En god sex- och samlevnadsundervisning i skolan är central för att ha möjlighet att utveckla en god hälsa, vilken dock enligt tidigare forskning har visats vara av bristande kvalitet. Syftet med studien är att undersöka högstadieelevers upplevelse av sex- och samlevnadsundervisningen på deras skola, med fokus på pedagog ledda lektioner. Studiens metod var en kvalitativ intervjustudie, där sex högstadieelever intervjuades individuellt. Resultatet visade att eleverna upplevde att undervisningens innehåll inte tillgodosåg deras behov fullt ut, då det lades för stort fokus på risker och faktabaserad kunskap. Det som eleverna ville veta mer om var sådant som kunde kopplas till samlevnad samt gjorde eleverna mer delaktiga i undervisningen, vilket de i stort upplevde att de inte var. Eleverna värdesatte undervisning som relaterade till deras vardag och verklighet. Internet framkom vara den främsta informationskällan för att skaffa kunskaper om sex och samlevnad och beskrevs som den källa som i första hand användes. Eleverna menade även att relationer var betydelsefullt i lärande om sex och samlevnad. Studiens slutsatser tryckte på att eleverna ska vara centrerade och i fokus i undervisningen, för att tillgodose deras behov av kunskaper samt delaktighet. Då internet visades vara den främsta kunskapskällan av sex och samlevnad, bör skolan använda sig av elevernas vana av internet i undervisningen. Det finns även anledning för skolan att ha relationer i åtanke, mellan såväl pedagoger och elever som eleverna i klassen. / A good sex-education in school is crucial for having the possibility to develop a good health, which though has been shown to be lacking in quality. The aim of the study is to examine high school students’ experiences of sex-education in their school with a focus on teacher led lectures. The study method was a qualitative interview study, where six high school students were interviewed individually. The result showed that the students experienced that the content of the sex-education did not meet their needs to the fullest, because there was too much focus on risks and fact-based knowledge. What the students wanted to know more about was topics related to coexistence and also made them more participant, which in generally they felt like they were not. The students valued education that related to their daily life and reality. Internet showed to be the primary source of information to get knowledge about sex and coexistence and was described as the firstly used source. The students also meant that relations with others was crucial when learning about sex and coexistence. Conclusions of the study pressures the students to be centered and the actual focus of the education, to meet their needs of knowledge and participation. Internet showed to be the primary used source of information of sex and coexistence content the school therefore should make use of it and integrate use of Internet in the education process. There are also reasons for the school to have relations in mind, between educators and students as well as students in classes.

La Guadeloupe s’est construite avec la colonisation européenne à partir de la traite négrière, aux dépens des populations africaines, et de multiples vagues de travailleurs migrants (Indiens, Syriens, etc.). Certains auteurs conceptualisent les dynamiques identitaires et ethniques de ces populations soit par une construction identitaire mixte, la créolisation, en rupture avec « l’Ancien Monde » (Glissant, 1997 ; Bonniol, 2006, etc.), soit par une conception essentialiste, l’afrocentricité, en continuité avec l’Afrique, où l’aliénation des anciens empires coloniaux est dénoncée (Asante, 2007; Mazama, 1997). Comment les jeunes Guadeloupéens urbains d’aujourd’hui se représentent-ils leurs identités ? Participent-ils à ce débat idéologique ? Cette étude analyse treize entretiens semi-dirigés de jeunes d’une vingtaine d’années, résidant à Pointe-à-Pitre et ses périphéries urbaines et majoritairement issus de la culture hip-hop, ainsi qu’une série d’observations participantes réalisées dans les studios d’enregistrement de certains répondants (été 2014). À travers leurs discours, l’ethnicité guadeloupéenne est représentée par une vision pluriethnique et parfois mixte, à une vision d’ascendance africaine. Les représentations créoles ou afrocentriques sont rares. Certains jeunes mettent en avant leur africanité et d’autres s’en éloignent en s’identifiant à des ancêtres esclaves ou à une mixité ethnique. La culture hip-hop a également une place importante dans leurs représentations identitaires. Finalement, il est difficile de faire ressortir une tendance générale dans leurs discours, tant leurs dynamiques identitaires sont variées. Ce mémoire démontre l’intérêt de mettre en valeur la diversité des représentations identitaires et l’importance de considérer les discours identitaires individuels plutôt que ceux collectifs présents notamment dans la créolisation ou l’afrocentricité. / Guadeloupe was built around the slave trade of African people, European colonization, and multiple waves of migrant workers (Indians, Syrians, etc.). Some scholars conceptualize the ethnicities and identities of these populations as mixed and “new”; Creolization, where a link to the "Old World" is no longer relevant (Glissant, 1997: Bonniol 2006, etc.). Others see an essentialist notion of African identity, Afrocentricity, while old colonial empires’ cultural alienations are denounced (Asante, 2007: Mazama, 1997). How do young urban Guadeloupeans represent their own identities today ? Do they participate in this ideological debate through their identifications? This thesis is based on thirteen semi-structured interviews of youths in their twenties living in Pointe-à-Pitre and peripheral urban areas who mainly associate themselves with hip-hop culture, and a series of participant observations made in the recording studios of the project participants (summer 2014). Based on this research, I have concluded that Guadeloupe's collective identity can be represented as multiethnic, sometime comprised of a notion of mixed ethnicity, and often of African ancestry. However, representation of creole or afrocentric is rare. Moreover, some young people put forward their africanity, while others identify themselves with slave ancestors or mixed ethnicity. Hip-hop culture is also an important part of their identity representations. It is difficult to point out speech patterns because their identity dynamics are diversified. This study highlights the diversity of identity representations and the importance of considering individual identity dynamics rather than collective identity discourses present in particular in Creolisation or Afrocentricity

The aim of this study is to understand and lighten the interviewees’ descriptions and their experiences of being unaccompanied youths in Sweden. In order to research this, we have analyzed the barriers, opportunities and the strategies they use to become a part of the society but also to strengthen their position in the society. The method we have used is the qualitative method and the data has been gathered by semi structured interviews with six unaccompanied youths. In order to analyze our results we have used symbolic interactionism and Antonovsky’s theory about sense of coherence. The results of the study have shown that most of the interviewees experienced having a difficult first period in Sweden considering the fact that they left their family and their home country to start a new life in Sweden, young and alone. With the use of different strategies, this became better over time as they developed their Swedish language skills, started to study, entered the labor market and expanded their social contact network. At the same time they have faced multiple opportunities to become a part of the society in different ways. They have also faced several barriers which has prevented them of becoming a part of the society and also weakened their position in the society. Therefore they have developed and used different strategies to get through these barriers. The main conclusion is that there are more positive aspects and possibilities than barriers for the unaccompanied youths to feel that they are a part of the society.

Em sua trajetória histórica, a Educação de Jovens e Adultos no Brasil esteve, na maior parte do tempo, relegada ao segundo plano pelas políticas governamentais. A partir da década de 90 do século XX, deslocada das políticas públicas de educação instituídas pelo governo federal do período, foi realizada como política assistencial e instituída, prioritariamente, na forma de campanhas de alfabetização. Definida como atribuição dos Municípios, mas sem destinação orçamentária, passou a ser assumida por eles e financiada com recursos próprios, sem uma orientação nacional. Por sua vez, o ensino profissional, no mesmo período, sofreu alterações profundas em suas propostas pedagógicas e regulamentação institucional. Estabeleceu-se a separação entre o ensino médio e o ensino técnico, além da criação de um sistema de educação profissional hierarquizado em diferentes níveis - básico, técnico e tecnológico, conferindo à organização da educação brasileira um traço marcadamente dualista. A educação profissional básica, sustentada com recursos públicos, por meio do Plano Nacional de Qualificação/ PLANFOR - MTE, visando atender às novas demandas de qualificação e re- qualificação do mercado de trabalho, surge como alternativa de \"educação\" aos trabalhadores que apresentavam baixa escolaridade e qualificação, e, em conformidade com o discurso da empregabilidade, como solução para os problemas de desemprego. Contrapondo-se à orientação federal, é criado, no ano de 2002, na cidade de Santo André, no Estado de São Paulo, um programa que propunha integrar as duas dimensões: a educação escolar básica e a denominada educação profissional básica, através de um feixe de políticas articuladas que viessem a incorporar as reivindicações de setores e organizações populares relativas à formação profissional. Este trabalho analisa o Programa Integrado de Qualificação - PIQ desenvolvido no Município de Santo André, desde sua implantação, em 2003, até o ano de 2006. A pesquisa foi realizada a partir de fontes documentais oficiais, questionários aplicados em alunos, e entrevistas com os demais participantes - os professores, assistentes pedagógicos, coordenadores de entidades conveniadas e diretores do Programa -, com o objetivo de apreender o seu percurso histórico, relacionando as informações oficiais às representações/ interpretações dos diferentes agentes sociais que dele participam. Os resultados indicam que parte das proposições do PIQ não se concretizou, e que os diferentes agentes têm interpretações diversas, por vezes, antagônicas, dos processos que levaram a essa situação. Questões de ordem externa, como as dificuldades existentes, no âmbito legal, de financiamento da Educação de Jovens e Adultos e da qualificação profissional, associadas àquelas encontradas junto aos órgãos que sancionam as contas públicas e têm entendimentos diferenciados do investimento em educação, assim como as questões internas, relativas à gestão do PIQ, levaram à readequação do Programa, comprometendo os seus objetivos iniciais. Apesar dos obstáculos existentes, o Programa Integrado de Qualificação apresenta potencialmente condições para constituir-se em importante alternativa educacional à população trabalhadora, principalmente em um cenário de mudanças das políticas públicas, no âmbito federal, favoráveis às suas orientações, desde que, as dificuldades apontadas neste trabalho, sejam consideradas. / In its historical trajetory, the Education of Youths and Adults has been, most of time, relegated to the background by governmental policy. From the nineties on, in the twentieth century moved from public education policy set up by the Federal Government from that period, it was done as a prioritary assistential and set policy into a literacy campaign form. Definited as an atribution of the council, but without any budget allocation, it became a commitment by them and it was financed with their own resources without any national guidance. In turn, the professional education in the same period, has undergone deep changes in their pedagogical proposals and institutional regulations It was established a separation between the high school education and technical education besides a system of professional education hierarchical in different levels - basic, technical and technological -, giving to the organization of Brazilian Education a markledy dualist mark. The basic professional education, supported by its own resources, through the Integrated Programme of Qualification / PLANFOR (National Plan for Training) - MTE (Ministry of Labour and Employment), aiming to meet the new demand of qualification and requalification in the labour market, has arisen as an alternative of \"education\" for workers who have shown low schooling and qualification and according to the employability speech, as a solution for the unemployment issues. Opposing to a federal guidance, it was created, in 2002, in Santo André City, in São Paulo State, a program that proposed to integrate both dimensions: the basic school education and the basic professional education, through a cluster of articulated policy taht could incorporate the claims from popular sectors and organizations related to professional graduation. This paper examines the Integrated Programme of Qualification - PIQ, which was developed in Santo André City, since its deployment in 2003, up to 2006. The search was made from official sources documentary, questionnaire applied to sudents, and interviews with others participants - the teachers, pedagogical assistants, coordinators of entities agreements and directors of the Program - aiming to seize its historical journey related to official information to representations/interpretations from several social agents who take part in it. The results show that part of PIQ propositions hasn\'t been achieved and different agents have several interpretations, sometimes even antagonist about the process that led to this situation. Matters of foreign order such as the dificulties existing in the legal framework, of financing the education of youths and adults and professional qualification, those found associated with the bodies that sanction the public accounts and have different understandings of investment in education as well as internal issues concerning the PIQ management led to the Program adjustment, jeopardazing its initial goals. Besides the existing obstacles, the Integrated Programme of Qualification, presents potentially able to form itself into an important alternative to the working population mainly in a scenery of changing public policy under federal scope to its guidelines provided that the difficulties mentioned in this paper are considered.

Ziel der vorliegenden Erkundungsstudie war es, auf Persönlichkeits- und prozessanalytischer Ebene abbruchbegünstigende Faktoren anhand einer aggressiv-auffälligen Schülerstichprobe (N=63) zu identifizieren, die am sozialpädagogischen Training ‚Denkzeit für Schüler‘ teilgenommen und dieses abgebrochen haben (N=23). Ausgangspunkt war die Frage, ob die subjektive Wahrnehmung und Bewertung der Sitzungen durch die Trainer und die Schüler mit einem Abbruch in Zusammenhang gebracht werden können. Weiterhin wurde geprüft, ob bestimmte Persönlichkeitsmerkmale und soziodemografische Variablen der Schüler einen Trainingsabbruch beeinflussen. Um diese Fragestellung zu beantworten, wurden die Sitzungsbewertungen mit einem eigens entwickelten Kurzfragebogen erfasst. Zusätzlich fand bei den Schülern eine umfangreiche Fragebogenbatterie Anwendung. Es konnte nachgewiesen werden, dass die Abbrecher im Vergleich zu den Beendern signifikant jünger sind. Darüber hinaus zeigten sich keine weiteren systematischen Unterschiede im Bereich der soziodemografischen Variablen und Persönlichkeitseigenschaften. Differenzielle Effekte lassen sich anhand der Sitzungsbewertungen schlussfolgern. Die Bewertungen der Schüler zeigten sowohl zu Trainingsbeginn als auch während des Verlaufes systematische Unterschiede. Die (potenziellen) Abbrecher kommen schon mit einer größeren Skepsis in das Training und bewerten die Sitzungen von Beginn an negativer. Die Abbrecher scheinen über sich und die Sitzungsinhalte weniger intensiv nachzudenken. Dieser Umstand kann von den Trainern nicht wahrgenommen werden. Die Ergebnisse bieten einen ersten Überblick über einen noch unzureichend erforschten Bereich, wobei aufgrund der geringen Stichprobengröße die eingeschränkte Generalisierbarkeit der Ergebnisse berücksichtigt werden muss. / In pedagogical settings aiming to prevent aggressive behavior problems quantitative analysis of dropout has been a widely neglected topic. The goal of this dissertation was to identify factors which lead to the drop out of conductive disordered pupils who were taking part in a social prevention program. In this exploration study, a total of 63 pupils took part in the denkzeit-training of which 23 dropped out. Written reports about each training session - both from the trainer and the pupils - were analyzed with regard to critical factors allowing for the prediction of the success (or failure) of the training. Additionally personality traits and sociodemographic factors were taken into account. In the present sample the dropout rate of younger pupils was significantly higher than the rate of completers. Besides this, there were no significant other predictors in sociodemographic variables and personality traits. The session evaluation of participants showed systematic differences both at the start of the training, and during the course. From the outset of the training the drop-out’s assessment of each training session was less positive (or more negative) than the reports of the completers. At the beginning of the training the educators seemed to respond to all participants with a similar favorable approach. During the course of the denkzeit-training, the educators were able to recognize a less favorable trainingprocess. The dropout-group reflected less intensively on the session’s contents than the completers, a fact that was apparently not recognized by the trainers. The results serve as a first clarification and differentiation of problem areas and provide an overview of an insufficiently researched area. Limitation of the study is the small sample size. Due to the small number of drop outs taken into consideration in the present sample, the limited generalizability of the results has to be taken into account.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-12T12:36:03Z No. of bitstreams: 1 JOILSON DE SOUZA TOLEDO.pdf: 1176125 bytes, checksum: 9c1812a33d9b4179bbf97f21d65cf8c5 (MD5) / Made available in DSpace on 2016-09-12T12:36:03Z (GMT). No. of bitstreams: 1 JOILSON DE SOUZA TOLEDO.pdf: 1176125 bytes, checksum: 9c1812a33d9b4179bbf97f21d65cf8c5 (MD5) Previous issue date: 2016-02-24 / This research is meant to investigate the biblical hermeneutics in this history and the works of the Ministry of Youth (PJ). Begins addressing the centrality of liberation theology to pastoral of that intelligibility. Displays PJ while youth of liberation theology, so the handling of the Bible done for her occurs within this theological framework. The juvenile condition and the People Reading Bible are the basic elements to understand the scene where the young and advisors PJ interpret the Bible. In line with other reading Popular Bible productions, this dissertation makes reference to a pericope to address nuances within the Hermeneutics of Liberation. In this way reflects on Ex 3.1 to 6 recognizing this account movements calling, displacements, incantations and strangeness that possible hermeneutical paths. The exegesis of this pericope gives attention to the verbs and images present, as well as highlights the possibilities that this provides translation space. Finally brings this hermeneutical trajectory in PJ highlighting moments, approaches and approaches, as well as the manner in which the deepening Bible has been presented in the Triennial Plans. Completes presenting research approaches possibilities present in Ex 3.1 to 6 to express the biblical hermeneutics underlying militancy and subjectivities in young people participating in the PJ. / A presente pesquisa tem por intuito investigar a hermenêutica bíblica presente na trajetória e nas obras da Pastoral da Juventude (PJ). Começa abordando a centralidade da Teologia da Libertação para inteligibilidade da referida pastoral. Apresenta a PJ enquanto juventude da Teologia da Libertação, por isso o manejo da Bíblia feito por ela se dá dentro deste referencial teológico. A condição juvenil e a Leitura Popular da Bíblia são os elementos básicos para entender o cenário onde os jovens e assessores da PJ interpretam a Bíblia. Em sintonia com outras produções da Leitura Popular da Bíblia, esta dissertação toma por referência uma perícope para abordar nuances dentro da Hermenêutica da Libertação. Desta forma reflete sobre Ex 3,1-6 reconhecendo neste relato de vocação movimentos, deslocamentos, encantamentos e estranhamentos que possibilitam caminhos hermenêuticos. A exegese desta perícope dá atenção aos verbos e imagens presentes, bem como destaca as possibilidades que a tradução proporciona a este espaço. Por fim traz a trajetória hermenêutica presente na PJ destacando momentos, enfoques e abordagens, assim como a maneira segundo a qual o aprofundamento da Bíblia tem sido apresentado nos Planos Trienais. Conclui a pesquisa apresentando possibilidades de enfoques presentes em Ex 3,1-6 para expressar a hermenêutica bíblica que fundamenta militâncias e subjetividades nos jovens que participam da PJ.

Esta pesquisa investigou o significado da experiência de escolaridade na infância e as marcas deixadas pela escola do Centro de Atividades Comunitárias de São João de Meriti (CAC) a partir das narrativas de ex-alunos na juventude, visando também a examinar se a leitura e a escrita permaneceram como atos presentes e constantes na vida destes alunos após a sua saída da escola, assim como os indícios das práticas pedagógicas ali desenvolvidas que se tornaram significativas para estes jovens. O CAC é uma instituição de utilidade pública e filantrópica, , fundado em 1987, a partir de anseios dos movimentos populares na região da Baixada Fluminense, no estado do Rio de Janeiro. Este estudo se baseou numa metodologia qualitativa que teve como principais instrumentos a entrevista e a análise de documentos. Foram entrevistados oito jovens entre 16 e 25 anos, que frequentaram a escola do CAC de dois a oito anos letivos, de 1989 a 1999. Baseando-se na perspectiva histórico-cultural do desenvolvimento psicológico humano proposto por Vygotsky, a pesquisa se fundamentou na contribuição teórica de diversos outros autores como Bernard Charlot, Bernard Lahire, Jerome Bruner e Paulo Freire. No processo de análise do objeto de estudo, foi possível identificar a forte dinâmica de interação nas relações sociais, marcada pela afetividade, em que se destacou o relacionamento com o professor, o fazer no coletivo e a intensa presença das leituras compartilhadas, tanto na sala de aula como na biblioteca, extrapolando o ambiente escolar. Os indícios da prática pedagógica se tornaram visíveis no detalhamento destas relações como grandes marcas da escolaridade, tais como: as parcerias estabelecidas para aprender, a importância da ampliação do universo cultural, o desenvolvimento de valores ético-morais delineados nas situações vivenciadas, o tipo de relacionamento estabelecido com as famílias dos alunos, a presença das brincadeiras, a constituição e a valorização do coletivo, a intensa relação com a leitura e as situações de aprendizagem organizadas sem descaracterizar os conhecimentos em seu uso social real. Os ex-alunos demonstraram possuir um modelo de escola. Os depoimentos sobre o significado da escolarização no CAC forneceram um conjunto de pistas que apontaram o tipo de cultura escolar que se constituía na instituição. Como uma comunidade de aprendizes, nas narrativas das experiências vivenciadas, os jovens pareciam se colocar como participantes da construção coletiva de uma obra, com a qual todos se sentiam comprometidos, que conferia orgulho, identidade e uma sensação de pertencimento, em que estavam imersos e, ao mesmo tempo, produzindo uma determinada cultura escolar. Foram encontradas evidências de que todos, em maior ou menor intensidade, mantiveram o hábito e o prazer de ler, enquanto que a prática da escrita, para alguns, pareceu não ter permanecido. / This research investigated the significance of the school experience in the infancy and the impression left by the school of the Centro de Atividades Communitárias de São João de Meriti (CAC) by the narrative of the former students in their youth, also focusing to examine if the reading and writing remained as a present and constant act in the lives of these students after they had left the school, as well as the evidences of the pedagogical practice development that became significant for these students. The CAC is an institution of public utlity and philantropic, founded in 1987 from the wishes and activism of the population from the Baixada Fluminense region, in the State of Rio de Janeiro. This study was based on a qualitative methodology which has as its main tools the interview and documental analysis. There were eight youths ages 16 to 25 interviewed that attended the CAC school from 2 to 8 school years from 1989 to 1999. Being based on the historical cultural perspective of the human phsychological development proposed by Vygotsky, the research is grounded on the theoretical contribution of various other authors as Bernard Charlot, Bernard Lahire, Jerome Bruner and Paulo Freire. In the process of analysis of the object of study it was possible to identify the strong dinamic interaction of the social relations, marked by the affection in which was distinguished in the relationship with the teacher. The collective act and the intense presence of the shared reading in the school room and also in the library extrapolating the school environment. The evidence of the pedagogy practice became visible in the details of these relations with great marks of scholarity as: established partnership to learn, the importance of the amplification of the cultural universe, the development of the moral ethical values outlined in the situation experienced, the type fo relationship established with the families of the students, the presence of the games, the constitution and valuation of the collective, the intense relation with reading and the situations of learning organized without mischaracterizing the knowledge in its real social usage. The former students demonstrated possessing the model of the school. The testimonies about the significance of the schooling in CAC provided a series of clues that pointed to the type of school culture that constituted in the institution. Established a community of apprentice, in the narratives of the experienced lived, the youths seemed to place thmeselves as participants of the collective construction of a work in which everybody felt engaged, that gave pride, identity and a sensation of belonging, in which they were imersed and at the same time producing a determined school culture. Evidences were found that everybody in greater or lesser degree maintained the habit and pleasure of reading, while the practice of writing for some seemed not to be so.

Made available in DSpace on 2016-04-27T19:30:05Z (GMT). No. of bitstreams: 1 Andre Luis Sanchez Cezaretto.pdf: 46056119 bytes, checksum: 4e6551696d83fdc581a62c56bedb494a (MD5) Previous issue date: 2010-11-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This essay had the objective of analysing the urban daily life in São Paulo during 1985 and 1990, by using the comic Chiclete com Banana , by Angeli. The rich cartoonist s point of view about several themes from the mentioned period was the reason to choose this cartoon as the source of this research. Therefore, it was organized as follows: At The Introduction there was a consideration about the usage of stories as primary source for research to the historian, then comes the following three chapters. 1- At the first one there was a general approach to the cartoon, observing its essencial aspects besides HQs themselves and searching the common themes, the beginning point was to understand Angeli s view of the world in order to comprehend where his humor came from; 2- The second chapter was exclusively dedicated to Angeli s view of São Paulo city, noticing that his representations of the capital significatively interfered at his own characters characterization which was essential to the story development; 3- At last, the third chapter was dedicated to Angeli s perception of the youths from that period, checking that the author distinguished them in two basic groups, the first from a middle class, the little bourgeois with empty manifestations in terms of contents and also conservative ones, and the second emergent group, the lower class appeared with defiant and original contents and communicated with Angeli through the letters section. Finally, an approach to the characters such as Meiaoito, Wood&Stock e Rê Bordosa presented a rich comparison among youth manifestations from the sixties and the eighties / Este trabalho teve como objetivo uma análise do cotidiano da vida urbana em São Paulo no período entre 1985 e 1990, através da revista Chiclete com Banana, de autoria do cartunista Angeli. A escolha da revista como fonte de pesquisa se deu pela riqueza do olhar de seu cartunista para uma variedade de temas sobre o período em questão. Assim, a pesquisa foi encaminhada da seguinte maneira: Na Introdução, fez-se uma reflexão sobre a utilização de histórias como fonte primária de pesquisa para o historiador, daí partindo-se para os três capítulos; 1- No primeiro, foi feita uma abordagem geral da revista, observando todos seus aspectos constituintes além das HQs em si e buscando seus temas mais recorrentes, partindo de um ponto que era entender a visão de mundo de Angeli e, dessa forma, compreender de onde partia seu humor; 2- No segundo capítulo foi dedicado exclusivamente ao olhar de Angeli para a cidade de São Paulo, entendendo que suas representações da metrópole interferiam significativamente na própria caracterização de seus personagens e sendo, então, fundamental no desenvolvimento das narrativas; 3- Por fim, o terceiro capítulo foi dedicado a percepção de Angeli sobre as juventudes que se apresentavam no período, observando que o autor as diferenciava em dois grupos básicos, o primeiro oriundo da classe média, pequeno burguês da qual partiam manifestações vazias de conteúdo e até mesmo conservadoras e, o segundo grupo emergente das classes mais pobres, das quais se apresentavam manifestações com um conteúdo rebelde mais original e que dialogava com Angeli na seção de cartas. Por fim, a abordagem de personagens como Meiaoito, Wood&Stock e Rê Bordosa apresentou uma rica comparação entre as manifestações juvenis do anos 60 com as dos anos 80

Made available in DSpace on 2016-04-26T14:57:18Z (GMT). No. of bitstreams: 1 Vera Lucia Rolim Salles.pdf: 1101089 bytes, checksum: 8b2b47b2428bd792589fa5ea46dc2176 (MD5) Previous issue date: 2008-10-10 / This thesis deals with the role television plays in the process of socialization young people, focusing the relation between youths and imaginary of peace and the messages transmitted in the soap operas and TV news. This study we carried through individual interviews complemented with the technique of informal quarrel with focal groups to inquire a number of 15 to 24 year-old young people (living of the Village Embratel, a neighborhood of the city of São Luís, capital of the state of Maranhão), about the soap opera Duas Caras and TV news Jornal Nacional . The results of this study show that, these young, even so already bring their own idea of peace, and recognize it in both the soap opera and the TV news; they disclose that the speech of the violence is the one that predominates in these televising sorts. On one hand, this thesis adverts the creators of TV programs to the fundamental role young people have in construction of social imaginary TV programs have in the construction of the social imaginary, particularly in the contemporary societies. This could constitute one of the criteria for the election of the messages to be transmitted for the television, particularly, the soap operas and TV news. On the other hand, it points the absence of research in the area of Social Sciences that approach this theme / Esta tese trata do papel da televisão aberta no processo de socialização dos jovens em geral, enfocando a relação das juventudes e imaginário de paz e as mensagens transmitidas nas telenovelas e telejornais. Neste estudo, foram analisados os depoimentos de jovens com idade entre 15 e 24 anos moradores da Vila Embratel, um bairro da cidade de São Luís, capital do estado do Maranhão. Foram realizadas entrevistas individuais complementadas com a técnica de discussão informal com grupos focais com o objetivo de averiguar como se dava à produção de sentido no processo de recepção da telenovela Duas Caras e do Jornal Nacional , veiculados pela TV Globo Os resultados desse estudo mostram que, esses jovens, embora já tragam consigo a idéia de paz e a reconheçam, tanto na telenovela, quanto no telejornal, revelam que o discurso da violência é o que predomina nesses gêneros televisivos. Esta tese chama a atenção, de um lado, dos responsáveis pelos programas televisivos sobre o papel fundamental das juventudes na construção do imaginário social, principalmente nas sociedades contemporâneas. Este poderia constituir um dos critérios para a seleção das mensagens a serem transmitidas pela televisão aberta, particularmente, as telenovelas e os telejornais. De outro lado, aponta a ausência de pesquisas na área de Ciências Sociais que abordam essas temáticas

Como pensar o cuidado nas políticas públicas com as quais se encontra a juventude brasileira? O encontro das práticas com legislações e instrumentos normativos que compõem a Garantia de Direitos da Criança e do Adolescente nos coloca um problema relacionado à noção de saúde coletiva do Sistema Único de Saúde – SUS (Lei nº 8080). A noção em questão versa sobre a capacidade do sistema em resolver situações relacionadas à saúde/doença dos usuários e/ou atendê-los de forma adequada em todos os níveis de atenção, levando em consideração modos diversos de produção de saúde que possam abandonar práticas aprisionantes da vida e potencializar aquelas que abrem espaço para invenção de gestos que acolhem o desejo dos sujeitos. Ao levar à radicalidade esta noção, somos conduzidos às práticas reflexivas sobre a ética. Mas de que éthos estamos falando? Quem são esses trabalhadores e jovens que estão enredados nas tramas de cuidados? Olhar para quem são nos remete a um tempo brasileiro a ser pensado nesse encontro das políticas ao intervir. Nessa trama brasileira, encontramos o racismo a chocar-se com o tempo e suas camadas Na busca pelo modo como nós brasileiros vivemos a relação com o outro nas políticas públicas que envolvem a juventude, a pesquisa chega à formação em psicologia e sua dificuldade ou mesmo inabilidade em tratar em todos os âmbitos das políticas públicas, e não públicas, as temáticas referentes às relações étnico-raciais e ao cuidado de 53% da população brasileira. Lançando mão de autores da sociologia, literatura, história e filosofia, transitamos por outras formas de saber que colocam problematizações para a psicologia. O impasse que a psicologia enfrenta hoje é resultante do fato de ter hegemonicamente adotado apenas o paradigma moderno e sua epistemologia, que remetem a um sujeito universal. Mesmo autores que questionam a modernidade ainda falam de um certo lugar eurocêntrico. Na busca de respostas a essas questões, a pesquisa aponta a necessidade de outras epistemologias e também da descolonização do pensamento para encontrar modos de pensar, cuidar e educar que digam dos diferentes lugares ocupados no nosso país. / How should care be envisaged within the context of public policies affecting Brazilian youth? When practices meet the law and the regulations that constitute the Guarantee of Rights to Children and Adolescents (under Brazilian law), a problem arises in relation to the notion of collective health in the Brazilian National Health System - SUS (Law no. 8080). That notion concerns the capability of the system to solve situations concerning the patients’ health or illness and/or how to treat them properly at all levels, taking into consideration different health practices so as to abandon constraining life practices and enhance those that allow for the invention of gestures that embrace the wishes of the individual. If we take this notion to its extreme, we must reflect upon ethics. But what kind of ethos are we talking about? Who are these workers and young people caught up in the context of Brazilian care? By looking at their identity we realize that a new Brazilian era needs to be conceived as far as future policies are concerned. In such a context, racism clashes with time and its different layers By investigating the way Brazilians experience the relationship with others in the public policies concerning youth, this study analyzes the training in psychology and its difficulty, or even incapacity, to deal with topics referring to ethnic and racial relations and the care provided to 53% of the Brazilian population at all levels of public and private policies. Authors of sociology, literature, history and philosophy were put aside and other forms of knowledge that raise relevant issues to psychology were investigated. The impasse that psychology faces today is the result of the hegemonic adoption of only the modern paradigm and its epistemology, which refer to a universal subject. Even authors who question modernity still speak of a certain Eurocentric place. In the search for answers to these questions, the research points out the need for other epistemologies and also for the decolonization of thought in order to find ways of thinking, caring and educating about the different places occupied in our country.