Följande undersökning behandlar förskolans uppdrag och samverkan kring barn som upplevt trauma. Syftet är att undersöka hur olika professionsföreträdare för yrken närliggande förskolepersonalens (BVC-sjuksköterskor, socionomer, förskolepsykologer & förskolechefer) upplever förskolans roll i arbetet med barn som drabbats av trauma. Studien fokuserar hur olika professionsföreträdare nära förskolan upplever förskolans uppdrag och vilken relevans deras förväntan har gentemot de styrdokument som förskolan lyder under. Därtill undersöks hur samverkan för att öppna möjligheter för barn som drabbats av trauma, att utvecklas, lära och bidra, ser ut i praktiken. Kvalitativa intervjuer har genomförts med åtta personer. Intervjuer och styrdokument har bearbetats fenomenologiskt så att essensen av det sagda och skrivna tagits fram. Resultatet visar på förväntan på att förskolan tar en aktiv roll i arbetet för barn som upplevt trauma. Förskolans omgivning önskar enligt intervjupersonerna ett mer tillitsfullt samarbete mellan förskolepersonal och vårdnadshavare. Likaså efterlyses ett förebyggande hälsoarbete mellan deltagarnas egna professioner och  förskolepersonal. Ett inslag av misstro mot förskolepersonal blandas med tilltro till förskolan som potentiell arena för positiv samhällsutveckling. Resultatet analyseras först i jämförelse mellan intervjuer och styrdokument. Därvid framkommer att intervjupersonernas förväntan på förskolan är i samklang med styrdokumentens uppdragsbeskrivning. Samverkansupplevelserna analyseras utifrån Danermarks teori för samverkanskvalitet vilket visar på samverkansbrister i styrning, struktur och samsyn enligt intervjupersonernas upplevelser. Ett tänkt barn sätts som fallstudie in i Bronfenbrenners utvecklingsekologiska modell, som belyses med Ungars, Ghazinours och Richters resiliensteori. Då synliggörs hur intervjupersonernas upplevelse av samverkan kring barn som erfarit trauma berör hela barnets utvecklingsekologiska sammanhang. Analysen visar att kvalitativ samverkan är en förutsättning för att barnet ska ta sig ur ett posttraumatiskt stress-syndrom. Det samhälleliga uppdraget för förskola och nätverk blir att ge barnet många användbara verktyg och tillfällen för att ta sig genom kaos till fortsatt utveckling och lärande.

L’objectif général de cette thèse était d’explorer le développement personnel de jeunes à risque de délinquance et de décrochage scolaire à travers leur participation à un programme d’intervention psychosociale nommé « Bien dans mes Baskets » (BdmB). Ce programme utilise le basketball parascolaire comme outil d’intervention et il a comme particularité qu’une bonne partie de ses entraineurs-intervenants détiennent une formation professionnelle en travail social ou domaines connexes. Cette thèse présente les résultats de trois études faisant partie d’un projet de recherche plus vaste portant sur l’évaluation du programme BdmB. Une première étude a exploré le processus de transfert, à d’autres domaines d’activités, des habiletés de vie ciblées par le programme BdmB. Des entretiens semi-directifs ont été réalisés auprès de 14 anciens participants et sept anciennes participantes du programme. Nos résultats suggèrent que trois principaux facteurs semblent avoir joué un rôle dans le processus de transfert des habiletés de vie développées au sein de BdmB, soit la présence de contextes favorisant l’apprentissage expérientiel, la valeur relative accordée aux différents domaines d’activités et la trajectoire de vie. Il ressort également de nos données qu’au-delà du processus de transfert sur une base individuelle, il est possible qu’un transfert puisse s’opérer dans la communauté. L’objectif de la deuxième étude était d’explorer comment et dans quelle mesure les expériences au sein de BdmB ont pu servir de levier au processus d’empowerment. Des entretiens semi-directifs ont été réalisés auprès de sept anciennes participantes de BdmB. Nos résultats suggèrent que la pratique sportive, combinée à une intervention psychosociale, peut contribuer au développement d’un plus grand contrôle sur sa vie. Cette amélioration serait la résultante cumulative de divers apprentissages, dont le développement et le transfert d’habiletés de vie et la capacité à résister aux influences externes négatives présentes dans leurs milieux de vie respectifs, ainsi que l’impact positif des expériences vécues au sein de BdmB sur la persévérance scolaire et les aspirations professionnelles. Une troisième étude avait pour objectif d’évaluer l’impact du programme BdmB sur le sentiment d’appartenance à l’école et la perception de soutien social. Un devis quasi expérimental a été utilisé pour évaluer l’impact du programme auprès des athlètes-étudiants(es) actuels. Le groupe d’intervention était composé des athlètes-étudiants de BdmB et les groupes de comparaison étaient constitués des étudiants de la même école ne participant pas au programme et pratiquant ou non un autre sport. Les individus ont été sondés à deux reprises à l’aide d’un questionnaire auto administré sur une période de deux années scolaires. Les résultats de l’étude indiquent que le groupe BdmB a développé un meilleur sentiment d’appartenance et a perçu un meilleur soutien social par rapport aux groupes de comparaison. / The main objective of this thesis was to explore the personal development of youth at risk of delinquency and dropout through their involvement in a psychosocial intervention program named "Bien dans mes baskets" (BdmB). This program uses extracurricular basketball as an intervention tool among youth facing various difficulties. It is worth noting that almost all the coaches have professional training in social work or related fields. This thesis presents the results of three studies as parts of a broader research project dealing with the evaluation of the BdmB program. The first study explored the transfer process of the life skills targeted by the BdmB program to other activity fields. Semi-structured interviews were conducted with 14 men and seven women former athlete-students. Our results suggest that, throughout the adult life, three main factors seem to have played a role in the transfer process involving life skills developed as part of BdmB, namely the presence of contexts favoring experiential learning, the relative value granted to the different activity fields and the life trajectory. Our data also shows that beyond the transfer process on an individual scale, a transfer can also occur within the community. The aim of the second study was to explore how participation in BdmB could foster the process of empowerment. Semi-structured interviews were conducted with seven former female participants of BdmB. Our results suggest that a team sport can lead to empowerment through positive socialization, especially when combined with psychosocial intervention. This improvement was most likely the result of cumulative learning experiences including the development and transfer of life skills, the capacity to resist negative external influences as well as the positive impact of experiences in BdmB on their academic aspirations and persistence. The aim of the third study was to evaluate the impact of BdmB program on sense of belonging to school and the presence of social support. A quasi-experimental design was used to evaluate the impact of the program among current participants. The intervention group consisted of the athlete-students of BdmB and the comparison groups consisted of the students from the same school who are not participating in the program, and taking into account whether they are involved or not in sport participation. Individuals were surveyed two times using a self-administered questionnaire over a period of two academic years. Results indicate that the intervention group has developed a better sense of belonging to school and has a better social support compared to comparison groups.

It is increasingly acknowledged that the proper objective of government efforts towards economic development should be aimed at improvements beyond simple measures of growth, poverty and inequality towards richer measures of human well-being. Herein, the economic and non-economic quality of life, as well as the quantity of life, becomes important indicators. Economists and other social planners therefore need to develop more meaningful indicators of the quality of life. Objective and subjective indicators of the quality of life can be distinguished. For various reasons, this thesis will focus on the search for more meaningful objective indicators of the quality of life. One of the most wellknown objective indicators of quality of life is the Human Development Index (HDI). There is, however, a growing dissatisfaction with the HDI. In this thesis, two recent methodological advances in the measurement of quality of life are applied and combined and, in particular, in the measurement of the non-economic quality of life, to the sub-national quality of life in South Africa. As such, this thesis’ contribution is twofold. First, it investigates the extent to which the quality of life differs within a developing country, as opposed to most studies that focus on either inter-country differences in quality of life, or studies that focus only on spatial inequalities within countries using a restricted set of measures such as per capita income or poverty rates and headcounts. Secondly, this thesis applies a recent methodology proposed by McGillivray (2005) to isolate the non-economic (non-monetary) quality of life in various composite indices and to focus on the non-economic quality of life across 351 South African magisterial districts Indices for the non-economic quality of life are compiled for geographical quality, for demographic quality, and based on the human development index. Furthermore, given that composite indices used in the construction of measures of quality of life consist of weightings of multiple proxies, this thesis implements the method of Lubotsky and Wittenberg (2006) which proposed a new estimator for the case where multiple proxies are to be used for a single, unobserved variable such as quality of life. This thesis establishes that when the non-economic quality of life of the demographic index is considered, the top ten regions in 1001 were as follows: Pretoria, Johannesburg, Soweto, Port Elizabeth, Durban, Inanda, Pietermaritzburg, Wynberg, Mitchellsplain and Vanderbijlpark. It is important to note that, when interpreting these results, one should take caution since variables such as the number of people, number of households etc. is included in this index and as a region grows in population size the more negative consequences such as a higher crime rate can be associated with the particular region. The top ten regions in which to reside in 1004 as determined by the geography quality of life index were: Calvinia, Gordonia, Namaqualand, Kenhardt, Carnarvon, Ubombo, Williston, Hlabisa, Ceres and Ingwavuma. This geography index measures a region's natural beauty which, according to Wey (2000), contributes positively to one's perceived quality of life. Considering changes in non-economic quality of life indices between 1996 and 2004, the conclusion can he drawn that the South African government has been successful to a certain degree in addressing non-economic quality of life. Social policies such as health care, education, housing, water and sanitation appear to have had a positive effect on people's perceived non-economic quality of life in areas that were relatively deprived in 1996. / Thesis (Ph.D. (Economics))--North-West University, Potchefstroom Campus, 2007

In 2001 the first Human Resource Development Strategy of South Africa (HRDSA) was implemented. The lack of institutional arrangements, structures, procedures, processes and capacity and the location of the HRDSA, 2001, at both the then Departments of Education and Labour, severely hampered the implementation and effective functioning of the Strategy. This study aims to find solutions to the main implementation difficulties experienced with the HRDSA, 2001, in order to ensure increased performance regarding the strategic priorities of the revised HRDSA, 2010 – 2030. An empirical study was conducted to determine potential challenges pertaining to the implementation of the revised HRDSA. Interviews were conducted with senior officials and experts at relevant national departments and with the Gauteng Provincial Government and social partners and relevant stakeholders, including organised labour and organised business. Questionnaires distributed among human resource development (HRD) practitioners addressed matters pertaining to possible solutions with regard to the appropriate location of the HRDSA, challenges in implementing the HRDSA, capacity needs, appropriate governance structures, political support and budgetary constraints. Best practice for the implementation of a national HRD strategy in a number of countries is outlined and discussed with a view to benchmarking the HRDSA and learning from the mistakes made by them in the implementation of their national HRD strategies. Based on these lessons learnt by those countries, and valuable information gathered through the results obtained from the questionnaires and interviews, recommendations are made to support the successful implementation of the revised HRDSA. The recommendations are focused on the effective, efficient, economic and sustainable implementation of the revised HRDSA commitments, strategic priorities, strategic objectives, programmes and projects to improve social and economic growth, as well as HRD, human development (HD) and accelerated quality service delivery in South Africa. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2011.

In 2001 the first Human Resource Development Strategy of South Africa (HRDSA) was implemented. The lack of institutional arrangements, structures, procedures, processes and capacity and the location of the HRDSA, 2001, at both the then Departments of Education and Labour, severely hampered the implementation and effective functioning of the Strategy. This study aims to find solutions to the main implementation difficulties experienced with the HRDSA, 2001, in order to ensure increased performance regarding the strategic priorities of the revised HRDSA, 2010 – 2030. An empirical study was conducted to determine potential challenges pertaining to the implementation of the revised HRDSA. Interviews were conducted with senior officials and experts at relevant national departments and with the Gauteng Provincial Government and social partners and relevant stakeholders, including organised labour and organised business. Questionnaires distributed among human resource development (HRD) practitioners addressed matters pertaining to possible solutions with regard to the appropriate location of the HRDSA, challenges in implementing the HRDSA, capacity needs, appropriate governance structures, political support and budgetary constraints. Best practice for the implementation of a national HRD strategy in a number of countries is outlined and discussed with a view to benchmarking the HRDSA and learning from the mistakes made by them in the implementation of their national HRD strategies. Based on these lessons learnt by those countries, and valuable information gathered through the results obtained from the questionnaires and interviews, recommendations are made to support the successful implementation of the revised HRDSA. The recommendations are focused on the effective, efficient, economic and sustainable implementation of the revised HRDSA commitments, strategic priorities, strategic objectives, programmes and projects to improve social and economic growth, as well as HRD, human development (HD) and accelerated quality service delivery in South Africa. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2011.

Diese Dissertation basiert auf einer auf den Menschen bezogenen, multidimensionalen Betrachtung von Entwicklung. Sie soll empirisch Übereinstimmungen und Determinanten der Gesundheit von Kindern in Ländern mit niedrigem und mittlerem Einkommen analysieren. Der erste Essay – mit verfasst von Stephan Klasen - wendet bivariate Cluster Analyse an, um die Beziehung der Verbesserungen verschiedener Gesundheits- und Bildungsindikatoren der Millennium Development Goals (MDG) zu untersuchen. Die MDGs beinhalten Schlüsselaspekte des menschlichen Wohlbefindens und sollten daher eng miteinander verkoppelt sein. Trotz der substantiellen theoretischen Grundlage für enorme Synergien zwischen MDG Zielen, ist die empirische Heterogenität der Kopplung der Prozesse zwischen verschiedenen MDGs erheblich groß.  Die zentrale Fragestellung des ersten Essays dieser Dissertation ist daher, ob klare Gruppen eben jener Länder ausgemacht werden können, in denen derartige Synergien existieren (und in denen diese nicht existieren), und was die Zugehörigkeit in derartigen Gruppen treibt.   Unser Beitrag ist, den MDG Fortschritt durch Indikatoren relativer Leistung zu definieren. Diese bezeichnen die Änderungsrate, die die empirisch "erwartete" Änderungsrate bei gegebenen ursprünglichen Bedingungen übersteigt. Diese Maßnahme erlaubt es uns für den unterschiedlichen Grad an Ambition impliziert durch die MDGs bei Ländern mit unterschiedlichen Ausgangslagen zu kontrollieren und lässt uns im Grunde fragen ob Länder, die außerordentlichen Fortschritt bei der Erreichung von MDGs gemacht haben, von Synergien profitiert haben. Indem wir die Cluster Analyse auf diese Indikatoren der relativen Leistung in Bezug auf verschiedene MDG Indikatoren für Gesundheit und Bildung anwenden konnten wir jene Länder, in denen sich Indikatoren in die selbe Richtung ("gute" oder "schlechte" Performer) bewegten, von solchen Ländern unterscheiden, bei denen sich Indikatoren in unterschiedliche Richtungen ("partielle" Performer) bewegten. Unsere Ergebnisse legen nahe, dass Synergien existieren, diese jedoch nur bei einer eingeschränkten Gruppe von Ländern auftreten (die "guten" Performer, die mit Fortschritt einhergehen und die "schlechten" Performer, die mit Rückschritt einhergehen). Andererseits können wir zeigen, dass bei einer beträchtlichen Anzahl an Ländern Synergien schwach oder abwesend sind, was zu umgekehrten Bewegungen  im MDG Fortschritt bei mindestens einem oder zwei Paaren von nicht einkommensbezogenen MDG Indikatoren führt. Unsere Regressionsergebnisse zeigen, dass diese partielle Performance gut durch steigende Ungleichheit und niedrige institutionelle Qualität erklärt wird. Andererseits kann Wirtschaftswachstum, welches als die robusteste Determinante der Cluster-Zugehörigkeit erscheint, insbesondere gute von schlechten Performern unterscheiden. Der zweite Essay - in alleiniger Urheberschaft - analysiert die kurz- und langfristigen Determinanten von Errungenschaften bei der Gesundheit von Kindern unter Verwendung von Längsschnittsdaten aus Indonesien. Basierend auf dem analytischen Ansatz von Mosley und Chen (1984), werden insbesondere die Effekte einer Reihe von kindspezifischer, Haushalts- und Gemeindecharakteristika auf den Ernährungszustand von Kindern, gemessen in height-for age z-scores, betrachtet. Der besondere Beitrag dieser Studie ist die Verwendung von Paneldaten auf der Mikro-Ebene und einer Methodologie (dem Mundlak-Ansatz für fixe  Haushalteffekte), die  robuste und unverzerrte Schätzungen liefert. Desweiteren ermöglicht sie die Identificationkurz- und langfristiger Effekte unmittelbarer und sozioökonomischer Determinanten der Gesundheit von und trägt so zur bestehenden Literatur bei. Die Ergebnisse legen nahe, dass mütterliche Bildung einen positiven und langfristigen Einfluss auf die Gesundheit von Kindern hat. Dies zeigt sich teilweise in reproduktivem Verhalten und wird teilweise durch Praktiken im Umgang mit Kindern (d.h. Stillen) vermittelt. Andererseits zeigt sich kein langfristiger Effekt von Einkommen, obgleich temporäre Einkommenssteigerungen zu höheren Ausgaben und somit zu einer Verbessereung des Eernährungsstatus führen., Hierbei zeigt nur der Erwerb und die Verwendung von Vorleistungsgütern der Gesundheitsproduktion wie einer verbesserten Hygieneinfrastruktur einen ausgeprägten und signifikanten Einfluss auf die Gesundheit von Kindern. Insgesamt implizieren die Ergebnisse, dass eine Politik der Linderung von Einkommensarmut ergänzt durch Investitionen in grundlegende Gesundheitsinfrastruktur erheblich dazu beitragen, die Gesundheit von Kindern zu verbessern. Da der Zusammenhangzwischen der Bildung von Müttern, Praktiken der Kindesernährung und der Gesundheit von Kindern stark ausgeprägt ist, könnten auch Strategien, die die Qualität von Bildung erhöhen,  den Ernährungszustand von Kindern verbessern. Der dritte Essay - in alleiniger Urheberschaft - untersucht die Auswirkungen des Ernährungszustandes auf den Bildungserfolg. Dabei werden Paneldaten auf der Miko-Ebene aus Indonesien verwendet. Außerdem wird eine Spezifikation mit Mutter-Fixed Effects, die durch einen Instrumentalvariablen-Ansatz erweitert wird, verwendet um für mögliche Korrelationen zwischen verschiedenen Komponenten des Fehlerterms und der unabhängigen Variable zu kontrollieren. Wir nutzen Flächenbrände, die im Jahr 1997 in Inodensien zu einer Dürre führten, und Variation zwischen Geschwistern und identifizieren so den Effekt des Ernährungszustands in den frühen Lebensmonaten auf den späteren Bildungserfolg. Schätzungen zeigen, dass Gesundheitskapital (gemessen in height-for-age z-scores in der Kindheit) die Anzahl an abgeschlossenen Schuljahren und das Ergebnis bei kognitiven Testes signifikant positiv beeinflusst.  Dies impliziert, dass von einer politischen Perspektive aus Zielsetzungen im Bereich Schule und Ernährung nicht als rivalisierend betrachtet werden sollten, sondern eng miteinander verzahnt sind. Daher konkurrieren finanzielle Ressourcen, die der Kindesernährung gewidmet sind, nicht unbedingt mit solchen für Bildungszwecke. Im Gegensatz könnten sie - wie in diesem Essay beschrieben - als eine kosteneffizientere Art betrachtet werden, gegenwärtige und zukünftige sozio-ökonomische Entwicklung anzuheben.

For more than a decade tourists originating in developed nations have been giving various gifts to locals of tourism communities in developing nations. This occurrence is commonly associated with the Caribbean, and is particularly well known to occur in Cuba. Tourism has often been adopted as a part of economic development strategies of developing nations, however due to a lack of studies on tourists’ philanthropic gift-giving it is unclear how the occurrence affects both human and economic development, and likewise its impacts such as possibilities of population disparity. There are current restrictions in Cuba which forbid locals from accepting the gifts of international tourists (Taylor & McGlynn 2009; Mesa-Lago 2005), however the island’s unique need for material goods seems to over-rule this policy. The implication herein indicates benefits to accepting gifts from tourists. Tourism employees most frequently come in contact with tourists and the potential of gift receipts by tourism employees is heightened. This in turn carries implications of social disparities amongst the population resulting from unequal gift receipts by tourism employees. Furthermore, current research suggests that complex social relationships are created through gift-giving yet little is understood within the context of tourist-to-local community member. The goal of this thesis is to determine whether international tourist philanthropic gift-giving contributes to social disparity within a local community as well as its affects on human and economic development. This has been achieved through case study research from a mixed-methods approach in Trinidad, Sancti Spirtus, Cuba. The results of this research point to significant economic gains and improvement in access-to-material-goods through tourists’ gift-giving, which in turn have been found to contribute to economic development. However, the external nature of tourists’ gift-giving limits using the phenomenon as a reliable tool for economic development. Impacts on human development are not as clearly defined. Although tourists’ gift-giving contributes to some aspects of human development, the phenomenon cannot be considered to contribute to overall human development. Although population disparity was found to be an impact of tourists’ philanthropic gift-giving, community members viewed the occurrence as a positive benefit of tourism. The policy in Cuba restricting locals from accepting tourists’ gifts has been largely ineffective as this type of economic gain was found to be well integrated in the informal economy. The general public is largely unaware of the policy and it is likely Cubans will continue to accept tourists’ gifts. Although this research has revealed interesting insight regarding tourists’ philanthropic gift-giving much remains to be known of its impacts and several recommendations for future studies are suggested.

Doctor of Philosophy / This thesis analyses the concept of indigenous peoples’ right to self–determination within the international human rights system and explores viable avenues for the fulfilment of indigenous claims to self–determination through the design, implementation and evaluation of development policies. The thesis argues that development policy plays a crucial role in determining the level of enjoyment of self–determination for indigenous peoples. Development policy can offer an avenue to bypass nation states’ political unwillingness to recognize and promote indigenous peoples’ right to self–determination, when adequate principles and criteria are embedded in the whole policy process. The theoretical foundations of the thesis are drawn from two different areas of scholarship: indigenous human rights discourse and development economics. The indigenous human rights discourse provides the articulation of the debate concerning the concept of indigenous self–determination, whereas development economics is the field within which Amartya Sen’s capability approach is adopted as a theoretical framework of thought to explore the interface between indigenous rights and development policy. Foundational concepts of the capability approach will be adopted to construct a normative system and a practical methodological approach to interpret and implement indigenous peoples’ right to self–determination. In brief, the thesis brings together two bodies of knowledge and amalgamates foundational theoretical underpinnings of both to construct a normative and practical framework. At the normative level, the thesis offers a conceptual apparatus that allows us to identify an indigenous capability rights–based normative framework that encapsulates the essence of the principle of indigenous self–determination. At the practical level, the normative framework enables a methodological approach to indigenous development policies that serves as a vehicle for the fulfilment of indigenous aspirations for self–determination. This thesis analyses Australia’s health policy for Aboriginal and Torres Strait Islander peoples as an example to explore the application of the proposed normative and practical framework. The assessment of Australia’s health policy for Indigenous Australians against the proposed normative framework and methodological approach to development policy, allows us to identify a significant vacuum: the omission of Aboriginal traditional medicine in national health policy frameworks and, as a result, the devaluing and relative demise of Aboriginal traditional healing practices and traditional healers.

Made available in DSpace on 2016-06-02T19:35:50Z (GMT). No. of bitstreams: 1 5266.pdf: 2118849 bytes, checksum: b0c2b3f8b6a6b4a95f2fdc1398c2022c (MD5) Previous issue date: 2013-06-12 / Universidade Federal de Minas Gerais / The theoretical assumptions of Cultural-Historical Psychology started circulating in Brazilian academia, in the 1980s through works translated from English to Portuguese; among them is Vygotsky s book entitled Thought and Language. Faced with this observation, we sought to understand: How has Historical-Cultural Psychology been appropriated in the Brazilian educational field? Thus, the hypothesis that has guided us is that there is a mistaken appropriation of the precepts of Cultural-Historical Psychology, a fact not tied to individual questions but rather resulting from how these ideas were incorporated in Brazil with the aim to join the hegemonic discourse in the field of pedagogical ideas: neoproductivism and its variants. Thus, our general aimis to understand and analyze how the appropriation of Cultural-Historical Psychology s assumptions by the field of Early Childhood Education during the first decade of this century in Brazil has occurred. Therefore, we conducted a bibliographic study of Official Ministry of Education (MEC) documents, as well as academic production (theses) related to Early Childhood Education in this period. We used as categories of analysis the concepts of zone of proximal development (ZPD) and play/role play. The methodological procedures that guided us are the five categories proposed by Demerval Saviani, namely: the principle of the concrete nature of historical educational knowledge, the long-term perspective, the analytic-synthetic vision, the articulation of the singular and the universal and the relevance of historical research. With respect to the zone of proximal development, we find that the aspect most studied in theses and MEC documents was the definition of this concept. This was presented as the distance between what child is able to perform alone (actual development) and its performances with the help of an adult or in collaboration with other more experienced children (potential development). Regarding play/role play, several aspects were treated. In the Theses researchers studied the origin of play/role play, the definition of this concept, the toy, imagination and fantasy, among other topics. MEC documents mainly addressed imagination, child development, the toy and the role performed by children in play. After this analysis we infer that there is an eclectical appropriation with peculiarities that distances itself from discussions of the concepts presented in both: classics and by contemporary researchers who seek to continue research in this area. Thus, we sought to understand this eclecticism in the history of pedagogical and psychological ideas since the 1980s. We note that in this period with regard to pedagogical ideas we are in the midts of neoproductivis, and in relation to psychological ideas in the field of education we have experienced a period of criticism and reconstruction of School/Educational Psychology. However, in our analysis we found that this movement of criticism and reconstruction of School/Educational Psychology was not appropriate in the area of Early Childhood Education. We conclude with the statement that the eclecticism in theses and MEC documents is reflected in this historical period. / Os pressupostos teóricos da Psicologia Histórico-Cultural começaram a circular no meio acadêmico brasileiro, a partir da década de 1980, através de obras traduzidas do inglês para o português, dentre estas temos o livro de Vygotsky intitulado Pensamento e Linguagem. Perante essa observação, buscamos compreender: Como a Psicologia Histórico-Cultural tem sido apropriada no campo educacional brasileiro? Assim, a hipótese que nos norteou é a de que ocorre uma apropriação equivocada dos preceitos da Psicologia Histórico-Cultural, fato este não vinculado a questões individuais e sim, fruto do modo como essas ideias foram inseridas no Brasil, visando fazer coro com o discurso hegemônico no campo das ideias pedagógicas, o neoprodutivismo e seus variantes. Desta forma, o nosso objetivo geral é apreender e analisar como tem ocorrido a apropriação dos pressupostos teóricos da Psicologia Histórico-Cultural pela área da educação infantil durante a primeira década do século XXI. Para tanto realizamos um levantamento bibliográfico dos documentos oficiais do Ministério da Educação (MEC), bem como de produções acadêmicas (teses) relacionadas à Educação Infantil nesse período. Utilizamos como categorias de análise os conceitos de zona de desenvolvimento proximal (ZDP) e brincar/jogo de papéis sociais. Como procedimentos metodológicos nos pautamos nas cinco categorias propostas por Demerval Saviani, a saber: o princípio do caráter concreto do conhecimento histórico-educacional; a perspectiva de longa duração; o olhar analítico-sintético; a articulação do singular e do universal e a atualidade da pesquisa histórica. Com relação à zona de desenvolvimento proximal, verificamos que nas teses e nos documentos do MEC o aspecto mais trabalhado foi a definição deste conceito. Este foi apresentado como sendo a distância entre o que a criança consegue realizar sozinha (desenvolvimento real) e o que esta executa com o auxílio de um adulto ou com a colaboração de outra(s) criança(s) mais experiente(s) (desenvolvimento potencial). No que se refere ao brincar/jogo de papéis sociais, vários aspectos foram tratados. Nas teses os pesquisadores estudaram a origem do brincar/jogo de papéis sociais, a definição deste conceito, o brinquedo, a imaginação e fantasia, dentre outros temas. Já nos documentos do MEC foram abordados principalmente a imaginação, o desenvolvimento infantil, o brinquedo e o papel desempenhado pela criança na brincadeira. Após essa análise inferimos que há uma apropriação eclética com peculiaridades que a distanciam das discussões, dos conceitos presentes tanto nos clássicos quanto nos pesquisadores contemporâneos, que buscam dar continuidade a pesquisas nesta área. Deste modo, buscamos no campo da história das ideias pedagógicas e psicológicas, a partir da década de 1980, a compreensão desse ecletismo. Constatamos que nesse período com relação às ideias pedagógicas estamos no neoprodutivismo e, no que se refere às ideias psicológicas no campo da educação vivenciamos um período de crítica e reconstrução da Psicologia Escolar/Educacional. Entretanto, verificamos em nossa análise que esse movimento de crítica e reconstrução da Psicologia Escolar/Educacional não foi apropriado na área da educação infantil. Concluímos com a afirmação de que o ecletismo presente nas teses e documentos do MEC se alinha a esse período histórico que vivenciamos.

La présente étude essaie de répondre au questionnement : les technologies de l’information et de la communication (TIC), contribueraient-elles à la création d’emplois au Maroc et lesquels emplois généreraient-ils des revenus assez suffisants pour permettre aux acteurs TIC les uns, de se prendre en charge pour leurs besoins essentiels (nourriture, habillement, logement décent, soins) et pour d’autres de mener une vie meilleure (se marier, avoir son propre logement, une sécurité sociale , un moyen de transport, l’accès aux loisirs, pouvoir économiser). En prenant en considération d’une part, le niveau de vie de la grande majorité et d’autre part la culture sociale et religieuse des marocains, la notion de développement humain se réduit principalement à l’amélioration matérielle des conditions de vie. Pour vérifier l’hypothèse, une enquête a été effectuée dans la région de Méknès-Tafilalet au Maroc. Cette étude, basée sur les données de 239 sondés par questionnaire exerçant dans 113 entreprises (téléboutiques, cybercafés, centres d’appel, opérateurs, l’administration publique) et sur les interviews et les témoignages de 24 utilisateurs) a révélé que, sur le plan économique, les activités TIC luttent contre le chômage en procurant de l’emploi même à ceux qui n’ont aucune formation dans le domaine et permettent l’accès aux différents indices de la hiérarchie de développement humain et ce proportionnellement aux niveaux de qualification. Sur le plan social, les services rendus par les TIC (téléphonie et internet de proximité, transmission des événements sportifs et politiques, réseaux sociaux, guichets automatiques, services de la e-administration, et de la e-gouvernance…) ont apporté une grande satisfaction aux utilisateurs. Cependant, l’étude a révélé que les TIC ont aussi des impacts négatifs sur la société (perte d’emplois, réduction de revenus, délinquance, cybercriminalité, …) et sur l’environnement. / This study tries to answer the question: the information technology and communication (ICT) to help they create jobs in Morocco and which jobs they generate income sufficient enough to allow the ICT actors some, take responsibility for their basic needs (food, clothing, housing, health care) and for others to live a better life (getting married, having its own housing, social security, means of transport, access to leisure, to save). Taking into account the one hand, the standard of living of the majority and secondly the social and religious culture of Morocco, the concept of human development is reduced mainly to improve material conditions of life. To test the hypothesis, a survey was carried out in the Départment of Meknes-Tafilalet in Morocco. This study, based on data from 239 respondents throught questionnaire practicing in 113 companies (phone shops, cafes, call centers, operators, public administration) and on interviews and testimonies from 24 users) showed that the economic, ICT activities struggle against unemployment by providing employment even those who have no training in the field and provide access to various indices of the hierarchy of human development and in proportion to the level of qualification. On the social services provided by ICT (Internet, telephony, and nearby transmission of sports events and political, social networks, ATM services, e-government and e-governance ...) have made a great user satisfaction. However, the study revealed that ICT also have negative impacts on society (cybercrime, job loss, reduction in income..) and on the environment.