This paper has focused on specific aspects of the law concerning the 3rd paragraph of The Care of Young Persons Act (1990:52), LVU. The purpose of this study was to examine the prerequisite other social destructive behaviour in four cases where youths has been under compulsory institutional care because of their computer gaming. The study was composed on a legal dogmatic method and a legal sociologist perspective. The legal dogmatic method implies to examine the law and its elaboration, the legal sociologist perspective focus on the consequences and causes of the court of law. The study shows that problematic computer gaming is an increasing problem in society and that other social destructive behaviour is a wide prerequisite that need new amendment in order to ensure citizens certainty.

<p>EU direktiv 2005/0182 röstades igenom i början av år 2006. All trafik-data kring Internet- och telekommunikation ska lagras mellan sex må-nader och ett år. Direktivet kommer innebära gemensamma regler för EU:s medlemsstater. Syftet med direktivet är att data ska lagras för till-gänglig vid utredning, avslöjande och åtal av grov organiserad brottslig-het och terrorism.</p><p>Studien innehåller tre problemområden som behandlar andra gällande direktiv och konventioner, personlig integritet och etik. Först undersöks det nya direktivet i relation till European Convention on human rights (ECHR) Vidare förs diskussioner kring lagring av trafikdata och lokali-seringsdata i förhållande till personlig integritet. Även etikens syn på hur lagring av personuppgifter ska hanteras och rättfärdigas tas upp.</p><p>Studien har kommit fram till ett resultat kring varje problemområde. I relation till redan gällande direktiv och konventioner visar studien att det är väldigt öppet för tolkningar. Dock är det framförallt mot artikel 8 i ECHR som det nya direktivet strider mot.</p><p>Peter Seipel har definierat sex olika teorier kring synen på personlig in-tegritet. Direktivets påverkan på den personliga integriteten har analy-serats med hjälp av dessa teorier. Sammanfattningsvis kan det konstate-ras att lagring av trafikdata och lokaliseringsdata kan ses som ett in-trång i den personliga integriteten, frågan är om detta intrång är berät-tigat?</p><p>Inom etiken är synen på direktivet koncentrerat till vems nytta direkti-vet är och vilket mål direktivet ska uppnå. Ofta hamnar olika regler och ställningstagande i konflikt med varandra där två saker kan ses som rätt, men de båda inte kan samexistera.</p> / <p>At the beginning of year 2006 EU directive 2005/0182 was approved by the European parliament. The directive contains rules concerning the retention of traffic and localization data created with electronically communication. This data will be stored between six months and 1 year depending on the data type. The intension is to use the data to detect, investigate and prosecute heavy criminals and terrorists.</p><p>This study contains three different problem areas, if the directive op-poses to existing directives and conventions. The relationship between personal integrity and storage of personal information is also investi-gated. The last area is ethical issues with the storing of personal data.</p><p>The result is divided into three parts, one for each problem area. It shows that the new directive don’t comply with article 8 in the European convention on human rights. Although all the articles presented are open for wide interpretation.</p><p>Peter Seipel has made a categorization of six different views of the per-sonal integrity. It is clear that the new directive will affect the personal integrity.</p><p>The ethical view on the directive is concentrated to who will benefit from the changes and witch goals are the directive set to meet. Often the rules of ethics will conflict with each other because of two sets of rules can’t exist together.</p>

Cette thèse établit la conditionnalité de la performance urbanistique à une réforme totale. Elle révèle un syndrome d'inefficacité générale dont le traitement des symptômes est indispensable à un tel objectif. Le spectre des symptômes inclut principalement les missions publiques problématiques, les principes et modèles de base inadéquats, une législation d'urbanisme incompatible avec les objectifs de performance urbanistique, ainsi que les pratiques déviantes ou anarchiques d'aménagement et d'équipements publics. Cette thèse montre en outre l'état de délaissement de nombreux aspects d'urbanisme au libre-arbitre des personnes privées et des organisations non gouvernementales. Les hypothèses de solutions proposées englobent un remodelage total des structures de gouvernance publique, un réglage du droit de l'urbanisme sur une théorie de performance la moins altérable possible, l'édification des préalables théoriques et structurels de la performance, ainsi qu'une réforme spécifique porteuse de la performance du droit de l'urbanisme. Cette thèse identifie divers exemples de performance susceptibles de participer au processus de cette réforme et présente une démarche méthodologique de théorisation et de mise en œuvre d'un tel droit de l'urbanisme en Haïti. Elle explique, de plus, les énormes défis de la performance de ce droit par rapport au système politique et juridique. On y trouve aussi plusieurs propositions pour le relèvement de ces défis, pour la résorption des divers obstacles identifiés, ainsi que pour l'établissement d'un système global de performance apte à porter durablement celle du droit de l'urbanisme. / This thesis establishes the conditionality of an urban planning and development performance upon a comprehensive reform in Haiti. It highlights a general inefficiency syndrome whose treatment is essential for such purpose. The range of symptoms mainly comprises problematic government tasks, inadequate basic models and principles, an urban planning law incompatible with objectives in terms of urban planning and development performance, along with anarchic and deviant practices in development and public facilities. Furthermore, this thesis outlines the state of many aspects of urban planning left to the free will of private individuals and non-governmental organizations. Hypotheses of solutions involve a complete remodeling of public governance structures, an urban planning adjusted upon a performing theory as little alterable as possible, some well-made theoretical and structural prerequisites of performance, as well as a specific reform promising a performing urban planning law. This thesis also identifies various performance examples likely to participate in this reform process and presents a theorization and implementation methodological approach of such an urban planning law in Haiti. It also explains the tremendous challenges for the performing urban planning law in relation to the political and legal system. Several propositions are included aimed at answering various challenges, removing a number of identified barriers and establishing a global management system suitable for accomplishing sustainable performance in urban planning law.

The aim of this thesis is to compare the concept of sin in the theologies of Ellen G. White and Leonardo Boff. Chapter 1 examines Ellen G. White's concept of sin. White's historical and theological backgrounds coupled with her use of the "great controversy" motif provide a better grasp of her understanding of sin. White defines sin as the transgression of God's Law. She views sin to comprise at least two dimensions, namely, the individual and the social. White regards these two aspects of sin to have equal significance. White's detailed treatment of the sanctuary teaching also highlights the two dimensions of sin. In Chapter 2 Boff' s idea of sin is investigated. Boff' s historical background, which exposed him to the poor, influenced his perception of sin. Boff's theological background together with his familiarity with Karl Marx's social analysis prompted Boff to define sin as the negation of God's love in a human history bedevilled by class conflict. Boff views sin to have the individual and social dimensions. Yet, in terms of importance, Boff believes that the social dimension of sin is more consequential than the individual one. In Chapter 3 White's and Boff s views on sin are compared. From this comparison it is evident that both White and Boff recognize the bipolarity of sin. Both seem to agree that christians should take an active role in correcting social evils because love for God is manifested by how we relate to our neighbor. Boff devotes less space to the individual aspect of sin than White. Chapter 4 shows that White's theological tradition has a lot to learn from Boff and his tradition and also vice versa. An awareness of the current priestly ministry of Christ evident in White's theology could help Boff to bring some balance to his stance on the social and the individual dimension of sin. Boff' s use of Marx's social analysis should also help Seventh-day Adventists, the inheritors of White's theology, not to interpret White's theology of sin only along individualistic lines while overlooking its social dimension. / Philosophy, Practical and Systematic Theology / D.Th. (Systematic Theology)

This thesis examines the legend of the Italian virgin martyr, Saint Maria Goretti (1890-1902). Her legend states that she died at the age of eleven protecting her virginity from her assailant Alessandro Serenelli who stabbed her numerous times, and that she granted him forgiveness before she died. Hence, she has been promoted as an example of purity and mercy. The continued relevance of Saint Maria Goretti is demonstrated by the fact that her figure was used to promote the Extraordinary Jubilee of Mercy proclaimed by Pope Francis and first announced in March 2015. The aim of the current study is to examine how Maria Goretti has been portrayed in the Catholic tradition. This is done by analysing Maria Goretti’s official representation found in the papal discourse about her (which consists of homilies, discourses, Angelus, messages and a letter), as well as by analysing the devotional discourse which in this study is comprised of two books that belong to the genre of hagiography. The chosen books: St. Maria Goretti, by Marie Cecilia Buehrle (1950), and St. Maria Goretti: In garments all red, by Fr. Godfrey Poage, C.P. (1950) can be included among the classics written about Saint Maria Goretti in English. I deploy a thematic narrative analysis as method in which I’m concerned with content in terms of themes, and with the ways in which characters are represented. Uncovering the themes that are discussed in the papal discourse and the devotional discourse about Saint Maria Goretti contributes to a better understanding of her representation and, in some measure, to a reconsideration of what she represents. A part of this thesis focuses on the aspects of Maria Goretti’s representation that can be considered problematic because of the claim that it is preferable to choose to be killed rather than to be raped. Therefore, it becomes necessary to include the discourse that treats Goretti’s story from a critical point of view which in this study embraces ethical, psychological, and feminist perspectives. The legend of Maria Goretti has been the object of arguably many studies. This thesis, nonetheless, contributes with a more detailed analysis of the discourse about Maria Goretti at the official level as well as the devotional level. I also seek to give insight into the genre of hagiography and to elucidate that the edeavour of portraying a wholly virtuous individual does not come without it’s complications in terms of the interpretations that can be made of the images that are conveyed. The analysis shows, among other things, that the representation of Maria Goretti misses aspects of reality and the complexity and multifariousness of the subject of sexual violence. I argue that a wholesome and more comprehensive representation of Saint Maria Goretti should include expert knowledge of sexual violence, especially that which can be found within the field of psychology.

ALBUQUERQUE, Maria Elenir Coelho. A criança na escola: os sentidos da escolarização para alunos tidos como problemáticos. 2010. 167 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-07T14:15:29Z No. of bitstreams: 1 2010_DIS_MECALBUQUERQUE.pdf: 4763541 bytes, checksum: 8e891cd1933b7d88683d8ae6caeb6764 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:15:13Z (GMT) No. of bitstreams: 1 2010_DIS_MECALBUQUERQUE.pdf: 4763541 bytes, checksum: 8e891cd1933b7d88683d8ae6caeb6764 (MD5) / Made available in DSpace on 2013-10-10T14:15:13Z (GMT). No. of bitstreams: 1 2010_DIS_MECALBUQUERQUE.pdf: 4763541 bytes, checksum: 8e891cd1933b7d88683d8ae6caeb6764 (MD5) Previous issue date: 2010 / This is a qualitative ethnographic research. In order to understand the meanings of schooling for problematic students who are classified this way in this research for creating disciplinary problems at school or because they have a small interest in participating in school activities, I had as the main objective of this research to perceive the impressions those children have of a school as well as of some school practices and the knowledge transmitted by them. More specifically, I wanted to investigate: 1) What are the school roles for a child when it comes to practices and knowledge, 2) What do they like and dislike among those practices that they live and the knowledge that is passed to them, 3) How, in different contexts, children interpret and appropriate the practices, the spaces and the knowledge of the school 4) What to expect from a school and the schooling process. For that, I used the following methodological tools: observation, interviews and requested activities with the children [photographs (where the children enrolled school spaces to give them directions related to school practice) and an imaginary story (which from a story created by me, the students were able to expose the role of the school in a playful way)]. The empirical field chosen to guide this research was the Municipal School Ensinando e Apredendo, located in Novo Mondubim, a neighborhood of Fortaleza. The privileged individuals were six students in a class considered, by administrators and teachers, as the "most problematic" in terms of disciplinary behavior during the academic years of 2007 and 2008. The results show that the meanings of schooling for these children are not directly related to what the school proposes which is the transmission of knowledge. For these students, the most meaningful idea of being in a school is to be among friends and have fun with them upon the opportunity. Contact with school knowledge becomes important to them only if it comes in a playful way, otherwise is described by students as a practice that should take a short period of time which importance they do not know. With this study we may conclude that the new values that children and young people build in social spaces in which they are immersed, leads them to deny the school knowledge and make them want a school with no schooling. It is also conclusive that students do not consider themselves as problematic, they question the normality of the structure which makes they feel uncomfortable and they do it as from the contexts and their established relationships inside the field. In this field, these new relationships can bring new identities for these children and these are no longer seen as problematic but turned into an instance of normality granted by the school / Esta é uma investigação qualitativa de caráter etnográfico. Com intuito de compreender os sentidos da escolarização para alunos tidos como problemáticos, que são assim classificados nessa investigação por criarem problemas disciplinares na escola ou por apresentarem pouco interesse em participar das atividades escolares, tive com a presente pesquisa o objetivo principal de perceber os sentidos que essas crianças atribuem à escola, às práticas escolares e aos saberes por ela transmitidos. Mais especificamente, pretendi investigar:1) Qual a função da escola para a criança no que diz respeito às práticas e saberes, 2) O que gostam e não gostam dessas práticas que vivenciam e saberes que lhes são repassados, 3) Como, em diferentes contextos, as crianças interpretam e se apropriam das práticas, espaços e saberes da escola e 4) O que esperam de uma escola e do processo de escolarização. Para tanto, utilizei os seguintes instrumentos metodológicos: observação, entrevistas e atividades solicitadas com as crianças [fotografias (onde as crianças registraram os espaços da escola para lhes atribuir sentidos ligados à prática escolar) e história imaginária (onde a partir de uma história criada por mim, os alunos puderam, de forma lúdica, expor a função da escola)]. O campo empírico escolhido para nortear esta investigação foi a Escola Municipal Ensinando e Aprendendo, localizada no bairro Novo Mondubim, em Fortaleza. Os sujeitos privilegiados foram seis alunos de uma turma denominada, por gestores e professores, como a “mais problemática” em termos de comportamento disciplinar durante os anos letivos de 2007 e 2008. Os resultados revelam que os sentidos da escolarização para essas crianças não está diretamente relacionado àquilo a que a escola se propõe que é a transmissão do saber. Para esses alunos, o mais significativo em estar na escola diz respeito ao encontro com os amigos e às brincadeiras que se tornam possíveis a partir desse encontro. O contato com o conhecimento escolar torna-se importante para eles quando vem acompanhado de brincadeiras, do contrário, é descrito pelos alunos como uma prática que deve ter pouca duração e cuja importância desconhecem. Com esse estudo pode-se concluir que os novos valores que crianças e jovens constroem nos espaços sociais nos quais estão imersos, os leva a negar o conhecimento escolar e a desejar uma escola sem escolarização. É conclusivo também que os alunos não se consideram problemáticos, eles questionam a normalidade da estrutura que os inquieta e fazem isso a partir dos contextos e das relações que estabelecem dentro do campo. Neste, novas relações podem trazer novas identidades para essas crianças e estas deixarem de ser vistas como problemáticas e passarem a uma instância de normalidade concedida pela escola

This thesis examines the legend of the Italian virgin martyr, Saint Maria Goretti (1890-1902). Her legend states that she died at the age of eleven protecting her virginity from her assailant Alessandro Serenelli who stabbed her numerous times, and that she granted him forgiveness before she died. Hence, she has been promoted as an example of purity and mercy. The continued relevance of Saint Maria Goretti is demonstrated by the fact that her figure was used to promote the Extraordinary Jubilee of Mercy proclaimed by Pope Francis and first announced in March 2015. The aim of the current study is to examine how Maria Goretti has been portrayed in the Catholic tradition. This is done by analysing Maria Goretti’s official representation found in the papal discourse about her (which consists of homilies, discourses, Angelus, messages and a letter), as well as by analysing the devotional discourse which in this study is comprised of two books that belong to the genre of hagiography. The chosen books: St. Maria Goretti, by Marie Cecilia Buehrle (1950), and St. Maria Goretti: In garments all red, by Fr. Godfrey Poage, C.P. (1950) can be included among the classics written about Saint Maria Goretti in English. I deploy a thematic narrative analysis as method in which I’m concerned with content in terms of themes, and with the ways in which characters are represented. Uncovering the themes that are discussed in the papal discourse and the devotional discourse about Saint Maria Goretti contributes to a better understanding of her representation and, in some measure, to a reconsideration of what she represents. A part of this thesis focuses on the aspects of Maria Goretti’s representation that can be considered problematic because of the claim that it is preferable to choose to be killed rather than to be raped. Therefore, it becomes necessary to include the discourse that treats Goretti’s story from a critical point of view which in this study embraces ethical, psychological, and feminist perspectives. The legend of Maria Goretti has been the object of arguably many studies. This thesis, nonetheless, contributes with a more detailed analysis of the discourse about Maria Goretti at the official level as well as the devotional level. I also seek to give insight into the genre of hagiography and to elucidate that the edeavour of portraying a wholly virtuous individual does not come without it’s complications in terms of the interpretations that can be made of the images that are conveyed. The analysis shows, among other things, that the representation of Maria Goretti misses aspects of reality and the complexity and multifariousness of the subject of sexual violence. I argue that a wholesome and more comprehensive representation of Saint Maria Goretti should include expert knowledge of sexual violence, especially that which can be found within the field of psychology.

Made available in DSpace on 2016-06-02T20:30:49Z (GMT). No. of bitstreams: 1 2925.pdf: 1402072 bytes, checksum: 71ea0b75cf31d0721a95106db282b473 (MD5) Previous issue date: 2010-03-08 / Universidade Federal de Minas Gerais / The literature has produced evidence that: (a) the early assessment and intervention in social skills can prevent and overcome problematic behaviors; (b) in the case of assessment, there are limits and advantages to different procedures generally used as well as a consensus about the importance of the multimodal design; (c) studies that investigate the relation among data obtained using different procedures, such as observation and informants reports are still scarce, mainly, with preschoolers; (d) analyzes of convergences and divergences between informants reports and between different procedures can produce important information to plan intervention to promote social skills and reduce problem behaviors in the childhood. In this way, the present study had as objectives: (1) To verify similarities and differences in the assessment of social competence with comparisons among four groups of children (with good social skills repertoire - SSB; with internalizing problematic behaviors - IPB, externalizing - EPB e mixed - MPB) in each kind of assessment (mother s report, teacher s report and observation) and comparing the three kinds of assessment to each group; (2) To characterize convergences and divergences between different informants and procedures, with comparisons among groups and intragroups. Based on a sample of 152 children evaluated by Preschool Kindergarten Behaviors Scales (PKBS), 26 children were selected and distributed to each one of the groups. These children participated in five structured situations that were recorded and analyzed by judges previously trained. In the interviews, mothers and teachers reported how the children s performance in each structured situation would have been. The data were analyzed by descriptive and non-parametric inferential statistics. The results indicated that: (1) to each group, the evaluation of social competence by mother s and teacher s reports and by observation were consistent; (2) only the teacher s evaluation differentiated the groups - the children of CHS group presented the best scores of social skills and the CPI group, the worst scores; (3) the convergences between report s data and of observation, in general, were the highest in the CHS group and the lowest in CPI group, except to comparison between mother report and observation, with the most convergence to CPE group. Possible reasons to explain the lowest convergence in the group CPI are highlighted, and methodological, clinical and educational implications are discussed, suggesting plans of intervention based on these results. / A literatura tem produzido evidências de que: (a) a avaliação e a intervenção precoces em habilidades sociais podem constituir caminho para prevenção ou superação de comportamentos problemáticos; (b) no caso da avaliação, há limites e vantagens para os diferentes procedimentos geralmente utilizados e um consenso quanto à importância de um delineamento multimodal (c) ainda são escassos os estudos que investigam a relação entre dados obtidos a partir de diferentes procedimentos, como observação e relato de informantes, especialmente junto a pré-escolares; (d) análises de convergências e divergências entre relatos de informantes e entre procedimentos podem produzir resultados relevantes para o planejamento de intervenções voltadas para a promoção de habilidades sociais e a redução de comportamentos problemáticos na infância. Nesse sentido, o presente estudo teve por objetivos: (1) Verificar semelhanças e diferenças quanto à avaliação de competência social comparando-se quatro grupos de crianças (com bom repertório de comportamentos das classes de habilidades sociais CHS; com comportamentos problemáticos internalizantes CPI; extenalizantes CPE; e mistos - CPM) em cada tipo de avaliação (relato da mãe, relato da professora e observação) e comparando-se os três tipos de avaliação em cada grupo; (2) Caracterizar convergências e divergências entre diferentes informantes e procedimento, com comparações entre grupos e intragrupos. Com base em uma amostra de 152 crianças avaliadas por meio da Escala de Comportamentos Sociais para Pré-Escolares (PKBS-Br), 26 crianças foram selecionadas e alocadas para cada um desses quatro grupos. As crianças participaram de cinco situações estruturadas que foram filmadas e analisadas por juízes previamente treinados. Em entrevista, mães e professoras relataram como teria sido o desempenho das crianças em cada situação estruturada. Os dados foram analisados por meio de estatística descritiva e inferencial não paramétrica. Os resultados indicaram que: (1) para cada grupo, as avaliações de competência social por observação, por relato de mães e de professoras foram consistentes; (2) somente a avaliação por relato das professoras diferenciou os grupos, sendo que as crianças do grupo CHS apresentaram melhores escores de competência social e as do CPI, os piores escores; (3) as convergências entre dados de relato e de observação, no geral, foram maiores no grupo CHS e menores no CPI, exceto para a comparação entre relato de mães e observação, com maior convergência no grupo CPE. Destacam-se possíveis razões para a menor convergência no grupo CPI e são discutidas implicações metodológicas, clínicas e educacionais desses resultados, sugerindo-se planejamentos de intervenção neles embasados.

Denna studie undersöker orsaker till problematisk skolfrånvaro, hur språk och kommunikation kan ha betydelse för problematisk skolfrånvaro, samt hur mönstret kan brytas och frånvaro vändas till närvaro. I studien avgränsas undersökningen till problematisk skolfrånvaro kopplad till elever med neuropsykiatriska funktionsnedsättningar (NPF). Undersökningen vill ta reda på hur några skolor i en kommun arbetar kring elever i problematisk skolfrånvaro, om det finns en särskild handlingsplan för detta och huruvida man agerar utifrån den. Teoretisk ram för studien utgörs av relationellt specialpedagogiskt perspektiv, samt relationell pedagogik. Studiens data samlades in genom tre formella, semistrukturerade och djupgående intervjuer med vårdnadshavare, samt två surveyundersökningar online i form av enkäter, en till rektorer och en till specialpedagoger och lärare som arbetar med problematisk skolfrånvaro. Konklusionen i studien synliggör betydelsen av tidiga insatser, genuina relationer, samt individanpassade åtgärder. Resultaten visade att många orsaker till problematisk frånvaro samverkar, att språk och kommunikation är en central del i denna problematik, att skolor har goda rutiner och handlingsplaner vid problematisk frånvaro, samt att vikten av personliga relationer och specialpedagogisk kompetens i mötet med dessa barn behöver utvecklas. / This study investigates the causes of problematic school absence, how language and communication can be important for problematic school absence, as well as how the pattern can be broken and turn absence to attendance. In the investigation, the study is delimited to problematic school absence linked to students with neuropsychiatric disabilities (NPF). The survey wants to find out how some schools in a municipality are working on students with problematic school absence if there is a specific action plan for this and whether they act on the basis of it. Theoretical framework for the study consists of a relational special pedagogical perspective, as well as relational pedagogy. The study data was collected through three formal, semi-structured and in-depth interviews with custodians, as well as two surveys online, one to the rectors and one to special educators and teachers who work with problematic school absence. The study concludes the importance of early efforts, genuine relationships, as well as individualized measures. The results showed that many causes of problematic absence co-operate, that language and communication are key parts of this problem, that schools have good practices and action plans in case of problematic absence, and that the importance of personal relationships and special educational skills in meeting with these children needs to be developed.

Made available in DSpace on 2016-06-02T19:42:36Z (GMT). No. of bitstreams: 1 SILVA_Daniele_2015.pdf: 1362140 bytes, checksum: 4473a0058d16bc314bb735e693473640 (MD5) Previous issue date: 2015-02-26 / The main objective of this study was to analyze the conception of education that is implicit in the activities developed by the association "Pode Crer", seeking to understand them from the dialogue between Popular Education and the Health Humanization Policy. The research was conducted by one year of participant observation during which the activities developed by this Association (Drop in, Harm Reduction, Halfway House and some extra activities) were accompanied. The analysis showed several interfaces between the proposal of Harm Reduction and Popular Education on the activities developed by "Pode Crer". It could be also seen how the references used for a better understanding of this Association have a common point: the humanization. Thus, it is an important credibility work of this activity that happens in the invisibility, although with great potential to promote education for the subjects who experience many vulnerabilities from the common management, from shared responsibility, unconditional acceptance, radical listening, horizontal dialogue and aspects that promote meaningful learning at the everyday life of this people / O objetivo geral desse trabalho foi analisar a concepção de educação implícita nas atividades desenvolvidas pela Associação Pode Crer , buscando compreendê-las a partir do diálogo com a Educação Popular e com as Políticas de Humanização da Saúde. A pesquisa foi desenvolvida por meio da observação participante, a partir de um ano de acompanhamento das atividades desenvolvidas por essa Associação (Drop in, Redução de Danos, Casa de Passagem e algumas atividades extras). A análise mostrou diversas interfaces entre a proposta de Redução de Danos e Educação Popular nas atividades desenvolvidas pela Pode Crer . Também se pôde perceber como os referenciais utilizados para uma maior compreensão dessa Associação possuem um ponto comum: a humanização. Assim, trata-se de um relevante trabalho de credibilização dessa atividade que está acontecendo na invisibilidade, porém com grande potencial de promoção de educação para os sujeitos que vivenciam as mais diversas vulnerabilidades, a partir da gestão comum, da corresponsabilidade, do acolhimento incondicional, escuta radical, diálogo horizontal e diversos aspectos que favorecem aprendizagens significativas no dia a dia dessas pessoas.