SYNOPSIS The thesis has a form of a theoretical study with significant relation to practice in professional volunteer supervision in Kladno Volunteer Center. The thesis is divided in 7 parts. Part One is focused on the definition of basic terms such as volunteer, voluntary work. This part deals with the issue of awarding of volunteers. Part Two is devoted to the basic terminology of social pedagogy, including the definition of free time, the phenomenon, which is very important for both voluntary work and social pedagogy. Part Three is centered at history of social pedagogy and voluntary work. Key intersections of the two studied phenomena and their evolution are described. Part Four describes voluntary activities as a social phenomenon. Subparts are focused on the attitude of society towards voluntary work, the myths associated with it, as well as the volunteer work motivation. In part Five, I was trying to grasp volunteering as a tool of social pedagogy. The subparts combine my findings acquired from books and my own practical experience. Part Six is an analysis of a specific case of "Pět P" programme practice. Part Seven - the final one - includes a small scale empirical research. KEY EXPRESSIONS WORDS Voluntary work, volunteer, social pedagogy, free time, voluntary work programme, Pět P programme.

Made available in DSpace on 2016-04-29T13:31:16Z (GMT). No. of bitstreams: 1 Juliana Santos Graciani.pdf: 10872847 bytes, checksum: cd763f608845d88a2ab33ef2404687e2 (MD5) Previous issue date: 2015-03-27 / The research aimed to reflect on the educational practice by analyzing the Plans Pedagogical Integration Program of Social Educators Activities AABB Community in light of the foundations of Social Pedagogy and Social Community Psychology, assuming that the theoretical aspects and methodological these can contribute to the understanding of this social project. We use this research, qualitative methodology and the technical procedure of document analysis, referring to the activities of Pedagogical Plans sent to the competition 2013. Agenda Case For the research was requested to accept the use of authority term of the Contest data and for the choice of the criterion of educational practices we chose to analyze all 105 experiments sent. The analysis was performed from the three categories of Community Social Psychology (Active Participation, Strengthening Affective and Community Impact Bonds) and the four fields of Social Pedagogy (Epistemological, sociopedagogical, sociocultural and sociopolitical). As for the results obtained, the Socio-cultural domain and Active Participation category were those most stood out, soon after, the sociopolitical domain, and finally simultaneously with the same score, the Epistemological and socio-pedagogical fields of Social Pedagogy and the categories of strengthening Affective Links and Community Impacts, prevailed in second and third place in the Community Social Psychology. We conclude that the educational practices encouraged the artistic actions, cultural, sports, environmental, social and educational complementation and citizenship, favoring the personal, family and community exercise of educational proposals with the changes in the reality experienced individually and in society, aspects that the transversalizam theoretical and practical foundations of the relationship between science Social Pedagogy and Social Community Psychology front of the educational practice / A pesquisa teve como objetivo geral refletir sobre a prática educativa por meio da análise dos Planos Pedagógicos de Atividades dos Educadores Sociais do Programa Integração AABB Comunidade, a luz dos fundamentos da Pedagogia Social e da Psicologia Social Comunitária, partindo do pressuposto que os aspectos teóricos e metodológicos destas podem contribuir para a compreensão deste projeto social. Utilizamos nesta pesquisa, a metodologia qualitativa e o procedimento técnico da análise documental, referente aos Planos Pedagógicos de Atividades enviados ao concurso Capa da Agenda de 2013. Para a realização da pesquisa foi solicitada a aceitação do termo de autorização de utilização dos dados do Concurso e para a escolha do critério das práticas educativas optamos em analisar todas as 105 experiências enviadas. A análise foi realizada a partir das três categorias da Psicologia Social Comunitária (Participação Ativa, Fortalecimento dos Vínculos Afetivos e Impacto Comunitário) e dos quatro domínios da Pedagogia Social (Epistemológico, Sociopedagógico, Sociocultural e Sociopolítico). Quanto aos resultados obtidos, o domínio Sociocultural e a categoria Participação Ativa foram as que mais se sobressaíram, logo a seguir, o domínio Sociopolítico, e por último simultaneamente com o mesmo score, os domínios Epistemológico e Sociopedagógico da Pedagogia Social e as categorias relativas ao Fortalecimento dos Vínculos Afetivos e os Impactos Comunitários, prevaleceram em segundo e terceiro lugar da Psicologia Social Comunitária. Concluímos que as práticas educativas incentivaram as ações artísticas, culturais, esportivas, ambientais, de complementação socioeducacional e de cidadania, favorecendo ao exercício pessoal, familiar e comunitário de propostas educativas que produzem transformações na realidade vivida individualmente e em sociedade, aspectos estes que transversalizam os fundamentos teóricos e práticos da articulação entre as ciências Pedagogia Social e Psicologia Social Comunitária frente à prática educativa

<p>Summary</p><p>The numbers of students in higher education with foreign background are still lower than expected. The universities around the country are increasingly committed to attract students among this group. Many of investments and researches have been done to explore new approaches. There is need to understand how students evaluate their choices. These studies will help marketing the educations which are more responsive to student's expectations. I based my investigation to three university students. The major focus concerned the factors which affect the choices in getting into the higher educations for students with foreign backgrounds. In a qualitative method I interviewed three Kurdish students in age group under 25 years old. The results showed that the attitude of parents, environment, language, independent life style and the personal ambitions are among the main decision making factors. It is believed that the characteristics of native culture, independent life style and personal ambitions are positive factors. Nevertheless the language difficulty can create obstacle for many students as well.</p> / <p>Sammanfattning</p><p>Andelen studenter med utländsk bakgrund på högre utbildning är fortfarande underrepresenterad. Universitet och högskolor runt om i landet satsar allt mer på att rekrytera studenter bland dessa grupper. Allt mer investeras i forskning på den arenan. Man vill få kunskap om hur studenter utvärderar sina val. Genom att får reda på dessa kunskaper kan man marknadsföra utbildningar som lever upp till gymnasisternas förväntningar. I studien har jag undersökt tre ungdomar som studerar på universitet. Syftet med undersökningen var att studera de faktorer som underlättar för ungdomar med utländsk bakgrund att komma in på högre utbildning. I en kvalitativ undersökning har jag intervjuat tre kvinnliga kurdiska studenter i årskullar under 25 år. Resultatet visar att föräldrarnas inställning och attityd, miljö, språk, självständighet och ungdomarnas egna ambitioner är faktorer som har sina effekter. Det tycks att hemkulturen med sin inställning och sitt krav, självständighet och ungdomarnas ambition är underlättande faktorer, men att språksvårighet och utanförskap kan utgöra hinder för många.</p>

Summary The numbers of students in higher education with foreign background are still lower than expected. The universities around the country are increasingly committed to attract students among this group. Many of investments and researches have been done to explore new approaches. There is need to understand how students evaluate their choices. These studies will help marketing the educations which are more responsive to student's expectations. I based my investigation to three university students. The major focus concerned the factors which affect the choices in getting into the higher educations for students with foreign backgrounds. In a qualitative method I interviewed three Kurdish students in age group under 25 years old. The results showed that the attitude of parents, environment, language, independent life style and the personal ambitions are among the main decision making factors. It is believed that the characteristics of native culture, independent life style and personal ambitions are positive factors. Nevertheless the language difficulty can create obstacle for many students as well. / Sammanfattning Andelen studenter med utländsk bakgrund på högre utbildning är fortfarande underrepresenterad. Universitet och högskolor runt om i landet satsar allt mer på att rekrytera studenter bland dessa grupper. Allt mer investeras i forskning på den arenan. Man vill få kunskap om hur studenter utvärderar sina val. Genom att får reda på dessa kunskaper kan man marknadsföra utbildningar som lever upp till gymnasisternas förväntningar. I studien har jag undersökt tre ungdomar som studerar på universitet. Syftet med undersökningen var att studera de faktorer som underlättar för ungdomar med utländsk bakgrund att komma in på högre utbildning. I en kvalitativ undersökning har jag intervjuat tre kvinnliga kurdiska studenter i årskullar under 25 år. Resultatet visar att föräldrarnas inställning och attityd, miljö, språk, självständighet och ungdomarnas egna ambitioner är faktorer som har sina effekter. Det tycks att hemkulturen med sin inställning och sitt krav, självständighet och ungdomarnas ambition är underlättande faktorer, men att språksvårighet och utanförskap kan utgöra hinder för många.

Aquesta investigació estudia les estratègies pedagògiques i comunicacionals que s'utilitzen avui per reduir la "fractura digital" (tecnologia i de coneixement) entre les persones que utilitzen les noves tecnologies de la informació i la comunicació (TIC) i aquelles que no tenen accés o no les saben utilitzar. L'estudi explora, descriu, analitza i interpreta la manera com les TIC s'estan implantant i utilitzant en les comunitats locals que tenen un risc d'exclusió social i tecnològica.Per aconseguir els seus objectius, la investigació es realitza en un escenari real com és la Comunitat Òmnia del barri del Raval de Barcelona, Espanya, i de manera específica en el seu Telecentre o sala-mediàtica. Abordem aquest estudi a partir del disseny d'una sèrie de categories i d'uns indicadors que ens permeten mesurar, interpretar i analitzar l'ús i l'impacte d'aquestes tecnologies en el desenvolupament cultural d'aquesta comunitat, però igualment pretén que aquesta metodologia dissenyada pugui ser aplicable a altres comunitats amb característiques similars a l'estudiada.L'estudi travessa dos camps com són el desenvolupament social i comunitari de les localitats, per un cantó, i el de l'ús de l'impacte que tenen les noves tecnologies de la informació i la comunicació en la pedagogia social, per l'altra banda. En aquest sentit, l'objectiu fonamental de la tesi consisteix a realitzar un diagnòstic descriptiu i en profunditat dels canvis i nous escenaris reals i virtuals que apareixen en l'anomenada "Societat de la Informació", i de la manera com les comunitats locals estan implantant aquestes tecnologies per potenciar el seu desenvolupament cultural i comunitari. / Esta investigación estudia las estrategias pedagógicas y comunicacionales que se utilizan hoy para reducir la "brecha digital" (tecnológica y de conocimiento) entre las personas que usan las nuevas tecnologías de la información y la comunicación (TIC) y aquellas que no tienen acceso o no saben como utilizarlas. El estudio explora, describe, analiza e interpreta la manera como las TIC se están implementando y usando en las comunidades locales que tienen un riesgo de exclusión social y tecnológica.Para lograr sus objetivos, la investigación se realiza en un escenario real como es la comunidad Ómnia del barrio el Raval de Barcelona, España, y de manera específica en su Telecentro o sala-mediática. Abordamos este estudio a partir del diseño de una serie de categorías y de unos indicadores que nos permiten medir, interpretar y analizar el uso y el impacto de estas tecnologías en el desarrollo cultural de esta comunidad, pero igualmente pretende que esta metodología diseñada pueda ser aplicable en otras comunidades con características similares a la estudiada.El estudio cruza dos campos como son el desarrollo social y comunitario de las localidades, por un lado, y el del uso e impacto que tienen las nuevas tecnologías de la información y la comunicación en la pedagogía social, por el otro. En este sentido, el objetivo fundamental de la tesis consiste en realizar un diagnóstico descriptivo y en profundidad de los cambios y nuevos escenarios reales y virtuales que aparecen en la llamada "Sociedad de la Información", y de la manera cómo las comunidades locales están implementando estas tecnologías para potenciar su desarrollo cultural y comunitario. / This research paper studies the pedagogical and communicational strategies used today to reduce the "digital gap" (in technology and knowledge) between those who use the new information and communication technologies (ICT) and those with no access to them or who do not know how to use them. The study describes, explores, analyzes and interprets the way in which ICT are being implemented and used among the local communities that are at high risk of social and technological exclusion.In order to achieve its objectives, the study was carried out under real-life conditions among the Ómnia Community of the Raval neighbourhood, in Barcelona, Spain, and specifically in its Telecentre or socio-media lounge. We undertook the study by first designing a series of categories and indicator that would allow us to measure, interpret and analyze the use and impact of these technologies on the community's cultural development. Our intention was that the methodology we designed might be applied in other communities having similar characteristics to the one under study.The study crosscuts two areas, social and community development, on the one hand, and the use and impact of new ICT in social pedagogy, on the other hand. In this sense, the main purpose of our study was to carry out a descriptive and in-depth diagnosis of the changes and new virtual and real scenarios emerging in the so-called "Information Society", and the way in which local communities are implementing these technologies in order to maximise their cultural and community development.

Huvudsyftet med vår studie är att undersöka och analysera hur personal i hemtjänsten upplever sin arbetssituation samt vad relationerna till arbetskamrater respektive brukare kan ha för betydelse för denna upplevelse. Vi har därför valt en kvalitativ ansats med semistrukturerade intervjuer, som bygger på intervjupersonernas egna upplevelser av sin verklighet. Vårt övergripande perspektiv på studien är socialpedagogiken. Den teoretiska ramen består sociala nätverk, samt begreppen gemenskap och tunna nätverksband. Datamaterialet som insamlats har kodats, kategoriserats, tematiserats och analyserats i förhållande till tidigare forskning och de teoretiska perspektiven. Vår studies resultat pekar på att personalen inom hemtjänsten upplever att de har ett bra och givande arbete, där kontakten med brukarna upplevs som mycket positiv och som själva anledningen att gå till arbetet. Personalen beskriver även att arbetsgruppen har stor betydelse och att det är till sina arbetskamrater som de vänder sig för att få stöd. Studiens resultat visar tydligt att relationerna är viktiga för individens uppfattning av sin arbetssituation. / The main purpose with our study is to examine and analyze how staff in home care services perceive their work situation as well as in what way relations with colleagues or clients may have an impact on this experience. We have chosen a qualitative approach with semi-structured interviews, which builds on the experience of the interviewed individuals. Our main perspective in this study is the social pedagogy. The theoretical frame consists of social networks and the concepts community and thin networks. The collected data has been coded, categorized, thematised and analyzed in relation to former research and the theoretical perspectives. Our study results indicates that the personnel in home care services feels that they have a good and rewarding work. The contact with the users is experienced as very positive and as the main reason for them to go to work. The personnel also describe the working group as very important and it is to the colleagues they turn to get support. The result of this study clearly shows that relations are of great importance for the individuals understanding of their work situation.

Undersökningsområdet är äldre hemtjänsttagare som bor ensamma, där vi har studerat hur hemtjänsttagare blir påverkade av den så kallade upplevda ensamheten. Som teoretiska utgångspunkter används socialgerontologi och gerotranscendens då begreppen vi använder i studien återfinns i dessa båda teorier, samt att vi kopplar dessa till ett socialpedagogiskt perspektiv. Avsikten är att finna en brygga mellan de nämnda teoribildningarna.Syftet med studien är att synliggöra och analysera ensamhet som socialt fenomen för äldre hemtjänsttagare i relation till social identitet och olika sociala nätverksband. Den första frågeställningen som studien vill besvara är hur äldre upplever att vara hemtjänsttagare och den andra frågan är vilka sociala nätverksband som blir synliga och hur det påverkar hemtjänsttagarens känsla av ensamhet. Den slutliga frågan är hur hemtjänsttagarens känsla av ensamhet kan förstås genom social identitet. Studien har genomförts kvalitativt med fyra halvstrukturerade livsvärldsintervjuer. Studiens undersökningspersoner valdes utifrån kriterier såsom att de skulle bo själva och ha daglig hemtjänsthjälp. Ett andra kriterium var att de skulle kunna uttrycka sig muntligt. Utifrån studiens tre begrepp ensamhet, social identitet och sociala nätverksband görs en första analys av det empiriska materialet. I ett andra steg görs analys med hjälp av gerotranscendensens dimensioner och dess innebörder. Resultatet visar att de äldre uppskattar besöken de får av hemtjänstpersonalen samt att det påverkar deras upplevda känsla av ensamhet. Resultatet visar också på ett samband mellan ensamhet, social identitet och social nätverksband. Analysen av empirin utifrån gerotranscendensen visar på en positivt upplevd ensamhet och inte enbart negativ ensamhet. / The field of study is elderly home care recipient who live alone, where a study was made in how these recipients are influenced by the so-called perceived loneliness. The theoretical frameworks used in this study are social gerontology and gerotranscendence since the terminology used in the study occur in both theories, as well as we connect the theories to a social pedagogical perspective. The intention is to find a bridge between the mentioned theories. The aim of the study is to reveal and analyze loneliness as a social phenomenon for elderly recipient of home care in relation to social identity and various social ties. The first issue which the study tries to answer is how the elderly perceive to be home care recipient and a second issue is which social ties become visible and how does that affect the home care recipient´s feeling of loneliness. The final issue is how the home care recipient´s feeling of loneliness can be understood by social identity. The study has been done qualitatively with four semi-structured life-world interviews. The examined persons in the study were chosen by the criterion of that the persons should live alone and have daily home care. A second criterion was that they should be able to express themselves verbally. By the three terminologies of the study such as loneliness, social identity and social ties, an initial analysis is made of the empirical data. Furthermore, a second analysis is made with the gerotranscendence´s dimensions and its signification. The result shows that the elderly appreciate their visits by the home care staff and that it affects their perceived feeling of loneliness. The result also shows a relation between loneliness, social identity and social ties. The analysis of the empirical data by the gerotranscendence shows a positive perceived loneliness and not only negative loneliness.

This thesis is an ethnographic exploration of institutions for small children, i.e. the pre-school institution.The overall aim of the study is to investigate what is characteristic for some Swedish preschoois,and how childhood is formulated and realized within those institutions. Of centralimportance are questions. which concern how pre-schools are constructed, negotiated andmaintained by the actors within the pre-school settings. Another aim is to explore contemporarymeanings of pre-school and pre-school children as they appear in interviews and everyday talk. Thedata were collected by participant observations for almost one year in two pre-schools. Data consistof audio- recordings of everyday life and parental talks, interviews with children, pre-schoolteachers and parents. Points of departure are ideas from interactionism and social constructionism.The analyses draw upon concepts from integrative theories; agency-structure, social practice, socialorder and normality in relation to the institution. The results show that pre-school is takcn for granted and is almost considercd as compulsory andpart of normal childhood. Pre-school is legitimated as an interest of and a question for society,families and parents, but also in the best interest of children here and now and for the future. Inaddition, pre-school is also understood as a social and a social pedagogical question for individualsand for society. Moreover, the study shows howeveryday life in pre-school is zoned andpedagogized in time and space. The institution is characterized by schedules, routines and predefinedrooms and artifacts, as weil as by planned activities and unplanned, occasional and situatedactivities, respectively. Children and adults have to deal with the social order of the institution, andthis study shows that the actors constantly break and negotiate the social order - they are doing preschool.The institutions and the interactions are characterized by complexitics and hybridities andthere are different activitics and discourses in action at the same time. This also concerns theintermediate domain between private and public and the relations between parents and pedagogues.None of them are in controi of children's everyday life, and they have to share information. viewsand sometimes also decisions. Parents have to contribute to the construction of a pre-school chiid,by delivering a child ready for prc-school, a chiId with certain competences. In everyday activitiesand in parental talks, the adults articulate and negotiate the picture of a "normal" pre-school chiId,i.c. demands related to a situated institutionaI normality . The study shows how children act indifferent ways in relation to social context and social order in different situations. They act as "normal pre-schoolchildren" but they also construct their own social order in relation to theinstitution, alone or together with other children and adults.

Syftet med studien var att analysera biståndsutredningar utifrån ett genusperspektiv för att undersöka om det finns några skillnader både språkligt och innehållsmässigt utifrån kön. Vårt gemensamma intresse för genusfrågor och socialt arbete för individer med funktionsnedsättningar är anledningen till valet av studiens inriktning. Karin Barrons teori om att kvinnor och män med funktionsnedsättningar inte tilldelas kön har inspirerat till studien. Med hjälp av socialkonstruktivism och ett genusperspektiv har empirin analyserats med en kvalitativ innehållsanalys. Studiens empiri består av biståndsutredningar enligt Lagen om stöd och service för vissa funktionshindrade (SFS 1993:387) angående ansökan om personlig assistans. Utredningarna kommer ifrån en relativt stor kommun. Resultatet visar att språket i biståndsutredningarna synliggör kön och skapar olika bilder av kvinnor och män med funktionsnedsättningar. Utredningarna porträtterar mannen som drabbad av sin funktionsnedsättning, drabbad men fortfarande stark och kompetent. I samma sorts texter skildras kvinnan som att hon är, har eller har utvecklat sin funktionsnedsättning och som beroende av hjälpmedel och annat stöd / The purpose was to analyze needs assessment investigation to explore if there are differences in the linguistic and content regarding gender. We have common interest in both gender perspective and disability care. Therefore these areas were chosen for the study. Karin Barron and her theory about disabled people being declined their gender was the inspiration to the study.  A social constructionist and a gender perspective were used throughout this research and a qualitative content analyze were used to analyze and process the documents. The documents consisted by needs assessment investigation regarding applications about personal assistance. The applications are regulated by the Swedish law, Lagen om stöd och service för vissa funktionshindrade (SFS 1993:387). The data was collected from a relatively large municipality. The results show that in these documents gender is visible and creates different images of disabled men and women. The documents presented the men as victims of their disability, victims but still strong and abled and the women were presented as accountable of their disability and dependent of means

Den svenska skolan har genomgått stora förändringar, samhället ställer andra krav på dagens unga och internationella mätningar visar att svenska elever presterar sämre i skolan. Forskning har visat på att icke-kognitiva kunskaper spelar stor roll för framtidsutvecklingen samt för utvecklingen av kognitiva kunskaper. Vad är skolans uppdrag för att utveckla barn och ungas icke-kognitiva kunskaper? Genom en kvalitativ innehållsanalys granskas Skollagen, grundskolans läroplan och FN:s barnkonvention, med fokus på skolans uppdrag för barn och ungdomars utveckling av icke-kognitiva kunskaper, ungas rättigheter till en trygg skolmiljö och möjlighet till socialisering samt hur dokumenten fördelar ansvaret mellan skolan respektive hemmet i barnets utveckling. Studien har också granskat utbildningsplanen för grundskollärarutbildningen på Högskolan Väst för att klargöra lärares kunskapsområde och analyserat hur en socialpedagogisk referensram kan komplettera lärare i ovanstående ansvar och uppdrag i förhållande till hemmet. Den socialpedagogiska referensramen betonar vikten av att se helheten i ett barns situation och det viktiga i att barn och unga inkluderas i sociala gemenskaper och verksamheter för att utvecklas. För att utvecklas behöver barn få de grundläggande behoven i Maslows behovspyramid tillgodosedda. Vilket ger en förståelse för hur viktigt det är att ge barn och unga rätt förutsättningar för att utvecklas optimalt. Utifrån kategorierna socialisering, hemmet och skolan, trygg skolmiljö, icke-kognitiv kunskap och disposition framkommer bland annat att skolan har ett viktigt ansvar för barnets utveckling men att hemmet har det grundläggande ansvaret samt att skolan har ett ansvar för mer än bara kognitiva kunskaper. / The Swedish school has undergone great changes, society places different demands on today's youth's and international measurements show that Swedish pupils perform lower results in school. Research has shown that non- cognitive skills play a major role in the future progress and development of cognitive skills. What is the school's mission to develop children and young people's non- cognitive skills? Through a qualitative content analysis examines the Education Act, the compulsory school curriculum and the UNCRC, focusing on school assignments for child and adolescent development of non- cognitive skills, young people's rights to a safe school environment and the opportunity for socialization and how the document allocates responsibility between school and home in child development. The study also examines the curriculum for elementary teacher program at University West to clarify teachers' knowledge area and analyzed how a social pedagogical framework can supplement teacher in the above responsibilities and tasks in relation to home. The social pedagogical reference framework emphasizes the importance of seeing the big picture of a child's situation and that it´s important that young people are included in social communities and businesses to develop. To thrive, children need to get the basic needs in Maslow's needs pyramid satisfied. This gives an understanding of how important it is to give children and young people right conditions to develop optimally. Based on the categories of socialization, home and school, safe school environment, non- cognitive skills and disposition reveals among other things that the school has an important responsibility for the child's development but that the home has the primary responsibility and that the school is responsible for more than just cognitive skills.