Politiska ungdomsförbund är viktiga arenor där unga människor diskuterar och formulerar frågor som kan bli en del av den politiska dagordningen. Sättet som en politisk fråga diskuteras skapar också gränserna för hur det är möjligt att förstå och tala om den. I denna studie undersöks det socialdemokratiska ungdomsförbundets (SSU) könspolitik under perioden 1970- 2000. Mer specifikt analyseras hur frågan om kvinnors politiska representation framställts inom förbundet och vilka lösningar som varit möjliga att föra fram på förbundskongresserna. Avhandlingens utgångspunkter är feministisk teori och teori om problem konstruktion. Studien baseras på källmaterial som kongressprotokoll, handlings- och principprogram, stadgar, motioner från individuella kongressledamöter och från distrikt, förbundsstyrelsens utlåtande över motioner, förbundsskrifter samt tidskrifterna Tvärdrag och P- Information. Avhandlingen visar att SSU, trots sin radikala självbild, haft liten egen drivkraft att driva frågan om att öka kvinnors representation i förbundets beslutsfattande organ. Problem med låg representation av kvinnor inom förbundet erkänns, men fram till 1990-talet är det någon annan, någon annanstans, som ska lösa underrepresentationen. Avhandlingen visar också att problemkonstruktionerna ofta innehåller motsägelsefulla förståelser av frågan om kvinnors representation. Sammantaget bidrar en rad antaganden som, normer om frivillighet, samarbete mellan män och kvinnor, könskomplementaritet, samt även passiva och symboliska hinder och utlyftande praktiker, till att forma gränserna för hur kvinnors politiska representation kan diskuteras inom SSU. / Political youth associations are important political arenas where young people discuss and formulate issues that can become part of the political agenda. The way a political issue is discussed and problematized also creates the borders for how it is possible to talk about it and to understand a particular issue. In this thesis, the Swedish Social Democratic Youth League’s (SSU) gender politics are explored. More specifically, the question of how women’s representation is constructed and what solutions are seen as possible is analysed. The analytical points of departure are feminist theory and theory of problem construction. The source material consists of congress material from 1970 until 2001: congress protocols, motions from individuals and district committees, League committee reports on the motions and debates in the congresses. Other source materials are debate publications, booklets, written documents, internal material about women’s representation, programs of action and ideas and the periodicals Tvärdrag and P-Information. The study shows that the Social Democratic Youth League, despite of its radical self image, has few ambitions of its own to politicise the question of women’s representation. Problems with women’s low representation within the league are admitted, but until the 1990’s, these problems are always associated with someone else, somewhere else, who is going to solve the under representation. The study also shows that the problem constructions often contain contradictory understandings of the question of women’s representation. A number of assumptions such as norms for volunteering, cooperation between men and women, gender complementary, barriers as passive and symbolic barriers, and ‘externalizing practices’, contribute to shaping the borders of how the question of women’s representation can be discussed within the League.

Made available in DSpace on 2015-07-22T20:49:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-06-24. Added 1 bitstream(s) on 2015-08-11T03:26:11Z : No. of bitstreams: 1 Publico-12756.pdf: 985080 bytes, checksum: 7349cf0ec1a7901fccb648118e01e683 (MD5) / Este estudo tem como objetivo empreender uma revisão sistemática da literatura, no período de 1997 a 2008, sobre o processo de construção de problemas em currículos médicos orientados pela Aprendizagem Baseada em Problemas. O referencial teórico abrangeu a aprendizagem baseada em problemas e o processo da construção de problemas. No âmbito metodológico, a pesquisa envolveu a busca dos artigos nas bases de dados ERIC, MEDLINE e SciELO. Os artigos foram selecionados a partir dos seguintes critérios: 1-terem sido publicados nas bases de dados citadas; 2-terem sido publicados no período de 1997 a 2008; 3-referirem-se exclusivamente a cursos médicos que assumam a ABP como principal orientador curricular; 4-assumirem como tema a construção de problemas, estando essa expressão no título e/ou descritores identificadores, e/ou resumo. Foram encontrados 5861 artigos de acordo com a combinação dos seguintes descritores: Problem-Based Learning, PBL, Problem Sets, Problem-Solving, Medical Education, Problem-Construction, Case Design, Build-a-case, Build-a-Problem. Desses artigos, somente 20 se encontravam dentro dos critérios pré-estabelecidos. Esses 20 artigos foram analisados quanto ao país em que foram produzidos, a concentração da produção por periódico, a abordagem da pesquisa e a temática abordada. A análise possibilitou identificar 4 grupos de temáticas abordadas: concepções sobre problemas, critérios e princípios para a construção de problemas, formatos dos problemas e conteúdos e temas dos problemas na ABP. Apreendem-se como principais aspectos que definem um “bom problema”: - valorizar o conhecimento prévio, os conteúdos de ciências básicas, os temas de saúde pública e da medicina preventiva, a integralidade, a saúde do idoso e não somente as doenças agudas, mas também as doenças crônicas e as perspectivas culturais dos povos rurais e indígenas conforme região geográfica da escola; - estimular o pensamento e o raciocínio; - valorizar a relevância dos temas e a aprendizagem autodirigida; - despertar a curiosidade e a compreensão contextual; - alcançar os objetivos de aprendizagem da escola; - usar um vocabulário apropriado; - oferecer imagens gatilho; - apresentar-se em formatações verbais e não-verbais; - ser personalizado (com biografia detalhada); - estar relacionado a ações; - ter o potencial para mudança de comportamento; - apresentar nível adequado de complexidade e estruturação; - assegurar que os temas leves (psicológicos e sociais) não sejam dominados pela ciência biomédica. / This study aims to undertake a systematic review of the literature from 1997 to 2008, on the process of problem-construction in medical curricula oriented by Problem-Based Learning. The theoretical framework included the problem-based learning and the process of problem-construction. In methodology, the research involved search for articles in databases ERIC, MEDLINE, e SciELO. Articles were selected from the following criteria: 1 - have been published in the databases mentioned above, 2 - have been published in the period from 1997 to 2008, 3 - refer exclusively to medical courses to take the PBL curriculum as the main advisor, 4 - take the theme as the problem-construction, and this term in the title and / or descriptors identifiers, and / or abstract. 5861 articles were found according to the combination of the following descriptiors: Problem-Based Learning, PBL, Problem Sets, Problem-Solving, Medical Education, Problem-Construction, Case Design, Build-a-Case, Build-a-Problem. These items only 20 were within the pre-established criteria. These 20 articles were analysed as for the country they were produced, the concentration of production by periodic, the research approach, and the topics addressed. The analysis enabled us to identify 4 groups of subjects addressed: views on issues, criteria and principles for the problem-construction, format of the problems and content and themes of the problems in PBL. Seizing as key elements that define a "good problem": to exploit the prior knowledge; the contents of basic science; the issues of public health and preventive medicine; the whole; the health of older people and not only the acute diseases, but also chronic diseases and cultural perspectives of rural and indigenous peoples and geographical region of the school; - to stimulate thinking and reasoning; - to highlight the relevance of the themes and self-directed learning; - arouse curiosity and contextual understanding; - reaching the learning objectives of the school; - use an appropriate vocabulary; - offer images triggers, - presenting formatting in verbal and nonverbal; - be customized (with detailed biography of the patient); - be related to actions; - have the potential to change behavior; - to present the appropriate level of complexity and structure; - ensure that the light topics (psychological and social) are not dominated by biomedical science. / TEDE / BV UNIFESP: Teses e dissertações

För att lyckas med omställningen till ett mer hållbart samhälle behövs en kombination av kompetenser och förmågor hos framtidens civilingenjörer. Världsledare och forskare har pekat ut kreativitet som avgörande för att kunna hantera och lösa de komplexa problem mänskligheten står inför. Civilingenjörsutbildningar har som mål att utbilda studenterna till att bli kreativa problemlösare, men flera forskare inom kreativitet hävdar att kopplingen mellan kreativitet och ingenjörsutbildningar är bristfällig. En del av kritiken handlar om att studenter i för stor utsträckning inte tränas i att lösa vagt definierade problem som kräver kreativt tänkande. Oavsett vilket fokus som läggs på att främja kreativitet under utbildningen, kommer det finnas yttre hämmande faktorer som inte går att undkomma inom utbildningsmiljön. Det finns därför unika förutsättningar att främja kreativitet utanför utbildningsmiljön och fylla en kompletterande funktion genom ett kreativt utbyte mellan studenter och näringsliv. I en kreativitetstävling initierad av Skogsindustrierna fick studentgrupper i uppgift att komma på vad morgondagens innovation från skogsindustrin är. Med utgångspunkt i kreativitetsteori genomfördes en tematisk analys av insamlade enkätdata från nio kreativitetstävlingar. Resultaten visade att en kreativitetstävling kan bidra till att främja kreativitet hos civilingenjörsstudenter, men enbart under rätt förutsättningar. En grundförutsättning är att en kognitiv brygga skapas mellan studentens kunskaper och området för skogsindustrin. Ett annat exempel är att studenten själv ska identifiera problemet för att få en hög nivå av inre motivation. / To succeed in the transition towards a more sustainable society, a combination of skills and abilities is needed among the engineers of the future. World leaders and researchers have identified creativity as crucial skill to solve the complex issues facing humanity. Engineering education aims to educate students to become creative problem solvers, but several creativity researchers argue that the link between creativity and engineering education is flawed. Part of the criticism is that students are often not trained to solve vaguely defined problems that require creative thinking. No matter the focus on promoting creativity in education, there will be external inhibiting factors that cannot be completely removed within the educational environment. There are therefore unique opportunities for parties outside the educational environment to play a role in promoting creativity in other contexts, such as student-industry collaborations. In a creativity contest initiated by the Swedish Forest Industries Federation, groups of students were asked to identify tomorrow's innovation from the forest industry. Based on creativity theory, a thematic analysis was carried out on the survey data collected from nine creativity contests. The results showed that a creativity contest can help promoting creativity among engineering students, but only under certain conditions. One essential condition is that a cognitive bridge is created between the student's knowledge and the field of forestry. Another example is that the students must identify the problem themselves to achieve a high level of internal motivation.