Trata-se de uma pesquisa qualitativa de abordagem interpretativista (cf. Bortoni, 2009; Flick, 2002; Denzin e Lincoln, 2010), cujo objetivo principal é investigar, nas práticas discursivas, o que há da língua e cultura do imigrado italiano no contexto cascavelense, mediante dados levantados por meio de observação simples da citada comunidade e entrevistas semiestruturadas, com pessoas de três gerações: jovens, adultos e idosos. Buscamos responder às seguintes perguntas de pesquisa: a língua e cultura do imigrado italiano existem em Cascavel? De que modo? Por esse âmbito, nosso objetivo maior foi descobrir formas de cultura e língua invisibilizadas e as razões que levaram e levam a tal situação. O aporte teórico se sustentou principalmente nas perspectivas teóricas de autores como Schlieben-Lange (1993), Rajagopalan (2002, 2003 e 2007), Bourdieu (1998), Burke (2003 e 2006), Bosi (1994 e 2003) e Halbawchs (1990) que nos direcionaram para a compreensão da linguagem a partir do contexto social. Assim pudemos compreender que: a) de fato, nem sempre a negação e ou indiferença sobre o conhecimento do talian é verdadeira; b) alguns estudiosos da linguagem, com suas linhas de pesquisas, infelizmente, enfatizam o desprestígio de uma língua minoritária e decretam sua morte; c) a ativação da memória tem o poder de desencadear discursos sobre o passado e trazer à tona língua e cultura étnica, evidenciando a possibilidade de manter viva a língua taliana em Cascavel. Nesse contexto, algumas vertentes teóricas, bem como poder político e história oficial têm trabalhado contra a memória oral, importante na formação ideológica do indivíduo. Tendo em conta esse aspecto, desejamos que a nossa pesquisa possa corroborar outros estudos de desvelamento linguístico cultural, e, ainda, que a memória e a história oficial possam trabalhar juntas na divulgação, valorização e resguardo dessa língua. / This qualitative research is based on an interpretative approach (cf. Bortoni, 2009; Flick, 2002; Denzin and Lincoln, 2010), whose main objective is to investigate, in the discursive practices, what exists in the language and culture of the immigrated Italian in the Cascavelense context, upon data researched through the simple observation of the cited community and semi-structured interviews, with people form three generations: youth, adults and elderly people. We seek to answer the following research questions: Do the language and the culture of the Italian immigrated exist in Cascavel? How? Through this framework, our major objective was to find out ways of invisible language and culture, and the reasons that took and take to this situation. The theoretical support is composed mainly by the theoretical perspectives of authors such as Schlieben-Lange (1993), Rajagopalan (2002, 2003 and 2007), Bourdieu (1998), Burke (2003 and 2006), Bosi (1994 and 2003) and Halbawchs (1990) who directed us to a better language comprehension from the social context. This way, we could understand that: a) Indeed, not always the negation and/or the indifference about the Talians knowledge is true; b) Some language scholars, with their line of research, unfortunately, emphasize the discredit of a minority language and declare its death; c) The activation of the memory has the power to trigger speeches about the past and elicits language and ethnic culture, highliting the possibility of keeping alive the Taliana language in Cascavel. In this scenario, some theoretical aspects, just like the political power and the official history have worked against the oral memory, important in the ideological formation of the individual. Considering this fact, we hope that our research can corroborate to other cultural linguistic unveiling studies and, still, that the memory and the official history can work together in the dissemination, appreciation and protection of this language.

Trata-se de uma pesquisa qualitativa de abordagem interpretativista (cf. Bortoni, 2009; Flick, 2002; Denzin e Lincoln, 2010), cujo objetivo principal é investigar, nas práticas discursivas, o que há da língua e cultura do imigrado italiano no contexto cascavelense, mediante dados levantados por meio de observação simples da citada comunidade e entrevistas semiestruturadas, com pessoas de três gerações: jovens, adultos e idosos. Buscamos responder às seguintes perguntas de pesquisa: a língua e cultura do imigrado italiano existem em Cascavel? De que modo? Por esse âmbito, nosso objetivo maior foi descobrir formas de cultura e língua invisibilizadas e as razões que levaram e levam a tal situação. O aporte teórico se sustentou principalmente nas perspectivas teóricas de autores como Schlieben-Lange (1993), Rajagopalan (2002, 2003 e 2007), Bourdieu (1998), Burke (2003 e 2006), Bosi (1994 e 2003) e Halbawchs (1990) que nos direcionaram para a compreensão da linguagem a partir do contexto social. Assim pudemos compreender que: a) de fato, nem sempre a negação e ou indiferença sobre o conhecimento do talian é verdadeira; b) alguns estudiosos da linguagem, com suas linhas de pesquisas, infelizmente, enfatizam o desprestígio de uma língua minoritária e decretam sua morte; c) a ativação da memória tem o poder de desencadear discursos sobre o passado e trazer à tona língua e cultura étnica, evidenciando a possibilidade de manter viva a língua taliana em Cascavel. Nesse contexto, algumas vertentes teóricas, bem como poder político e história oficial têm trabalhado contra a memória oral, importante na formação ideológica do indivíduo. Tendo em conta esse aspecto, desejamos que a nossa pesquisa possa corroborar outros estudos de desvelamento linguístico cultural, e, ainda, que a memória e a história oficial possam trabalhar juntas na divulgação, valorização e resguardo dessa língua. / This qualitative research is based on an interpretative approach (cf. Bortoni, 2009; Flick, 2002; Denzin and Lincoln, 2010), whose main objective is to investigate, in the discursive practices, what exists in the language and culture of the immigrated Italian in the Cascavelense context, upon data researched through the simple observation of the cited community and semi-structured interviews, with people form three generations: youth, adults and elderly people. We seek to answer the following research questions: Do the language and the culture of the Italian immigrated exist in Cascavel? How? Through this framework, our major objective was to find out ways of invisible language and culture, and the reasons that took and take to this situation. The theoretical support is composed mainly by the theoretical perspectives of authors such as Schlieben-Lange (1993), Rajagopalan (2002, 2003 and 2007), Bourdieu (1998), Burke (2003 and 2006), Bosi (1994 and 2003) and Halbawchs (1990) who directed us to a better language comprehension from the social context. This way, we could understand that: a) Indeed, not always the negation and/or the indifference about the Talians knowledge is true; b) Some language scholars, with their line of research, unfortunately, emphasize the discredit of a minority language and declare its death; c) The activation of the memory has the power to trigger speeches about the past and elicits language and ethnic culture, highliting the possibility of keeping alive the Taliana language in Cascavel. In this scenario, some theoretical aspects, just like the political power and the official history have worked against the oral memory, important in the ideological formation of the individual. Considering this fact, we hope that our research can corroborate to other cultural linguistic unveiling studies and, still, that the memory and the official history can work together in the dissemination, appreciation and protection of this language.

No description available.

This thesis aims to understand the encounter between the Swedish government’s constructions of immigrated women and the women’s own identifications. By merging post-structural ontology with feminist post-colonial ideas a theoretical framework was created to meet this aim. The government’s constructions were found through discourse analysis of governmental publications and interpellation debates while the immigrated women’s stories were captured through interviews. The findings show that the government homogenizes the immigrated woman and positions her as unemployed, excluded, caring, and dependent etc., while the women recognize themselves as among other things professionals and agents. However, while the government constructs a homogeneous image of the immigrated woman, the women express very diverse identities, and the differences are significant. Thus, there is a clear discrepancy in the perceived and lived reality of immigrated women in Sweden. This could lead to a reproduction of immigrated women as belonging to patriarchal structures, which attributes the women the problem. Accordingly, the women also become the targets for the suggested solutions.

Bakgrund: År 2022 var flyktingsantalet i världen större än någonsin. Enligt svensk lag har flyktingar samt migranter rätt till hälso- och sjukvård precis som patienter med svenskt medborgarskap. Hälso- och sjukvården ska bedrivas på lika villkor och sjuksköterskan har som ansvar att arbeta efter kärnkompetenserna för att ge en god omvårdnad oberoende förekomsten språkligabarriärer.  Syfte: Syftet var beskriva språkbarriärers inverkan på omvårdnad utifrån sjuksköterskan och den immigrerande patientens perspektiv. Metod: Metoden var en kvalitativ litteraturöversikt med induktiv ansats. Brukade databaser; Cinahl, PubMed och psycINFO. Sökningen gav 14 resultatartiklar publicerade mellan 2012-2022 som kvalitets-granskades och analyserades med Fribergs femstegsmodell. Resultat: Resultatet utgörs av tre huvudteman och tio subteman. Patienter med språkligabarriärer upplevde otrygghet i mötet med vården. Språkbarriärerna påverkade kvalitén på omvårdnaden och patientsäkerheten äventyrades. Kulturell kompetens förbättrade kommunikationen, patientsäkerhet och den personcentrerade omvårdnaden.  Slutsats: Språkbarriärer påverkade kvalitén och säkerheten i vården. Bristerna resulterade i vårdskador, ökat lidande, uteblivna eller felaktiga behandlingar, på grund av utebliven information i vårmötet. Den immigrerande patienten löper där med alltid en ökad utsatthet för risker inom vården. Trotts att tolken är den bästa kommunikationsbryggan mellan sjukvården och den immigrerande patienten brukas den med fördel för vården snarare än patienten. / Backgrund: Year 2022, the number of refugees in the world was greater than ever. According to Swedish law, refugees and migrants have right to healthcare as patients with Swedish citizenship, and aims to be provided equally for the entire population. Nurses have the responsibility to provide good care regardless of encountered language barriers. Aim: The purpose was to describe the impact of language barriers on nursing care from the perspective of the nurse and the immigrant patient. Method: The method used was a qualitative literature review with an inductive approach. Article searches were performed in Cinahl, Pubmed and PsycINFO. 14 quality-reviewed articles between 2012-2022 were used and analyzed with Friberg´s 5-step model.  Results: In the results three main themes emerged with ten subthemes. Patients with language barriers experienced anxiety and insecurity when meeting with healthcare providers.  Language barriers jeopardized the quality of  care and patient safety. Cultural competence was important when establishing communication, safer care and person-centered care. Conclusion: Language barriers affected the quality and patient safety.  Medical injuries, increased suffering or incorrect treatments were the consequences. The immigrant patient is constantly at risk. Interpreters were essential in communication with the immigrant patient. Interpreters were mainly used in service for the healthcare system rather than the patient.

Ayant comme première langue apprise ou d’usage le français, les élèves francophones issu·es de l’immigration récente (EFIIR) sont souvent directement inclus·es en classe ordinaire dans le niveau scolaire de leur groupe d’âge (MELS, 2014d). Elles et ils ne reçoivent généralement pas de soutien particulier puisque l’école considère leur maîtrise de la langue d’enseignement suffisante. Pourtant, ces EFIIR sont confronté·es à des obstacles potentiels de taille (Gosselin-Gagné, 2018a). Pour favoriser leur plein épanouissement, l’inclusion scolaire est alors un concept à mobiliser (Potvin, 2013). S’appuyant sur le socioconstructivisme, elle amène le personnel à reconnaître l’hétérogénéité des profils des élèves et à mettre en œuvre des pratiques équitables et adaptées à leurs besoins. Ce projet de recherche a 3 objectifs spécifiques : 1) documenter les facilitateurs et obstacles à la situation d’inclusion d’EFIIR dans leur groupe classe ordinaire du primaire; 2) dégager des pratiques inclusives et socioconstructivistes qui soutiennent leur situation d’inclusion; et 3) analyser leur situation d’inclusion en fonction de la synthèse retenue et des principes de l’inclusion scolaire. Le type de recherche adoptée est l’étude de cas multiples. La triangulation des données a été assurée par leur collecte auprès de trois types de personnes participantes, soit les EFIIR, leur parent et le personnel scolaire impliqué dans leur situation d’inclusion, et ce, avec des entretiens semi-dirigés. Les résultats se structurent autour de trois études de cas de situations d’inclusion d’EFIIR. Plusieurs facilitateurs, comme le soutien des parents et celui de la personne enseignante titulaire, ont été nommés par les personnes participantes et dégagés à la suite de l’analyse des données collectées. Les EFIIR ont également rencontré divers obstacles en lien avec leurs apprentissages en mathématiques, la diversité culturelle et linguistique du français, et la création de liens d’amitié. Ces facilitateurs et obstacles étaient davantage nommés par les personnes participantes comme étant intrinsèques aux EFIIR, ce qui a suggéré un manque d’adaptation réciproque de la part de l’école. De plus, une variété de pratiques inclusives et socioconstructivistes qui soutiennent la situation d’inclusion scolaire de ces EFIIR a été soulevée tels un protocole d’accueil réfléchi, l’enseignement explicite de l’empathie et l’accompagnement des élèves dans leur socialisation. / Students who have recently immigrated that master French as their first spoken language are often directly included in schools in ordinary classes associated to their age group (MELS, 2014d). They generally do not receive any particular support since schools consider their competencies of the language of instruction sufficient. However, these students face significant potential obstacles (Gosselin-Gagné, 2018a). To promote their full potential, inclusion is a concept to mobilize (Potvin, 2013). Based on the sociocultural theory, it encourages school staff to recognize the heterogeneity of student profiles and intervene in an equitable and adapted way to answer their needs. This research project has 3 specific objectives: 1) to document the facilitators and obstacles to the situation of inclusion of French-speaking students who have recently immigrated in ordinary classes in elementary schools; 2) to identify inclusive and sociocultural practices that support the situation of inclusion of these students; and 3) to analyze their situation of inclusion according to the retained synthesis of inclusive education and its principles. This project is a multiple case study. Triangulation of the data was ensured by collecting them from three types of participants, namely French-speaking students who have recently immigrated, their parents and school staff involved in their situation of inclusion, with semi-structured interviews. The results are structured around three case studies of the situation of inclusion of three French-speaking students who have recently immigrated. Several facilitators, such as support from parents and from the classroom teacher, were named by the participants and identified following the analysis of the data collected. These students encountered various obstacles related to their learning in mathematics, the cultural and linguistic diversity of French, and the creation of friendships. These facilitators and obstacles were often named as being intrinsic to the students, which suggested a lack of reciprocal adaptation on behalf of the schools. In addition, a variety of inclusive and sociocultural practices that supported the situation of inclusion of these French-speaking students who had recently immigrated were raised, such as a thoughtful reception protocol, the explicit teaching of empathy, and the support for students in their socialization.