There is no consensus of the concept sexual health in the context of being HIV-positive women. Research in the area tends to focus in different measurable parts of sexual health for HIV-positive women. A meta-synthesis on that research issue can develop a deeper understanding and knowledge of how HIV-positive women in qualitative studies describe and experience sexual health. The purpose with this study is to analyze and synthesize the results about how HIV-positive women describe and experience sexual health. The meta-synthesis follows Noblit and Hare´s method of meta-ethnography and additional use of Walsh and Downe´s checklist to appraise qualitative articles. The result shows that HIV involves changes in the body, sexuality and sexual activity and relationships. The changes lead to feelings of responsibility, fear and hopelessness. Combinations of these feelings lead to actions of avoidance of risks that result in feelings of loss. As a nurse you are expected to promote sexual health as a part of holistic care and with this new knowledge health care workers can help these women to better health and feeling of well-being. / Program: Fristående kurs

A Fibrose Cística, também conhecida como Mucoviscidose, é uma doença crônica de origem autossômica recessiva e até o momento incurável. O presente estudo tem como objetivo compreender a experiência da Fibrose Cística no contexto familiar de crianças portadoras. Os participantes do estudo são crianças com Fibrose Cística em acompanhamento em um hospital-escola do interior do estado de São Paulo e suas famílias. Utilizou-se o método etnográfico, com coleta de dados realizada a partir da observação participante e entrevistas abertas, realizadas em visitas programadas no domicílio e locais significativos para a vida familiar. Como resultados obtivemos que a experiência da doença, como processo subjetivo, interpessoal e contínuo pode ser aproximada à história de vida das crianças, bem como daqueles que compartilham situações de vida e cuidado a esses pacientes. A busca por significados da doença, por suporte social e pela redução do estigma permearam esta experiência nas três dimensões temporais da vida dos participantes. O estudo revela dimensões significativas do viver com FC as quais influenciam a adesão à terapêutica e os processos de socialização. Concluindo, observou-se que a experiência da doença pode se apresentar como abordagem relevante na busca por um cuidado integral. / Cystic Fibrosis, also known as Mucoviscidosis, is a chronic disease of autosomal recessive origin and so far incurable. The present study aimed to understand the experience of Cystic Fibrosis in the familiar context of children carriers. The subjects of the study are children with Cystic Fibrosis under follow-up at a university hospital from an interior city in São Paulo state and their families. It was used the ethnographic method, the data collection was done through participant observation and open interviews, during scheduled visits at the family domicile and significant places for the family life. The results show that the disease experience, as a subjective, interpersonal and continuous process, can be approximated to the childs life history, as well as those who share the patients situations of life and care. The search for the disease meanings, social support and reduction of the stigma permeated this experience in the three temporal dimensions of the participants life. The study reveals significant dimensions of living with CF which influence the treatment adherence and the socialization processes. It was observed that the disease experience can be a relevant approach in the search for a comprehensive care.

As queimaduras na infância compreendem importante causa de atendimento hospitalar e internação e podem desencadear sequelas físicas e emocionais. Dependendo da gravidade e complexidade das lesões, a hospitalização da criança é prolongada para realização de tratamento adequado e ela é afastada tanto do convívio familiar como do social. O número de crianças em idade escolar que sofrem queimaduras, e consequentemente interrompem as atividades escolares, por períodos curtos ou até as abandonam, é significativo, tornando digno de preocupação o processo de reinserção escolar. Este estudo teve como objetivo interpretar os significados do processo de reinserção escolar de crianças sobreviventes de queimaduras. Realizou-se uma pesquisa com abordagem metodológica qualitativa, fundamentada no referencial teórico da Antropologia Interpretativa e no método etnográfico. Após a aprovação do estudo pelos Comitês de Ética em Pesquisa com Seres Humanos das instituições envolvidas, convidaram-se crianças sobreviventes de queimaduras em seguimento em um hospital-escola do interior paulista. Coletaram-se dados no hospital, no domicílio e na escola das crianças, de janeiro de 2012 a dezembro de 2013, por meio de entrevistas em profundidade audiogravadas e observação participante, complementadas pelo diário de campo. Participaram da pesquisa 14 crianças e os atores sociais envolvidos neste processo, como familiares, profissionais de saúde, professores, vizinha e amigo, totalizando 57 participantes. A coleta e análise dos dados ocorreram concomitantemente, e esta última seguiu os pressupostos da análise temática indutiva. Identificaram-se códigos, os quais, posteriormente, embasaram a construção das duas unidades de sentidos: \"Fatos e fatores prévios ao retorno escolar\" e \"A volta à escola\". A partir destas, identificou-se o núcleo temático, \"O olho puxa essas coisas. A gente olha mesmo\": enxergando o outro como diferente, o qual apresenta a explicação compreensiva do processo de reinserção escolar, fornecendo os significados da experiência. Os significados foram explicados por meio dos conceitos antropológicos de estigma, identidade e corporeidade. O culto ao corpo presente no contexto cultural brasileiro foi fator intensificador do estigma sofrido pelas crianças. Identificaram-se fatores facilitadores do processo, como: dar continuidade às atividades escolares e manter contato com professores e colegas durante a hospitalização; preparar a escola para receber a criança; abordar sobre queimadura na escola para evitar curiosidade; encarar a presença da discriminação e trabalhar as diferenças. Estas estratégias fazem com que todos os envolvidos se sintam ao menos mais confortáveis durante esse difícil processo que merece atenção e envolvimento dos familiares, profissionais de saúde e equipe escolar. A partir dos resultados desta pesquisa, esperamos empoderar as crianças e seus familiares acerca da melhor maneira para lidar com as queimaduras durante a reinserção escolar e contribuir para o desenvolvimento de ações e estratégias baseadas na cultura para que este processo ocorra da forma menos traumática possível / Childhood burns are an important cause of hospital care and hospitalization and can trigger physical and emotional sequelae. Depending on the severity and complexity of the injuries, the children face a lengthy hospitalization for appropriate treatment, being distanced from family and social life. A significant number of school-age children are victims of burns and, hence, interrupt their school activities for short periods or even drop out, turning the school reinsertion process into a source of concern. The objective in this study was to interpret the meanings of the school reinsertion process of child burn survivors. A study was developed with a qualitative methodological approach, based on the theoretical framework of Interpretative Anthropology and on the ethnographic method. After receiving approval of the study from the Ethics Committees for Research Involving Human Beings of the institutions involved, child burn survivors were invited who were followed at a teaching hospital in the interior of the state of São Paulo, Brazil. Data were collected at the hospital and at the children\'s home and school between January 2012 and December 2013 through audio- recorded in-depth interviews and participant observation, in addition to the field diary. Fourteen children participated in the research, as well as the social actors involved in this process, including relatives, health professionals, teachers, a neighbor and a friend, totaling 57 participants. The data collection and analysis took place at the same time, and the latter followed the premises of inductive thematic analysis. Codes were identified, which later supported the construction of the two units of meaning: \"Facts and factors before the return to school\" and \"The return to school\". Based on these units, the thematic nucleus was identified \"The eye attracts these things. We really look\": seeing the other as different, which presents the comprehensive explanation of the school reinsertion process, providing the meanings of the experience. The meanings were explained through the anthropological concepts of stigma, identity and corporeity. The cult of the body present in the Brazilian cultural context was a factor that intensified the stigma the children suffered. Facilitators of the process were identified, such as: proceeding with the school activities and keeping contact with teachers and classmates during the hospitalization; preparing the school to receive the child; discussing the burn at school to avoid curiosity; facing the presence of discrimination and working on the differences. As a result of these strategies, all stakeholders feel at least more comfortable during this difficult process that deserves the attention and engagement of the relatives, health professionals and the school team. Based on these research results, we hope to empower the children and their relatives as to the best way to cope with the burns during the school reinsertion and to contribute to the development of culture-based actions and strategies, so that this process occurs in the least traumatic way possible

O objetivo deste estudo foi compreender o conhecimento e a vivência da menopausa para um grupo de mulheres. Buscamos nos referenciais teórico-metodológicos da Antropologia médica, e do método etnográfico, as bases para o estudo do evento. Os métodos utilizados para a coleta de dados com 12 colaboradoras que vivenciam a menopausa foram a observação participante, a entrevista semi-estruturada e o desenho de como elas visualizavam o corpo internamente, dentro de uma silhueta feminina, previamente reproduzida. Para aquelas que não entendiam essa formulação da proposta, foi solicitado que desenhassem aquilo que está envolvido com a menstruação e a menopausa. O objetivo foi o de complementar as entrevistas; motivar as mulheres a falarem a respeito da menopausa, verificar o quanto a representação que elas têm do corpo influencia, de fato, o significados que possuem sobre a menopausa e, por fim, favorecer a interpretação compartilhada à medida que, ao desenharem, comentavam sobre seus desenhos. Os dados foram apresentados na forma de narrativa e analisados à luz da teoria abordada. Nas narrativas, identificamos categorias que foram integradas em três temas: corpo, menstruação e menopausa. Dessas categorias, emergiram seis temas culturais: a menstruação caracteriza a mulher e define seu papel; o corpo emite os sinais; o poder de Deus determina as funções do corpo; a menopausa como evento natural do corpo e a menopausa e o deixar de ser mulher. Uma vez construídas as subcategorias / categorias / temas passou-se a analisar a natureza da experiência comum entre as mulheres. Dessa forma, foram delineadas a interpretação e a compreensão da vivência da menopausa, segundo suas elaborações culturais. Prosseguimos com uma comparação entre as categorias, evidenciando os nexos, na tentativa de sintetizar essas interpretações e compreensões em temas de significado. Destarte, foi possível compreender que a menopausa, experiência humana feminina, é resultante de uma construção singular, estando integrada a uma rede de significados, instituídos pelo grupo, que condiciona o conhecimento e a vivência dentro de determinados padrões culturais que devem ser considerados no cuidado pelos profissionais de saúde. Finalizando, o conhecimento sobre a menopausa, neste grupo de mulheres, foi um processo construído ao longo da vida e reflete a realidade cultural e social da localidade, para a qual a vivência da menopausa significa deixar de ser mulher / This investigation has the objective to understand a group of women´s knowledge and experience of menopause. Medical anthropology is the theoretical basis for the study and the ethnographic methodology the option for data collection. The data collection was carried out with 12 collaborators who were in experiencing menopause through participant observation, semi structured interview and the drawing in a silhouette previously produced. In this drawing the women were asked to represent how they viewed menstruation and menopause, aiming to complement interviews, motivating women to talk about their menopause, to know their representation about their own body. To obtain their interpretation they were asked to make comments on their drawings. We worked data as narratives and analyzed them based on the theoretical framework. In the narratives, we identified categories integrated in six cultural themes: menstruation characterizes woman and defines her role; body sends its signals; God´s power determines body functions; menopause is a body natural event and after menopause womanhood is left behind. After the classification of subcategories, categories and themes, the analysis searched for the common experience of women. This strategy allowed gaining access of both menopause experience and understanding based on their cultural elaborations. Then we compared categories attempting to synthesize such interpretations obtain the meanings. It was possible to understand menopause as a female unique experience, as a result of a singular integrated construction to a meaning net constructed by the group, in which social condition and cultural context are determinants. As result this phenomenon must be carefully dealt by local health professionals. Finally, knowledge about menopause, in the studied group, was a process constructed during life course, reflecting cultural and social local reality for which menopause experience means leaving womanhood behind

A Fibrose Cística (FC) é uma doença genética, até o momento incurável, que junto às demais condições crônicas, exigem cuidados que transcendem a esfera biológica da doença e do cuidado e necessita de estratégias inovadoras para seu manejo. Esse estudo teve por objetivo compreender o itinerário terapêutico de crianças com Fibrose Cística, a partir da perspectiva deles próprios. Para tanto, nos apoiamos no quadro teórico e metodológico conformado pela antropologia médica, etnografia e a hermenêutica interpretativa. Participaram do estudo, 7 crianças entre 8 a 10 anos, em tratamento em um hospital escola do interior do estado de São Paulo e seus familiares. Os dados foram coletados por quatro meses com cada criança partindo-se do referencial da etnografia, mediante observação participante, entrevistas e confecções de materiais que permitiram a participação infantil. Os resultados foram compreendidos em três atos interpretativos que conformam o círculo hermenêutico: As várias facetas da Fibrose Cística; Caminhos e cuidados: avaliações sobre o tratamento e Escolhas, caminhos e cuidados: o itinerário terapêutico de crianças com Fibrose Cística. A partir dos resultados, interpretamos que os modelos explicativos existentes na FC atualmente estão circunscritos em círculos concêntricos dentro dos setores e entre os diferentes atores envolvidos gerando avaliações fragmentadas e diferentes possibilidades de tratamento. As interpretações nos levaram a refletir a respeito da hegemonia do paradigma da saúde pautado no positivismo e suas implicações para o cuidado integral. As possibilidades de mudança aparecem ao considerarmos a etnografia e a hermenêutica enquanto referenciais para a prática bem como a centralidade e a potencialidade da criança como agente da mudança. / Cystic Fibrosis (CF) is a genetic disease which, along with other chronic conditions, calls for care that transcends the biological aspects of the disease and requires innovative strategies for its management. The aim of this study was to understand the therapeutic itinerary of children with cystic fibrosis through their point of view. To achieve this, we were supported by theoretical and methodological framework composed by medical anthropology, ethnography and interpretative hermeneutic. The participants were 7 children between the ages of 8 and 10 who were in treatment for CF at a University Hospital in the state of São Paulo and their relatives. Data were obtained during 4 months with each child using the ethnography method through participant observation, interviews and handmade materials that allowed children to participate. The results were understood in 3 interpretative acts that shaped the hermeneutic circle: Plenty faces of Cystic Fibrosis; Paths and care:treatment evaluations and Choices, paths and care: the therapeutic itinerary of children with Cystic Fibrosis. After analyzing the results, we interpreted that the explanatory models currently available in Cystic Fibrosis are limited in circles in the sectors and between the different actors involved what causes fragmented evaluations and different possibilities of treatment. Those interpretations lead us to reflect the hegemony of the health paradigm that is based on positivism and its implication for integral care. The possibilities of change appear when using the ethnography and the hermeneutic theories in the clinical practice and when considering the centrality and the potentiality of the children as transition agents.

As indagações que orientam este trabalho tiveram início na procura de averiguar como os conteúdos de sites e blogs, elaborados em parceria ou pelos próprios Kel tamacheques, auxiliam-nos a compreender a história contemporânea dessa sociedade. Diante dessa busca, pesquisamos e elaboramos corpus imagético capturado da web indexável, buscando verificar suas contribuições de modo a compreender os alcances desse conteúdo como auxilio profícuo para o estudo da história dos Kel tamacheques. Metodologicamente a pesquisa imagética que aqui apresentamos implica em uma determinada forma de encarar os conteúdos da web, tomando como base somente a produção dos próprios Kel tamacheques, em língua francesa. Destarte, por meio dessa pesquisa, concluímos que é possível não só ter acesso às demandas da história contemporânea dessa sociedade, mas também do entendimento, transição e interconexão do passado e dos tempos atuais. Assim, criamos um website almejando atender a perspectiva da universidade e transversalidade no que se referem à melhoria da sociedade e da humanidade a partir dos temas e conflitos vividos pelas pessoas em seu dia-a-dia, sejam em África ou no Brasil. / The inquiries that guide this work began in the search to find out how the content of websites and blogs, elaborated in partnership or by Kel tamacheques themselves, help us to understand the contemporary history of this society. In view of this search, we researched and elaborated an imaged corpus captured from the indexable web, seeking to verify its contributions in order to understand the scope of this content as a useful aid to the study of the history of the Kel tamacheques. Methodologically, the imagery research presented here implies a certain way of looking at the contents of the web, taking as a basis only the production of the Kel tamacheques themselves, in French. Thus, through this research, we conclude that it is possible not only to have access to the demands of the contemporary history of that society, but also to the understanding, transition and interconnection of past and present times. Thus, we created a website aiming to meet the perspective of the university and transversality in what refers to the improvement of society and humanity from the themes and conflicts experienced by people in their daily lives, whether in Africa or in Brazil.

This dissertation examines transnational family practices between Kyrgyzstan and Russia. Post-Soviet Kyrgyzstan experienced intensive internal and external mobilities. As one of the poorest Soviet republics, independent Kyrgyzstan continued to battle with poverty and high unemployment, which pushed nearly 20% of its population to seek jobs internationally. Transnational families have become a norm for Kyrgyzstan that receives the equivalent of one-third of its GDP in remittances. Using the transnational perspective, I explored the role of migration in reconstituting 'family practices' (Morgan, 1996, 2013). In a multi-sited ethnography of family life between Alcha village and Yakutsk city, the study demonstrates the everyday lives of transnational family members maintaining ties across time and space. Treating families as groups of configurations, rather than households, the study illustrates the multitude of family and kin relationships and networks that family members are embedded in. Through the examination of remittances and monetary ties, communal celebrations, arrangements of caregiving in migrants' absence, the study describes the contradictory effects of migration. I argue that migration has dramatically transformed and reconstituted family life. Divided and fragmented, Kyrgyzstani transnational families continued to maintained strong ties with home. I demonstrate that transnational families coped with the contradictory consequences of migration that shifted the family meanings, practices, constitution, and architecture of Kyrgyz family lives. The dissertation argues that Kyrgyzstani families, characterized by extended family relations, are nonetheless increasingly engaged in nuclear family type of relations in the transnational social fields.

This thesis examines the ways in which outdoor environmental education can be understood in the context of relational-environmental encounters. The study focuses on residential learning programmes with secondary school students in the UK. The research aims to explore the extent to which current educational practices, structures and pedagogies in two case study locations can be said to occur as continuous lived experiences; invoking relational ontologies. Furthermore, this research examines the environmental encounters of students and considers how these encounters shape and challenge environmental narratives consisting social and cultural norms. Making use of developments within behaviour change theory, ecological ethics and environmental pedagogy, this thesis brings together ways of understanding environmental and sustainability education, notions of relational ways of being, and models for transformative societal change. The research methodology makes use of ethnographic encounters in two case locations comprising residential education centers in South Devon, UK, chosen for their representation of instrumental and emancipatory pedagogies. Participating in fifteen outdoor environmental education programmes over ten months, participant observation, focus groups, interviews and photo elicitation were deployed. In-field and subsequent thematic analysis, using structured coding elicited four central themes: structure, choice, relationships and discomfort. These themes formed the core empirical analysis and enabled an exploration of relational practices occurring across the spectrum of contemporary environmental education. The research therefore provides a narrative of residential experiences in a subjective, emergent and reciprocal environment, whereby both lived and learning experiences provide space for instrumental and emancipatory learning. Consequently, contributions are made to geography and education in four key areas; firstly, the articulation of a pedagogy of discomfort deployed explicitly and implicitly within environmental education; secondly, an advancement of relational connotations of place-making within environmental education as being emergent of agency, structure and the setting itself; thirdly, through the ecotheraputic ‘performance’ of other-than-human material and ecological environments in education discourses; and finally, through an advancement of a blended approach to environmental education, understood from an ecological-ethical, as well as a behavioural-practice perspective.

Cette recherche s’interroge sur les rapports entre consommation et communication dans les cafés et lessupermarchés. Ces espaces nous les avons qualifié d’interstitiels car ils correspondent à un entre-Deux signifiantdans la vie sociale. On a pu montrer que l’espace se construit à travers les praxis et les imaginaires, qui sepositionnent face aux normes qui en régissent les usages. Aux structures plastiques des espaces correspondentdes négociations qui permettent aux identités sociales de se construire. Cohabitent ainsi quatre dimensions dansles espaces interstitiels : la dimension inter de l’entre-Deux qui articule l’individu à la communauté, la dimensionhyper qui est celle des normes structurants les échanges, la dimension infra qui permet la négociation et enfin ladimension micro qui implique la fabrication des identités sociales et la posture de chercheur adoptée dans cetravail.Cette recherche est aussi l’occasion de présenter une méthode, dénommée microsic, qui se veut une démarcheavec une base ethnographique permettant de déployer des méthodologies à même de capter des situationssociales de nature instables. Nous avons insisté sur la dimension poïétique de toute recherche en anthropologiede la communication, dont la visée est de rendre compte de phénomène qui se dérobent en permanence auregard et dont il faut restituer la complexité. / This research questions the relationship between consumption and communication in cafes and supermarkets.We have termed these spaces interstitial because they correspond to a meaning of an in-Between found insocial life. It has been shown that space is built through the praxis and the imaginary, which position themselvesfacing the standards that govern the practices. To the visual structures of the spaces correspond negotiationsthat enable the building of social identities. Thus four dimensions coexist in the interstitial spaces : the in-Betweeninter dimension that links the individual to the community, the hyper dimension which is the one of the standardsthat structure exchanges, the infra dimension that enables negotiation and finally the micro dimension thatinvolves the making of social identities and the researcher posture adopted in this work.This research is also an opportunity to present a method, called microCs, that aims to be an approach with anethnographic basis enabling the deployment of the appropriate methodologies for capturing inherently unstablesocial situations. We emphasized the poietic dimension of any research in anthropology of communication,whose aim is to account for phenomena that constantly avoid attention and whose complexity we must bring out.

This ethnographic study explores the ways in which religious teachers use intensive Islamic learning environments as sites to reshape understandings of Islam amongst American Muslims of Sunni orientation. The absence of longstanding traditional Islamic educational institutions in the United States poses challenges for Muslims looking to learn about Islam beyond parental teachings and Sunday schools. However, a range of innovative transmedial learning environments, bridging offline and online spaces, have emerged in recent decades. This is the first ethnographically informed study of such spaces which attends to the role of knowledge and the multidimensional nature of authority in the education of American Muslims. Using 10 months of fieldwork in Canada, the United States, and Turkey, I draw on and explore narratives of students and teachers, revealing the bodies of knowledge that teachers deem relevant for the development of an American Muslim self and how these teachers situate their authority within a tradition of knowledge transmission. These narratives demonstrate how students seek out certain types of knowledge to develop their religious identities, and the ways teachers respond by selecting and deploying these and other bodies of knowledge in their teaching. Teachers and their associated educational programmes use various pedagogical techniques and accessories to link students to the imagined international Muslim community. This leads to an understanding of how teachers situate their authority within a tradition of knowledge transmission. These teachers ground narratives of self and place within religious and regional histories to define religious practice that is ethical and culturally relevant, and justify their own authority. This research contributes to debates on the challenges of intra-Muslim dialogue in relation to the umma. It is a ground-breaking empirical study illustrating how, despite the tense geopolitics surrounding Islam and Muslims, American Muslim communities in the 21^st century sustain Islamic tradition by developing an Islamic pedagogy relevant to its historical roots and contemporary possibilities in a digital age.