To live HIV positive and age into older adulthood is a new phenomenon. Research is helping to identify how the body is biologically impacted by the complex convergence of the virus, antiretroviral drug treatment, and aging. And yet there is more. One has to live in their body. Believing that stories of living with illness hold meaning, we also need to understand the lived experience of persons aging with HIV. When we engage and listen to stories of everyday lived experience, we are afforded a way to gain insight into particulars of aging with HIV, and this in turn generates understanding and compassion that can connect and teach all of humanity about the broader experience of life. The intent of this dissertation is to present the narrative inquiry I have undertaken over a five year period. I begin with an introduction to the phenomenon of aging with HIV and then present four manuscripts, two that highlight research findings related to metaphors and themes within stories, and two that focus on the interview process and narrative practice. In a concluding chapter I weave together my emergent understanding of what it means to age with HIV, narrative inquiry, and discuss implications of the findings that may take nursing and nursing care forward. In the first manuscript I address tensions that arose and troubled my narrative interviewing approach. Tensions arose when a) presence was tempered by performance, b) power by equality, c) leading by following, d) insider by outsider, e) being non-influential by social influences, and f) trust tempered by responsibility. These tensions, which I refer to as a dynamic process of breathing in the mud, can act as catalysts that ignite clarity and advance narrative interviewing. In the second manuscript I explore metaphors within the stories of 5 adults’ experiences of aging with HIV. Metaphors reveal a complex struggle of living in-between tensions of uncertainty and hope, of facing death and living in the moment, and of hurt amidst joys of evolving identity. The overarching metaphor of “shadows and sunshine” reveals that to age with HIV is to survive and live in a fragile state, balancing multiple shadows such as stigma and side effects with joyful experiences of support and belonging. In the third manuscript I present results of a narrative analysis exploring HIV and aging stories of five adults, age 55-62, who have lived with HIV for 13-24 years. In analyzing the co-constructed stories, six common storylines were identified: the illness embodied, the journey of sense making of, intimacy with death and loss, ongoing secrets and stigma, evolving identity, and living in connection. These findings illustrate the vitalness of telling one’s illness story, as sense making happens in the telling and supports one to adapt. The final manuscript is a call to action and emphasizes cultivating a narrative sensibility in nursing practice. I offer the mnemonic STORIED to help nurses weave together essential elements of a narrative practice approach: Subjective, Tell/Listen, Openness, Reflection, Invite/Intention, Engage, and Document. / Graduate / 0569 / rosanne.beuthin@shaw.ca

Det övergripande syftet med denna studie är att undersöka om det sätt som svenska politiker talar om och beskriver samhället (framförallt det svenska) på har förändrats över tid. Studiens perspektiv är socialkonstruktionistiskt, vilket innebär att det sätt som politikerna talar om samhället på ses som en del i den ständigt pågående konstruktionen av vårt medvetande om, och därmed av, samhället. Det material som undersöks är fem svenska borgerliga regeringsförklaringar, framförda 1976, 1979,1991, 2006 och 2010. Den textanalytiska metod som används för att analysera dessa regeringsförklaringar är en form av kvantitativ innehållsanalys. Konkret är studiens syfte att longitudinellt undersöka om det finns skillnader i vilka ideologiska idéer som dominerar i de analyserade regeringsförklaringarna. Detta görs med hjälp av två olika sorters innehållsanalys. Dels jämförs förekomsten i materialet av vissa ideologiskt laddade termer, och dels jämförs andelen i materialet uttryckta ”nyhöger-” (dvs. nyliberala ochnykonservativa) kontra alternativa, främst socialliberala idéer. Analysen visar att det, mätt på detta sätt, finns betydande skillnader i ideologisk orientering mellan regeringsförklaringarna. Det starkaste resultatet, som också kan ses som en bekräftelse på flera tidigare studier, är ett som pekar på en högervåg – det vill säga en ökning av andelen nyhögeridéer och en korresponderande minskning av andelen alternativa idéer – mellan 1979 och1991. Analysen visar också att andelen nyhögeridéer sedan 1991 varit i det närmaste konstant, men att det från 1991 till 2010 skett en gradvis förskjutning inom dessa nyhögeridéer från utpräglat nyliberala till nyliberala med ett inslag av nykonservativa, vad det verkar närmast nationalistiska idéer. / The general aim of this study is to investigate whether the way that Swedish politicians speak about and describe society (mainly Swedish society) has changed over time. The perspective of the study is a social-constructive one, which means that the way that politicians speak about society is viewed as a part of the constant construction of our consciousness of, and thereby of, society. The examined material is five Swedish right-wing statements of government policy, issued in 1976, 1979, 1991, 2006 and 2010. The method used to analyze these statements is a form of quantitative content analysis. Concretely the aim of the study is to longitudinally examine if there are differences regarding which ideological ideas that are dominant in the analyzed statements of government policy. This is done with the help of two different forms of content analysis. Comparisons are made both regarding the occurrence of certain ideologically charged terms in the different statements, and regarding the share of neoright (libertarian- and neoconservative) as opposed to alternative, mainly social-liberal ideas expressed in the material. The analysis shows that measured in this way there are considerable differences in ideological orientation between the different statements of government policy. The strongest result, which can also be seen as a confirmation of the results of several previous studies, is one which points to a swing to the right between 1979 and 1991. The analysis also shows that since 1991 the share of neoright ideas has remained relatively stable, but that a gradual shift within the neoright spectrum of ideas has taken place since then, a shift from markedly libertarian ideas in 1991, to libertarian with an element of neoconservative, almost nationalist ideas in 2010.

Implementing the legal mandate to accommodate students with impairments in higher education, particularly in fieldwork settings, poses a significant challenge to retaining academic integrity (Pardo, 1999). Currently, there is no consistent way of determining which academic requirements are “bona fide” (OHRC, 2004), and might not be altered for students with disabilities, and those which can be accomplished using a different method. Situating accommodation and accessibility within the Environmental Factors domain of the World Health Organization’s International Classification of Function, Disability and Health (ICF) as a theoretical framework, a set of questions are presented to determine whether academic requirements in fieldwork can be accommodated or not, and why. Combining an occupational therapy perspective on the importance of task analysis (Ashworth, 1995) with the means of identifying discrimination laid out in the human rights case law provides the required tools for such an analysis. This dissertation examines the intersection of legislated mandates for accommodation and academic integrity, by applying human rights legislation to higher education. Using the three-step test of discrimination set out in Meiorin (1999) and an additional question based on Granovsky (2000) to analyze academic tasks and requirements of fieldwork, bona fide requirements can be determined. The resulting model for determining accommodation for students with impairments is applicable to accommodation of disability in primary and secondary education, as well as in the employment sector and accessibility planning, and contributes to standards of practice in academic accommodation planning, a need identified by Reed, Lund-Lucas, & O'Rourke (2003). Following the introduction, six distinct chapters explore 1) the background of accommodation in post-secondary education, 2) the weaving together of models of disability with legislated requirements and curricula, 3) the human rights paradigm itself, 4) accommodation policies, 5) an experimental focus group investigation of the proposed model, and 6) an explication of when accommodation might not be appropriate. The conclusion draws these various threads together into a lifeline for accommodation analysis and planning. / Thesis (Ph.D, Education) -- Queen's University, 2013-02-04 19:28:14.838

A narrative inquiry methodology was utilized to investigate experiences of fluidity of sexuality and the broader processes of sexuality and sexual identity development. Five adult co-researchers, all members of various sexual and gender minority groups, participated in semi-structured, in-depth interviews centering on their experiences of changes in sexuality over time. The stories told were presented in the research text. Only one experience of a significant and lasting shift in sexual desire during adulthood was reported, occurring in the context of a transition from a male to a female gender identity. A thematic analysis of the co-researchers’ narratives was undertaken, and 3 common and 14 important themes were identified. The co-researchers’ stories and the common and important themes were brought together to form a partial model of sexuality and sexual identity development. Implications for counselling and for further research in this area were also considered. / Counselling Psychology

The management of wildlife tourism has been dominated by ideologies informed by western colonialism and its values of nature. These ideologies, made transparent through communicative and interpretative discourses, influence the way management policies and practices are devised and enacted. The inherent scientific and utilitarian views are supported by a doctrine of separation. This is apparent in the dualism posed, and enacted, between nature and culture that sees humans as being the sole carriers of culture that separates them from the uncultured and uncivilised world of nature into which all other animals, and certainly untamed wildlife, belong. It justifies the use of non-humans for human purposes and continues to allow us to treat non-human animals and other forms of nature in often abominable ways. This thesis investigates two situations in which wildlife tourism occurs in Australia. Fraser Island and Penguin Island are two wildlife tourism destinations on opposite sides of the continent with very different wildlife but some very similar issues. From these two contexts data was collected through interviews, focus groups, participant observation, and from literary and documentary sources. Understanding the empirical data collected from these case studies is facilitated through a social constructionist view of discourse analysis that allows an unpacking of the messages and a stance from which to challenge the dominant ideologies that frame management and interaction. In the thesis I demonstrate that anthropology, in its incarnation as environmental anthropology and as a team player in a necessarily interdisciplinary approach to understanding and resolving environmental issues, has much to offer. This engagement has the potential to enhance not only the sustainable future of naturebased activities like wildlife tourism but also the relevance of anthropology in the postcolonial contemporary world. The need for a holistic framework encompassing all the stakeholders in any wildlife tourism venture is proposed. This approach to wildlife tourism is best serviced by examining perspectives, values and concerns of all members of the wildlife tourism community at any given destination. It is only through this type of holistic and situated focus that we can hope to effectively understand, and then manage, in the best interests of all parties. More specifically, and finally, I argue for a rethinking of the way wildlife tourism interactions are managed in some settings. The ideology of separation, enacted both conceptually and physically to create maintain boundaries, is demonstrated through the two case studies and the ways in which interactions between humans and wildlife are currently managed. An alternative is posed, that by reconstructing management in settings where wildlife tourists may be more accepting of their own responsibility towards nature, a model can be developed that allows people and wildlife to co-exist without ‘killing’ the natural instincts of either.

It is suggested that the lack of progress made towards understanding and preventing, or even in many cases even alleviating, psychological suffering has been due, in large part, to the way in which such suffering is conceptualised – as ‘disorder’, ‘illness’ or ‘disease’ which is located, and is thus potentially locatable, within the individual. This conceptualisation of psychological suffering is referred to in this thesis as the ‘Dysfunctional Mind Account’ (DMA). The DMA, it is argued, underlies all accepted models/theories of psychological suffering and is the dominant way of conceptualising such suffering for both professionals and lay-people in Western cultures. It is further argued that the main reason the DMA is unable to assist in understanding and alleviating psychological suffering is because it is underpinned by assumptions about human beings and their suffering which are inherently flawed. The account presented in this thesis places at its centre an analysis of persons and their experience that attempts to overthrow these assumptions. The resulting reconceptualisation presents a view of psychological suffering as emergent from our continual personal and embodied enmeshment within our social world, rather than as arising primarily out of the various processes occurring ‘within’ us (whether that be our neurochemistry or our ‘mental mechanisms’ or an ‘interaction’ between them). It is essentially suggested that psychological suffering emerges from the same source as all other aspects of our personal being; from the constant coactions between the various aspects of our being in the world – personal, organismic and molecular – with the environment within which we are enmeshed. This means that the feelings/thoughts/behaviours conceptualised as ‘mental disorder’ are as much part of our personal being as any other aspect of us; they are not ‘other’, they are not ‘disease’, ‘illness’ or ‘dysfunction’. Such feelings/thoughts/ behaviours, it is argued, almost always, perhaps inevitably, represent a very adaptive response, at every level of our being, to environmental contingencies. Thus, when understood in its full context, the suffering conceptualised as ‘mental disorder’ can be seen as the very understandable responses of the embodied person to what is happening to them, rather than ‘un-understandable’ dysfunctions, aberrations and pathological processes of the ‘mind’ (or brain).

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Twenty-first century youth have been privy to regular exposure to digital technology, both in their schools and in the home, which has resulted in a change of both lifestyle and educational practice from that enjoyed by prior generations. Parallel to the technology market trajectory that has arguably influenced the psychological and psycho-social development of contemporary youth is the burgeoning industry of learning technology. Integration of such technology into South African schools is relatively in its infancy when compared to global initiatives, and has sparked debate as to the place of technology within education in a country fraught with divided resources. In consideration of the influence of technology on education, research which investigates the motivating role of technology upon learning, particularly from the perspective of the learners themselves, is amiss. This study aimed to discover the extent to which technology tools used in education motivate the twenty-first century South African learner to learn, and whether the use of such technology would create a more engaging, relevant educational environment. In order to investigate the topic, exploratory qualitative research as underpinned by the constructivist paradigm and within a social constructivist theoretical framework was conducted as a case study. Purposive sampling was employed to select Grade 11 learners in order to gain their perspectives and those of their teachers who bear witness to their learning at one private co-educational high school in the Western Cape. Qualitative content analysis was utilised to interpret the data collected from a semi-structured focus group interview conducted with eight learners, as well as from learner and teacher questionnaires which provided valuable contextualisation for the focus group interview. The research findings from the study indicated that the learner participants could identify the role of intrinsic motivation to learn, and demonstrated awareness of the factors that contributed to the facilitation thereof, of which learning technology played a prominent role. The participants noted the importance of the complementary role of learning technology; a means to an end and not an end in itself. Important considerations were highlighted, such as the potential for distraction, personal learning preferences, and conceptualisations of learning required for technology to be successfully integrated into the twenty-first century learning environment. / AFRIKAANSE OPSOMMING: In teenstelling met vorige generasies word die jeug van die 21ste eeu gereeld blootgestel aan digitale tegnologie, tuis sowel as in hul skole, wat ‘n verandering in beide hul leefstyl en die onderwyspraktyk tot gevolg het. Parallel aan die baan van ontwikkeling van die tegnologiemarkte, wat ʼn betwisbare invloed het op die sielkundige en psigososiale ontwikkeling van die hedendaagse jeug het, is die ontluikende industrie van leertegnologie. Die integrasie van sulke tegnologie in Suid-Afrikaanse skole is nog in sy kinderskoene as dit vergelyk word met globale inisiatiewe en dit het debat oor die plek van tegnologie in ‘n land met oneweredig verdeelde hulpbronne ontlok. As die invloed van tegnologie op opvoeding in ag geneem word, is navorsing wat die motiverende effek van tegnologie op leer ondersoek, veral vanuit die perpektief van die leerders self, beperk. Die doel van hierdie studie was om vas te stel tot watter mate tegnologiese hulpmiddels in die onderwys die Suid-Afrikaanse leerder van die 21ste eeu motiveer om te leer en of die gebruik van sulke tegnologie ʼn meer deelnemende, relevante onderwysomgewing sal skep. Hierdie verkennende, kwalitatiewe gevallestudie binne die konstruktivistiese paradigma het sosiale konstruktivisme as die onderliggende teoretiese raamwerk gehad. Doelbewuste steekproefneming is uitgevoer om die Graad 11 leerders uit 'n enkele private hoërskool in die Wes-Kaap te selekteer om sodoende hul perspektiewe asook dié van hul onderwysers, wat van hul leerproses kan getuig, te bekom. Data is deur middel van ʼn semi-gestruktureerde fokusgroeponderhoud asook vraelyste aan beide die leerders en onderwysers ingesamel, wat waardevolle kontekstualisering vir die fokusgroeponderhoud voorsien het. Die ontleding van die navorsingsdata is met behulp van kwalitatiewe inhoudsanalise uitgevoer. Die bevindings van hierdie studie het aangedui dat die leerderdeelnemers die rol van intrinsieke motivering om te leer kon identifiseer en hulle het ʼn bewustheid getoon vir die faktore wat dit bevorder. Leertegnologie het ʼn prominente rol gespeel in hierdie faktore. Die deelnemers het gewys op die belangrike komplementêre rol van leertegnologie; ʼn weg tot ʼn doel en nie die doel self nie. Belangrike oorwegings is uitgelig, soos die potensiaal vir aandagafleiding en ook persoonlike leervoorkeure en konseptualiserings van leer benodig vir suksesvolle integrasie van tegnologie in die 21ste eeuse leeromgewing.

Orientador: José Sterza Justo / Banca: Francisco Hashimoto / Banca: Cláudia Aparecida Valderramas Gomes / Banca: Felizardo Tchiengo Bartolomeu Costa / Banca: Marcos Paulo Shiozaki / Resumo: Na contemporaneidade, as questões da diversidade cultural e, mais especificamente, das segundas gerações, ou seja, os "filhos das migrações", colocam às instituições educativas um grande desafio no que diz respeito à integração destes como sociedade de "acolhimento". É inclusive na escola que a segunda socialização ocorre fazendo com que esta instituição tenha grande importância no processo da formação das futuras sociedades interculturais para todos. Na Itália contemporânea, mais de 50% dos alunos considerados estrangeiros nasceram neste país apesar de serem denominados legalmente por "alunos cidadãos não italianos nascidos na Itália" e, este fato, pode nos dar a dimensão da complexidade da questão que de um lado promove o "acolhimento" e a "inserção" através da escolarização por direito legal inclusive e, da outra parte, a constatação do "não acolhimento" e "não inclusão" pela cidadania negada. Assim, o presente trabalho focaliza exatamente nossas intervenções psico-pedagógicas no contexto destes desafios da educação na Itália voltada para migrantes de segunda geração, tendo como referência nossa experiência de trabalho como psicólogos em projetos psicoeducativos de integração social, destinados a imigrantes de "segunda geração" desenvolvido em um instituto escolar, na cidade de Forlì na Região da Emilia Romagna (Itália), entre os anos de 2006 a 2013. Projetos estes, destinados inicialmente a alunos com dificuldades escolares comportamentais e de aprendizagem e que ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Nowadays the issues of cultural diversity and, more specifically, of the "second generations/the sons of migrations" put educational institutions on a major challenge as regards their integration into the "host society". It is even at school that the second socialization occurs making this institution to have great importance in the process of the formation of future multicultural societies for all. In contemporary Italy, more than 50% of foreign students were born in Italy despite being legally termed "non-Italian citizens born in Italy", and this fact can give us the dimension of the complexity of the question that one part promotes "welcoming" and the "insertion" through school by legal right, and, on the other hand, the affirmation of "non- acceptance" and "noninclusion" by denied citizenship. Thus, the following study focuses precisely on our psycho-pedagogical interventions in the context of these challenges of education in Italy having as reference or empirical field our experience of work as psychologists in psycho-educational projects of social integration to "second generation" developed in a school in the city of Forlì in Emilia Romagna (Italy), between 2006-2013. These projects, initially intended to students with behavioral and learning difficulties and who, identified as" pupils problem ". Curiously they were children of foreigners. To do so, in a qualitative approach based on several readings of the Social Construction Movement and Relational Systemic Psychology, our central objective was to narrate our activities of psycho-social interventions in part, predetermined by the school institution and, also, other created by us, in a co-construction of possible agreements within the conflicts at the exact moment and place where these occurred in view of an intercultural coexistence ... (Complete abstract click electronic access below) / Astratto: Nella contemporaneità la questione delle diversità culturale e, più precisamente, la questione delle "seconde generazioni/dei figli delle migrazioni", hanno portato una sfida importante alle istituzioni scolastiche per quanto riguarda l'integrazione delle seconde generazioni nella società di "accoglienza". E' anche nella scuola che la seconda socializzazione avviene dando all'istituzione scolastica un ruolo centrale nel processo di formazione delle future società interculturale per tutti. In Italia oltre il 50% degli studenti stranieri contemporanei sono nati in questo paese, pur essendo chiamati legalmente "studenti non cittadini italiani nati in Italia", e questo fatto ci può dare la dimensione della complessità della questione che, da una parte promuove "l'accoglienza" e" inserzione" tramite l'educazione addirittura come diritto legale e dall'altra parte, la costatazione della "non accoglienza" e "non-inclusione" tramite la cittadinanza negata. In questo modo, la nostra tesi si concentra sui nostri interventi psico-pedagogici, nel contesto di queste sfide dell'educazione in Italia focalizzata sui migranti di seconda generazione, utilizzando come riferimento o campo empirico la nostra esperienza di lavoro come psicologi nei progetti psicoeducativi di integrazione sociale, destinati alla seconda generazione degli immigrati e sviluppati durante gli anni 2006-2013 in un istituto scolastico nella città di Forlì, della regione Emilia Romagna, in Italia. Progetti destinati inizialmente agli studenti delle scuole con difficoltà comportamentali e di apprendimento e identificati come "studenti problematici", i quali, curiosamente, erano figli di stranieri / Doutor

Esta tese propõe uma reflexão sobre a abordagem de coletivos de pesquisa em processos relacionados ao desenvolvimento rural. Os coletivos são entendidos como comunidades de pesquisa em que diversos atores sociais interagem na geração do conhecimento, que transpõem barreiras físicas, institucionais, metodológicas e epistemológicas. O objetivo central desse estudo foi analisar as relações que se estabelecem entre os atores no Projeto Fortalecimento da Vitivinicultura no Vale do Jaguari (PFV-VJ), identificando como podem contribuir para a estruturação de um Coletivo de Pesquisa para o desenvolvimento rural (CPDR). Para alcançá-los, os seguintes objetivos específicos foram perseguidos: a) Aprofundar aspectos teóricos sobre Coletivos de Pesquisa como uma contribuição aos estudos em Desenvolvimento Rural; b) Reconstruir a trajetória do projeto na perspectiva dos atores, analisando práticas e relações estabelecidas no âmbito do mesmo; c) Identificar os papéis dos participantes e sua inserção como atores sociais no contexto do projeto; d) Analisar as ações conjuntas dos atores, identificando se e como caracterizam um Coletivo de Pesquisa para o desenvolvimento rural no âmbito do projeto. A perspectiva orientada ao ator contribuiu para se chegar à compreensão das relações que se estabeleceram a partir do PFV-VJ, focando nos seus percalços, embates, dilemas, consensos e dissensos, especialmente, a partir das vivências que se estabeleceram entre os diversos mundos de vida dos atores envolvidos. Assim, ancorado pela perspectiva construcionista o método de investigação se inspirou na etnometodologia. Os ‘pesquisados’ foram os envolvidos no projeto: agricultores, professores, técnicos, estudantes, e um representante do SEBRAE. Foram entrevistados dois informantes chave da cooperativa, o presidente e o enólogo e cinco agricultores. Totalizando 22 entrevistas em profundidade. As técnicas de coleta de dados foram: a entrevista não estruturada, a observação participante e a pesquisa documental. A reconstituição do projeto possibilitou analisar como os atores sociais interagiam nas interfaces e, a partir dela se propôs o CPDR. A reconstituição do projeto indicou, que os pontos mais delicados passam por questões institucionais, quer seja por parte do poder político, das estruturas de apoio ao conhecimento ou nas iniciativas locais de desenvolvimento. Fato que pode ser observado nas organizações dos agricultores, que não conseguem implementar uma gestão mais participativa, nas instituições de ensino que também são burocratizadas e presas à ciência tradicional, como nas organizações de assessoramento e gestão. Entre os participantes do projeto há a perspectiva forte da ciência acabada, desenvolvida pelos experts e colocada à comunidade de forma massificada. Nesse sentido, a proposta do CPDR resgata três elementos da proposta básica do Coletivo de Pesquisa: o primeiro é que sai dos muros dos espaços da ciência tradicional e avança no sentido de incluir mais atores (não apenas em termos de adição, mas no sentido da interação que se processa entre eles, que passa de uma atuação individual para uma ação articulada) e conquistar novos territórios, como, por exemplo, as cooperativas, associações ou as propriedades dos agricultores; o segundo, que valoriza o conhecimento tácito dos atores sociais, que ganha relevância nos espaços de construção coletiva favorecido pelas trocas significativas; e o terceiro, que estimula as trocas de informações e cria condições para que os resultados das pesquisas e atividades práticas sejam divulgados por meio das comunidades epistêmicas. / This thesis aims to propose an in depth consideration on the potential of Collective Research approach to processes related to rural development. These collectives are considered as research communities where different social actors interact generating knowledge, which overcomes physical, institutional, methodological and epistemological barriers. The central aim of this study was to analyse the relationships established between the actors taking part in the “Projeto Fortalecimento da Vitivinicultura do Vale do Jaguari” ( PFV- VJ ), identifying how they can contribute to the development of a Collective Research for Rural Development (CPDR). To this end, the following specific objectives were pursued: a) Increasing knowledge of the theoretical aspects of Collectives Research as a contribution to studies in Rural Development ; b ) Attempt to reconstruct the history of the project from the perspective of the actors, while analysing practices and established relationships within the same ; c ) Identify the roles of the participants and their inclusion as social actors in the context of the project ; d) Analyse the joint actions of the actors, identifying whether and how they feature as a Collective Research for rural development under the project. The actor -oriented perspective contributed to improve the understanding of the relationships established from the PFV- VJ, focusing on their difficulties, struggles, dilemmas, consensus and dissent, especially, from the experiences that have established themselves among the various worlds of the actors involved. Thus, anchored in the constructionist perspective, the investigative method of choice in my research was inspired by ethnomethodology. Respondents were those involved in the project PFV-VJ: farmers, teachers, technicians, students, and a representative of SEBRAE. Also were interviewed two key informants from the Cooperative, its president, the oenologist and five farmers. In total 22 in-depth interviews were carried out. The data collection techniques were: unstructured interview, participant observation and documentary research. The project reconstruction allowed me to analyse how social actors interact at interfaces, and based on that, a proposal for the CPDR was created. The reconstruction of the project indicated that the most sensitive points go through institutional issues, either by political power, or structures supporting knowledge, or local development initiatives. This fact can be observed in organizations of farmers, who fail to implement a more participatory management, and also in educational institutions that are too bureaucratic and attached to traditional science, such as advisory and management organizations. Among the participants of the project there is a strong perception of finished science, developed by experts and made mainstream. In this sense , what is proposed by CPDR rescues three elements of the Collective Research basic proposal: the first is to come out of the walls of the traditional science and progresses towards including more actors ( not only in terms of adding numbers, but in the sense of generating more interaction among them, moving from an individual performance to an coordinated action) and to conquer new territories, for example, cooperatives, associations or small holding farmers; the second, which values the tacit knowledge of the social actors, which becomes relevant in the spaces of collective construction favoured by significant interchanges; and third, that stimulates the exchange of information and creates conditions so that the results of research and practical activities are disseminated through epistemic communities.

The text aims to discuss Social Constructionism as a theoretical approach for understanding sexual abuse. This approach enables the construction of new narratives, and creates conditions for the reinterpretation of the situations lived due to sexual abuse. It will furthermore help the person construct a more positive story of his/her life and identity. While narrating stories of sexual abuse, families get to know and perceive other new narrative sequences, finding a meaning that corresponds to the lived moment. These special conversations invite the reconstruction of a new narrative and enable a more reflective and critical position about violence. Additionally, there is a modification in the relation between the people involved in the conversation. / Este artículo se propone discutir el Construccionismo Social, como marco teórico para abordar el abuso sexual. Dicho marco favorece la construcción de nuevas narrativas, ofrece condiciones de reinterpretación de vivencias de abuso sexual, ayudando a las personas a ingresar en un relato más positivo de sus vidas y de su identidad. Al narrar historias de abuso sexual, las familias conocen y perciben otras y nuevas secuencias narrativas, hallando una pauta de sentido que corresponde al momento vivido. Estas conversaciones especiales incitan a la construcción de una nueva narrativa, invitando a la toma de una postura más reflexiva y crítica en relación con la violencia. Esta postura modifica la relación entre las personas involucradas en la conversación.