados da pesquisa foram transcritos para um banco de dados do programa Microsoft Access e a análise foi realizada a partir do referencial teórico da Análise de Conteúdo. Resultados: foram sujeitos deste estudo 1178 adolescentes no ano de 1996 e 657 em 2008. A partir dos dados coletados foram criadas 22 categorias de perguntas e percebeu-se que as 11 mais freqüentes se repetiram nos dois anos pesquisados, entretanto essas categorias se manifestaram de forma diferente em relação ao gênero, sendo que as questões relativas aos agravos à saúde como DST/AIDS foram mais freqüentes entre os meninos e as referentes à temática da gravidez entre as meninas. Em relação às fontes que os adolescentes procuram informação sobre sexualidade, a internet foi a mais mencionada e quanto às fontes que os adolescentes gostariam de encontrar a informação, a escola aparece em primeiro lugar. Conclusão: apesar do distanciamento de mais de uma década do material de pesquisa analisado as temáticas sobre sexualidade demonstram um caráter atemporal deste campo do conhecimento, indicando temas centrais que permeiam a vivencia da sexualidade na adolescência ainda que com diferentes ênfases em cada época; quanto às fontes de informação, enquanto o cenário virtual aparece de forma marcante no cotidiano dos adolescentes indicando uma possível instrumentalização melhor para lidar com a sexualidade, a escola aparece como espaço de socialização e de demanda, configurando-se como lócus a ser melhor aproveitado pelas políticas públicas / Introduction: Among the aspects of the developed activities in Public Health area focused on teenagers, related to the sexual and reproductive health, beyond the vulnerability issues most frequently discussed as STD / AIDS and teenager\'s pregnancy, the activities that provide the healthy sexual development should be highlighted. The adolescence is a historical and socially built concept involving individuals who had experienced biological, psychological and social transformations, in which the sexuality issue implicates an important dimension. The access t However o information and knowledge by teenagers about sexual and biological features (among others) may promote a better comprehension of their development making more autonomy practical in their attitudes and decisions. Goals: Identify and characterize questions themes that High School teenagers have about sexuality in two distinct historical moments; identify the sources of information that teenagers use and/or would like to use to answer their questions; and compare the doubts of High School students from the same school in two historical moments (1996, 2008). However Methods: Transversal research, qualitative and quantitative, through using a questioner filled by the teenagers, applied after the approval of the Ethics Committee in Research of FSP/USP and declared consent of the school Directors and the people responsible for the teenagers under 18. The group is composed by research\'s subjects, High School teenager students from a public school in Sao Paulo. Analysis: The research\'s data were transcribed to a database of the software Microsoft Access and the analysis was done from the theoretical reference of Content Analysis. Results: 1178 teenagers were submitted to this study in 1996 and 657, in 2008. From the data collected were created 22 questions categories and it was perceived that the 11 most frequent were repeated in both researches. However those categories were expressed in different ways related to gender: the issues related to the health aggravation like STD/AIDS were more frequent among boys and those referred to the pregnancy thematic among girls. According to this research the internet was the most mentioned source of information about sexuality among teenagers. And among the sources teenagers would like to find information, school is the first one. Conclusion: Despite the distance of more than a decade of the analyzed research material, the thematics about sexuality demonstrate an atemporal characteristic in this knowledge area, indicating central themes that permeates the sexuality experience in adolescence even though with different emphasis in each age; about the informations sources while the virtual scenery appears in a striking way in the teenager\'s quotidian indicating the possibility of having better tools to deal with sexuality, the school appears as an space of socialization and demand, set as location to be better enjoyed by the public politics

Introdução: Entre os aspectos das ações desenvolvidas no campo da Saúde Pública voltadas aos adolescentes, no que tange àquelas voltadas à esfera da saúde sexual e reprodutiva, além das questões de vulnerabilidade mais habitualmente abordadas como as DST/ AIDS e gravidez na adolescência, devem ser destacadas as ações que propiciem o desenvolvimento sexual saudável. A adolescência é um conceito histórica e socialmente construído envolvendo indivíduos que vivenciam transformações bio-psico-sociais, nas quais a questão da sexualidade implica uma importante dimensão. O acesso às informações e conhecimentos por adolescentes sobre aspectos sexuais, biológicos, entre outros, pode favorecer a melhor compreensão de seu desenvolvimento, viabilizando maior autonomia nas suas atitudes e decisões. Objetivos: Identificar e caracterizar temas de perguntas que adolescentes do Ensino Médio têm sobre sexualidade em dois momentos históricos distintos; identificar as fontes de informação que adolescentes utilizam e/ou gostariam de utilizar para responder às suas perguntas; e comparar as dúvidas de estudantes do 2º grau de uma mesma escola em dois momentos históricos (1996, 2008). Métodos: Pesquisa transversal, quali-quantitativa, mediante utilização de questionário auto-preenchido aplicado após aprovação do Comitê de Ética em Pesquisa da FSP/USP e consentimento esclarecido da diretoria da escola e dos responsáveis dos adolescentes menores de 18 anos. Compõem o grupo dos sujeitos de pesquisa, adolescentes estudantes do Ensino Médio de uma escola estadual da cidade de São Paulo. Análise: Os dados da pesquisa foram transcritos para um banco de dados do programa Microsoft Access e a análise foi realizada a partir do referencial teórico da Análise de Conteúdo. Resultados: foram sujeitos deste estudo 1178 adolescentes no ano de 1996 e 657 em 2008. A partir dos dados coletados foram criadas 22 categorias de perguntas e percebeu-se que as 11 mais freqüentes se repetiram nos dois anos pesquisados, entretanto essas categorias se manifestaram de forma diferente em relação ao gênero, sendo que as questões relativas aos agravos à saúde como DST/AIDS foram mais freqüentes entre os meninos e as referentes à temática da gravidez entre as meninas. Em relação às fontes que os adolescentes procuram informação sobre sexualidade, a internet foi a mais mencionada e quanto às fontes que os adolescentes gostariam de encontrar a informação, a escola aparece em primeiro lugar. Conclusão: apesar do distanciamento de mais de uma década do material de pesquisa analisado as temáticas sobre sexualidade demonstram um caráter atemporal deste campo do conhecimento, indicando temas centrais que permeiam a vivencia da sexualidade na adolescência ainda que com diferentes ênfases em cada época; quanto às fontes de informação, enquanto o cenário virtual aparece de forma marcante no cotidiano dos adolescentes indicando uma possível instrumentalização melhor para lidar com a sexualidade, a escola aparece como espaço de socialização e de demanda, configurando-se como lócus a ser melhor aproveitado pelas políticas públicas / Introduction: Among the aspects of the developed activities in Public Health area focused on teenagers, related to the sexual and reproductive health, beyond the vulnerability issues most frequently discussed as STD / AIDS and teenager\'s pregnancy, the activities that provide the healthy sexual development should be highlighted. The adolescence is a historical and socially built concept involving individuals who had experienced biological, psychological and social transformations, in which the sexuality issue implicates an important dimension. The access t However o information and knowledge by teenagers about sexual and biological features (among others) may promote a better comprehension of their development making more autonomy practical in their attitudes and decisions. Goals: Identify and characterize questions themes that High School teenagers have about sexuality in two distinct historical moments; identify the sources of information that teenagers use and/or would like to use to answer their questions; and compare the doubts of High School students from the same school in two historical moments (1996, 2008). However Methods: Transversal research, qualitative and quantitative, through using a questioner filled by the teenagers, applied after the approval of the Ethics Committee in Research of FSP/USP and declared consent of the school Directors and the people responsible for the teenagers under 18. The group is composed by research\'s subjects, High School teenager students from a public school in Sao Paulo. Analysis: The research\'s data were transcribed to a database of the software Microsoft Access and the analysis was done from the theoretical reference of Content Analysis. Results: 1178 teenagers were submitted to this study in 1996 and 657, in 2008. From the data collected were created 22 questions categories and it was perceived that the 11 most frequent were repeated in both researches. However those categories were expressed in different ways related to gender: the issues related to the health aggravation like STD/AIDS were more frequent among boys and those referred to the pregnancy thematic among girls. According to this research the internet was the most mentioned source of information about sexuality among teenagers. And among the sources teenagers would like to find information, school is the first one. Conclusion: Despite the distance of more than a decade of the analyzed research material, the thematics about sexuality demonstrate an atemporal characteristic in this knowledge area, indicating central themes that permeates the sexuality experience in adolescence even though with different emphasis in each age; about the informations sources while the virtual scenery appears in a striking way in the teenager\'s quotidian indicating the possibility of having better tools to deal with sexuality, the school appears as an space of socialization and demand, set as location to be better enjoyed by the public politics

The aim of this study was to examine psychocultural factors that are related to unemployment amongst the black residents of Bethanie, which is a semi-rural village in the North West Province. The specific objectives were: <ul><li> to describe how values, belief systems and customs in the community where the study was done, are related to socio-economic development; this also involves changes in values, belief systems and customs due to the contact between the traditional African and Westem cultures; </li><li> to describe how socio-economic development is related to unemployment, and, accordingly, how values, belief systems and customs are related to unemployment; </li><li> to describe the role of the physical and. psychosocial environment with regard to socio¬economic development and unemployment.<br> </li></ul> A qualitative, ethnographic approach was used. This involved in-depth interviews with people with knowledge about the cultural, economic and social context in Bethanie, participant observation and psycholinguistic analyses. Bethanie is characterised by economic stagnation in spite of there being good potential for economic growth. Existing economic activities do not provide sufficient employment opportunities for the villagers, and they depend on the areas surrounding the village for employment. With regard to Hofstede's four value dimensions, it was found that individualism and collectivism are not opposite poles on a continuum, but are in a recursive relationship. Development that is exclusively based on either individualistic or collectivistic values is bound to fail. The value system in Bethanie is predominantly feminine by nature and this should form the basis for development; however, the actual implementation of development projects should be based on masculine values. Avoidance of uncertainty impedes new economic activities or expansion of current economic activities. In Bethanie there is a large power distance as well as inadequate linkages between the community and the power base that has decision-making power and control over resources that could be used for development. A non-linear experience of time, together with using time to maintain continuity rather than to create prosperity, inhibits social and economic development. Non-linear temporality restrains the implementation of developmental projects with a long-term future-orientation, an~ to be successful projects should render visible, short-term outcomes. Acculturation leads to diverse outcomes. Firstly, aspects of another culture can become assimilated with the indigenous culture, thereby creating new forms of cultural expression. Secondly, the new can be imposed on a community and replace existing customs. Thirdly, in parallelism both traditional and Western customs are followed. Socio-economic development can occur through all three these forms of change. However, irrespective of the way change occurs, during times of transition and uncertainty, and when the explanation for events is not evident, people may return to their culture. This could entail a positive redefinition of and identification with the values of the in-group, and efforts to regain control over one's own affairs. Some aspects of a culture are more susceptibje to change than others, and in addition sectors of the community are on different levels of development and acculturation. This must be accommodated in developmental initiatives. Value polymorphism can also lead to conflict and fragmentation of society. Structural unemployment, which results from a lack of job opportunities, must be distinguished from unemployment due to incomplete transition from an educational setting to an employment setting. Unemployment is also a social problem that requires immediate action to alleviate the poverty associated with unemployment. The type of unemployment determines the kinds of interventions that are necessary. Development can occur at either a sectional level (involving SUbgroups) or a communal level (involving the whole community). Development may be either evolutionary, or it could be revolutionary, or it could be based on direct interventions. systems and development must occur on a regional level and be linked with development in the larger context. If the larger context is accounted for, factors that influence and control local conditions, can be attended to. Developmental projects should have both an economic and social focus and be in synchrony with the community's level of development, local culture and leadership, facilitating and inhibiting factors in the physical environment, gender differentiation and the role of women in the community. Other factors that promote development include political stability and a sense of security; permeable boundaries between the setting and the external environment; adequate links between a setting and the power base; a focus on the functional development of people so that they can be employable and take charge of economic activities; exposure to middle-class values; dedifferentiation and greater involvement of the community in decision-making. / Thesis (DPhil (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

Bakgrund: Covid-19-pandemin orsakas av ett coronavirus som upptäcktes i december 2019. Vaccin mot Covid-19 har tillverkats för att skydda människor från att insjukna. Att vaccinera är sjuksköterskans arbetsuppgift. Sjuksköterskan ansvarar över att informera personen och göra hen delaktig vid vaccinationen. Genom att sjuksköterskan arbetar efter omvårdnadsprocessen och sjuksköterskans etiska kod kan personen som vaccineras få personcentrerad omvårdnad och bemötas efter personens behov. Syfte: Att undersöka vuxna personers uppfattningar om Covid-19-vaccin. Metod: Kvantitativ enkätstudie med kvalitativa inslag. Resultat: Viljan att vaccinera sig mot Covid-19 är hög och majoriteten av respondenter är vaccinerade. Trots att Covid-19-vaccin genomgått alla de kontroller vaccin måste genomgå för att bli godkända ses bristande förtroende för vaccinens säkerhet. Biverkningar av vaccinen, misstro för vaccinens effekter och genomgången Covid-19-infektion är bidragande faktorer till att personer inte vill vaccinera sig. Media har påverkat vaccinationsviljan både positivt och negativt. Konklusion: Denna studie bidrar till kunskap som kan öka sjuksköterskans förståelse för olika uppfattningar om Covid-19-vaccin. Sjuksköterskor kan med hjälp av resultatet få stöd i bemötandet av personer som funderar på att vaccinera sig. Det är huvudsakligen personer med negativa uppfattningar gällande Covid-19-vaccin som är i behov av sjuksköterskans stöd. / Background: The Covid-19-pandemic caused by a coronavirus was first discovered in December 2019. Vaccines against Covid-19 has been produced to protect people from the disease. Vaccinating is one of the nurse’s assignments. The nurse is responsible for informing the person and involving them in the vaccination. By using the nursing process and the nurse’s code of ethics, the person being vaccinated can receive person-centered care and be treated according to the person’s needs. Aim: To investigate adults' opinions of Covid-19 vaccines. Method: A quantitative survey study with qualitative elements. Findings: The willingness to get vaccinated against Covid-19 is high and most respondents are already vaccinated. Although Covid-19-vaccines has been tested there is a lack of confidence in the safety of the vaccines. Side effects of the vaccines, mistrust of vaccines effects and a history of Covid-19 infection are contributing factors to people not wanting to be vaccinated. The media has influenced the attitude towards Covid-19 vaccinations both positively and negatively. Conclusion: With the help of the results, nurses can receive support in the treatment of people who are considering getting vaccinated. It is mainly people with negative opinions regarding Covid-19-vaccines who need the nurse’s support.

Working at preschool is not always easy. Meetings between different people, the ability to weigh and assess situations, analyze documentation, have scientific knowledge and, not least, be able to lead a careful and educational teaching that gives all children the conditions to meet curriculum goals are some of the demands placed on us working in preschool. The method I have used is to write a scientific essay. But I have also performed participatory observations of two different teams during their pedagogical reflection time. The observations have taken place at two different preschools. My own story is presented together with other educators' stories that I take part of through participatory observation. I examine our thoughts about preschool teaching through conversations, reflection and literature. My essy investigates the doubt that I experience in my profession as a preschool teacher. In this essay, doubt for me means a sense of uncertainty how to interpret and perform my assignment as a preschool teacher. I start from my own perceived contradiction between the administrative documentation responsibility for individual children as the preschool teacher profession entails and my practical knowledge. The essay investigates four main questions: How can I understand, and interpret the doubt as I experience in my role as a preschool teacher? How can deal with to the perceived contradiction between the documentation obligation that I have as a preschool teacher and the practical knowledge? What difference makes documentation for an individual child? How can an individual child´s changed knowledge be made visible in the documentation tool for systematic quality work without it being personal or knowledge assessments? The study's conclusion is, in a way, two-dimensional because it shows my personal journey in new knowledge add new perspectives that awaken new thoughts to me. The survey also shows a fundamental crash between Reggio Emilia's thoughts on pedagogical documentation and the Swedish curriculum where individual children's changed knowledge should be made visible in documentation. The investigation also points out that we live in a documentation culture where continuous registration of what we do is important, otherwise there is no. / Att arbeta på förskola är inte alltid enkelt. Möten mellan olika människor, förmågan att kunna avväga och bedöma situationer, analysera dokumentationer, ha vetenskapliga och teoretiska kunskaper och, inte minst kunna leda en omsorgsfull och pedagogisk undervisning som ger alla barn förutsättningar för att möta läroplansmål är bara några av de krav som ställs på oss som arbetar i förskolan. Metoden som jag använt mig av är att skriva en vetenskaplig essä. Men jag har dessutom utfört deltagande observationer av två olika arbetslag under deras pedagogiska reflektionstid. Observationerna har skett på två olika förskolor. Genom skrivprocessen med essän undersöker jag mina och informanternas berättelser genom reflektioner med kurskamrater, handledare och vald litteratur. Essän undersöker tvivlet som jag upplever i min profession som förskollärare. I den här uppsatsen betyder tvivel för mig en känsla av osäkerhet hur jag ska uttolka och utföra mitt uppdrag som förskollärare. Jag utgår ifrån den självupplevda motsättningen mellan det administrativa dokumentationsansvaret av enskilda barn och min praktiska kunskap. Utgångspunkten för uppsatsen är fyra frågor: Hur kan jag förstå, och tolka tvivlet som jag upplever i min roll som förskollärare? Hur kan jag förhålla mig till den upplevda motsättningen mellan dokumentationsskyldigheten som jag har i egenskap av förskollärare och den praktiska kunskapen? Att dokumentera enskilda barns utveckling, vad gör det för en skillnad för det enskilda barnet? Hur kan enskilda barns förändrade kunnande synliggöras i dokumentationsverktyget för systematiskt kvalitetsarbete utan att det blir personlighets eller kunskapsbedömningar? Undersökningens slutsats är på ett sätt tvådimensionell därför att den dels visar min personliga resa genom ny kunskap som tillfört nya perspektiv som väckt nya tankar hos mig. Undersökningen visar även på en fundamental krock mellan Reggio Emilias tankar om pedagogisk dokumentation och den svenska läroplanen där enskilda barns förändrade kunnande ska synliggöras i dokumentationer. Undersökningen pekar dessutom på att vi lever i en dokumentationskultur där kontinuerlig registrering av det vi gör är betydelsefullt, annars finns det inte.

Made available in DSpace on 2014-06-11T19:29:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-12-08Bitstream added on 2014-06-13T20:18:50Z : No. of bitstreams: 1 lemos_fcs_me_assis.pdf: 401983 bytes, checksum: 1cbc48faec46244873d150131e420829 (MD5) / Partindo de um olhar histórico-genealógico proposto por Michel Foucault, problematizamos as práticas de Conselheiros Tutelares frente às denúncias de violência doméstica, perguntando que relações de saber-poder sustentam essas práticas e que efeitos elas disparam na sociedade. Consideramos os objetos violência, infância, família e as instituições de proteção e atendimento às crianças e aos adolescentes como produções históricas. O nome Conselho Tutelar já explicita um processo de governo e sujeição de corpos. Levantamos a hipótese de que o objeto dessa gestão são as crianças e adolescentes das camadas populares, categorizados como estando em risco psicossocial. Não que a infância de outras classes sociais não seja tutelada, elas também o são, porém são outros os mecanismos de controle exercidos sobre elas, como nos apontam Margareth Rago (1985) e Jacques Donzelot (1986). Consultamos os registros das denúncias e de seus desdobramentos, efetuados no período de 1994 a 1996, nos arquivos da referida instituição, em um município do interior paulista. Interrogamos esse regime de escrita e de construção de dossiês que transformam cada indivíduo em um caso, permitindo comparar, classificar e controlar crianças e adolescentes e seus familiares. Em nossas análises, indicamos que as práticas dos conselheiros tutelares normalizam e moralizam os corpos que tomam como alvo de intervenção, psicologizam a violência familiar, atribuem uma determinação econômica aos atos de violência familiar, culpabilizam as famílias pela situação em que se encontram as crianças e os adolescentes, ameaçam as famílias de perda do pátrio-poder e imprimem um caráter policialesco às suas ações. As práticas desses atores institucionais caracterizam-se como uma gestão dos riscos, baseadas em uma visão médico-higienista da infância e de um processo de normalização e moralização das famílias populares. / Starting from a genealogical historic look proposed by Michel Foucault, we questioned the Tutelary Counselors' practices facing the household violence accusations, asking what relationships of knowledge and power support these practices and what outcomes they throw into our society. The violence, childhood and family objects, and the institutions of protection and attendance to children and adolescents were considered as historic products. The name Tutelar Council already makes a process of body subjugation and control explicit. The hypothesis that the object of this administration are the children and adolescents of popular classes, distinguished as being in psychosocial risk, was raised. Not that the childhood in other social classes are not tutored, they also are, however the control mechanisms performed over them are different, as shown by Margareth Rago (1985) and Jacques Donzelot (1986). The accusation reports and their development, executed between 1994 and 1996, were checked in the mentioned institution files, in a São Paulo countryside city. The writing method and making of dossiers that change each individual into a case, allowing to compare, classify and control children and adolescents and their families were questioned. In our analysis, we point out that the tutelary counselors practices standardize and moralize the bodies taken as na intervention aim, psychologize the familiar violence, assign na economical determination to the acts of familiar violence, blame the families for the situation in which the children and adolescents are, threaten the families of parents' rights loss and print a police charater into their actions. These institucional actors practices define themselves as a risk administratio, based on a medical hyginist view of the childhood and of a popular families' standardization and moralization process.

Resumo: Partindo de um olhar histórico-genealógico proposto por Michel Foucault, problematizamos as práticas de Conselheiros Tutelares frente às denúncias de violência doméstica, perguntando que relações de saber-poder sustentam essas práticas e que efeitos elas disparam na sociedade. Consideramos os objetos violência, infância, família e as instituições de "proteção" e atendimento às crianças e aos adolescentes como produções históricas. O nome Conselho Tutelar já explicita um processo de governo e sujeição de corpos. Levantamos a hipótese de que o objeto dessa gestão são as crianças e adolescentes das camadas populares, categorizados como estando em risco psicossocial. Não que a infância de outras classes sociais não seja tutelada, elas também o são, porém são outros os mecanismos de controle exercidos sobre elas, como nos apontam Margareth Rago (1985) e Jacques Donzelot (1986). Consultamos os registros das denúncias e de seus desdobramentos, efetuados no período de 1994 a 1996, nos arquivos da referida instituição, em um município do interior paulista. Interrogamos esse regime de escrita e de construção de dossiês que transformam cada indivíduo em um caso, permitindo comparar, classificar e controlar crianças e adolescentes e seus familiares. Em nossas análises, indicamos que as práticas dos conselheiros tutelares normalizam e moralizam os corpos que tomam como alvo de intervenção, psicologizam a violência familiar, atribuem uma determinação econômica aos atos de violência familiar, culpabilizam as famílias pela situação em que se encontram as crianças e os adolescentes, ameaçam as famílias de perda do pátrio-poder e imprimem um caráter policialesco às suas ações. As práticas desses atores institucionais caracterizam-se como uma gestão dos riscos, baseadas em uma visão médico-higienista da infância e de um processo de normalização e moralização das famílias populares. / Abstract: Starting from a genealogical historic look proposed by Michel Foucault, we questioned the Tutelary Counselors' practices facing the household violence accusations, asking what relationships of knowledge and power support these practices and what outcomes they throw into our society. The violence, childhood and family objects, and the institutions of protection and attendance to children and adolescents were considered as historic products. The name Tutelar Council already makes a process of body subjugation and control explicit. The hypothesis that the object of this administration are the children and adolescents of popular classes, distinguished as being in psychosocial risk, was raised. Not that the childhood in other social classes are not tutored, they also are, however the control mechanisms performed over them are different, as shown by Margareth Rago (1985) and Jacques Donzelot (1986). The accusation reports and their development, executed between 1994 and 1996, were checked in the mentioned institution files, in a São Paulo countryside city. The writing method and making of dossiers that change each individual into a case, allowing to compare, classify and control children and adolescents and their families were questioned. In our analysis, we point out that the tutelary counselors practices standardize and moralize the bodies taken as na intervention aim, psychologize the familiar violence, assign na economical determination to the acts of familiar violence, blame the families for the situation in which the children and adolescents are, threaten the families of parents' rights loss and print a police charater into their actions. These institucional actors practices define themselves as a risk administratio, based on a medical hyginist view of the childhood and of a popular families' standardization and moralization process. / Orientador: José Luiz Guimarães / Coorientador: Hélio Rebello Cardoso Júnior / Banca: Marcos Cesar Alvarez / Banca: Marcos Alexandre Gomes Nalli / Mestre