'Treasure hunt': Using loose parts media to develop social financial education model for early children.

A globalized world demands every country's citizen to proceed to build a creative economy to adapt to the rapid changes that follow. Therefore, promoting social and financial education should be engaged with children early. However, a learning model available to awaken children's socio-financial capabilities is vividly rare, if not none. Furthermore, the Early Childhood Education Institution is the best place for children to experience social and financial education. This research aims to develop a social financial education model for early childhood. This study employed Research and Development (R&D) in the development process of the educational model. The data were collected through questionnaires and focus group discussions. The data analysis used descriptive quantitative and t-tests to explain the results of field studies, FGD, and trials and to measure the effectiveness of models during experimental and operational trials. In the analysis, the researchers found that the Model Script and Financial Social Education Guide for early childhood using loose parts media were very suitable. Further, the t-test result between the pretest and post-test was 0.924 (92.4%) at α = 0.05. In conclusion, the financial social education model using loose parts of media effectively develops children's social and financial abilities.

Methodological Proposal for the Accompaniment and Development of Service+Learning Methodology in Universidad de Las Americas in Chile.

Service+Learning (S+L) is an active teaching methodology that enables students to participate in their teaching and learning process, being guided by the teacher. This methodology allows the student to show all the skills, abilities, tools and theoretical-practical knowledge since they are placed at the service of the community partner, which in the case of pedagogies translates into pedagogical practice centers. This transfer must be guided and mediated by the teacher, allowing to provide a response to the requirements of the practice center through the "S+L Booklet", developed as a methodological proposal for the intermediate practice subject of the Universidad de Las Américas Physical Education Pedagogy career. This instrument takes 15 weeks of weekly development with the proposal, adjustment, development-implementation, monitoring, evaluation and feedback by the students and the teacher of the subject.

Negritude, identidade e dança / Blackness, identity and dance

O presente artigo trata-se de um ensaio que busca articular negritude, identidade e dança como elementos constituintes e propulsores de práticas emancipadoras no âmbito da educação social e do lazer. O intuito foi explicitar a potencialidade que o ensino de danças de matriz afrodiaspórica têm ao serem abordadas em projetos educacionais socioculturais como mecanismo de empoderamento, valorização e identidade cultural junto a comunidades periféricas, em situação de vulnerabilidade social e cujos membros, em sua maioria, são negros. O ensino de dança em projetos socioculturais cresceu de forma vertiginosa nos últimos vinte anos no Brasil. Há uma evidente carência de dados para uma análise desse fato, o que dificulta a percepção da ampliação, da diversificação e do fortalecimento dessas alternativas de espaço para ensino/aprendizagem de danças que possibilitam tecnologias de resistência, sobrevivência e transformação na luta antirracista.

This article is an essay that seeks to articulate blackness, identity and dance as constituent elements and drivers of emancipatory practices in the context of social education and leisure. The aim was to clarify the potential that the teaching of aphrodiasporic dances have when addressed in sociocultural educational projects as a mechanism for empowerment, appreciation and cultural identity with peripheral communities, in a situation of social vulnerability and whose members, in their majority, are black people. The teaching of dance in sociocultural projects has grown dramatically over the last twenty years in Brazil. There is an evident lack of data for an analysis of this fact, which makes it difficult to perceive the expansion, diversification and strengthening of these alternative spaces for teaching/learning dances that enable technologies of resistance, survival and transformation in the anti-racist struggle.

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers.

The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the Ley de Identidad de Género [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.

Improvement in Gender and Transgender Knowledge in University Students Through the Creative Factory Methodology.

In Spain, Social Educators, similar to both social workers and educators in the United States, help coordinate social change through educational interventions and mobilization of social groups to benefit marginalized people and overall societal welfare. They are trained to work with diverse populations, and it is important that they have awareness and training on gender and transgender issues given the extensive discrimination that transgender people endue. Research has begun to identify the important role that knowledge and attitudes of health and educational professionals may play in providing a supportive, healing context to combat the harmful effects of this discrimination and how educational trainings may foster improved knowledge and attitudes in helping professions. This study describes a program to improve knowledge and positive attitudes toward gender and especially transgender people in university students who study Social Education. The researchers measured knowledge and attitudes toward gender and transgender people issues of 64 students before and after receiving a 4-month interactive training. They used the Short Form of the Genderism and Transphobia Scale, a 12-item scale of transphobia and gender ideology variables. The researchers also asked participants about their knowledge of gender and transgender issues before and after training. The methodological experience "Creative Factory" was employed as an interactive training program. The main goal of this methodology is to enable students in a formative context to analyze social realities to generate discussion and innovate ideas to design successful practices. After 4 months of training with a weekly session on gender and transgender learning, students showed improvements in knowledge and attitudes toward both gender and transgender people. Specifically, students demonstrated more knowledge about gender and transgender issues and more positive attitudes toward transgender people. The study demonstrates that training in gender education using the Creative Factory methodology improved knowledge and attitudes in students.

Digital Story Retelling - Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community.

PURPOSE: Digital storytelling (DST), broadly speaking, is a storytelling method that is interwoven with digital media. It is commonly used in educational settings or human services to support various sorts of social advocacy. While many of these DST practices have devised methods to engage marginalized groups to express their voices, they lack parallel initiatives to enable audiences to understand those voices. This study examined a story-retelling workshop model called StoryAd, which utilizes productions from DST activities to facilitate face-to-face contact. The workshop itself is also a lite version of DST activity. METHOD: A pilot study was conducted in Hong Kong in 2019. Participants enrolled online, met offline, and their advertisement ideas might go online and contribute back to the stories. The workshop model was evaluated using a one-group pretest-posttest design. The participants were 45 Hong Kong Chinese, aged 18-60. RESULTS: Participants' critical thinking disposition, self-esteem, perspective-taking, and curiosity toward new information increased, while their need for cognitive-closure decreased. DISCUSSION AND CONCLUSION: This study has proved the feasibility and acceptability of the workshop model. It also opens the discussion about extending DST pedagogy to engage and influence story-readers.

Adolescências e judicialização da conduta juvenil / Adolescences and court-based intervention on juvenile conduct / Adolescencias y judicialización de la desviación juvenil

A recente retomada da proposição do rebaixamento da idade penal no parlamento brasileiro, em meio a um cenário de crise política e avanço de ideologias conservadoras, se articula com outros fatores, tais como a realização de megaeventos esportivos no Brasil – Copa do Mundo (2014) e Olimpíadas (2016), de forma a interferir no próprio caráter das leis. Assim mesmo, outro evento que fez aquecer o debate sobre a imputabilidade penal tanto no meio acadêmico, quanto no âmbito da sociedade foi a admissibilidade da Proposta de Emenda Constitucional (PEC 171/93), em abril de 2015. É interesse desse estudo discutir as formulações legais que afirmam ou restringem direitos sociais dos adolescentes na sociedade capitalista contemporânea. Por outro lado, interessa também analisar as políticas públicas propostas para a aplicação dessas mesmas leis, ambas entranhadas por concepções de adolescência construídas historicamente, no sentido de pensar os efeitos judicializantes produzidos com a execução das leis. Neste percurso, apresenta as áreas em análise neste texto, quais sejam: o contexto histórico e os marcos legais para crianças e adolescentes no Brasil; os significados culturais e os valores sociais relacionados à adolescência em uma perspectiva semióticocultural, considerando a interdependência entre os movimentos de reforma dos marcos legais e fatores históricos, culturais e econômicos; e, por fim, analisa-se como a criminalização juvenil e a judicialização das relações humanas na contemporaneidade conferem primazia às ações coercitivas e correcionais, em detrimento das ações educacionais.

Brazilian Parliament has just revisited the bill to reducing the age of criminal responsibility, right in the middle of a political crisis, for the advancement of conservative ideologies. There is a larger picture, including the mega sporting events in Brazil – the World Cup (2014) and the Olympics (2016), where the very character of the law is at stake. As the Proposal for Amendment to the Constitution (PEC 171/93) was admitted in April 2015, it heated the debate on criminal responsibility both in academia and in society at large. This study is interested not only in the legal formulation affirming or restricting social rights of adolescents in contemporary capitalist society, but also in proposals of public policy for legal enforcement. Both initiatives are at odds with the historically built conceptions of adolescence. As a result, the judicial effects produced by the enforcement of legislation becomes under scrutiny. Along the way, the study covers the following areas: historical context and legal framework for children and adolescents in Brazil; cultural meanings and social values related to adolescence in a semiotic-cultural perspective, considering the interdependence among legal reform movements and historical, cultural and economic factors; and finally, there is a take on how juvenile criminalization and the judicialization of human relations in the contemporary world give primacy to coercive and corrective actions, tothe detriment of educational ones.

La reanudación de la propuesta de reducción de la edad penal en el parlamento brasileño, en medio de una crisis política y el avance de ideologías conservadoras, se articula con otros factores, tales como la realización de mega eventos deportivos en Brasil -el Mundial de Fútbol (2014) y los Juegos Olímpicos (2016)- con reflejos en el propio carácter de las leyes. La admisibilidad de la Propuesta de Enmienda Constitucional (PEC 171/93), en abril de 2015, ha intensificado el debate sobre la imputabilidad penal tanto en el medio académico, como en el ámbito de la sociedad. Es interés de este estudio discutir acerca de las formulaciones legales que afirman o restringen derechos sociales de los adolescentes en la sociedad capitalista contemporánea. De otra parte, interesa también analizar las políticas públicas propuestas para aplicación de esas mismas leyes, ambas entrañadas por concepciones de adolescencia construidas históricamente, en el sentido de pensar los efectos de judicialización producidos con la ejecución de las legislaciones. En este sentido, presenta las áreas en análisis en este texto, cuáles son: el contexto histórico y los marcos legales para niños y adolescentes en Brasil; los significados culturales y los valores sociales relacionados con la adolescencia en una perspectiva semiótica y cultural, considerando la interdependencia entre los movimientos de reforma de los marcos legales y factores históricos, culturales y económicos; y, por fin, se analiza cómo la criminalización juvenil y la judicialización de las relaciones humanas en la contemporaneidad hacen predominar las acciones coercitivas y correccionales, frente a las acciones educativas.

Condiciones témporo-espaciales de adolescentes que habitan en una copropiedad horizontal de la ciudad de barranquilla, colombia / Temporo-spatial conditions of adolescent living in horizontal co-ownership building at barranquilla, colombia

RESUMEN La investigación tuvo como objetivo identificar cuáles son las condiciones témporo-espaciales que tienen los niños, en un rango de edad de 14 a 16 años, residentes en una copropiedad horizontal, que consta de tres Bloques o Edificios residenciales, una administración, áreas comunes, delimitación por paredes y un sistema de vigilancia. El problema que se identificó consiste en las condiciones de soledad, el confinamiento a la habitación, la adicción a los videojuegos y las tensiones con padres que tienen los adolescentes para ampliar su temporalidad y su espacialidad. La metodología empleada fue la de Núcleos de Educación Social -NES-. La estrategia que se empleó para poder identificar las condiciones témporo-espaciales fue a través de la conformación de un grupo focal, donde participaron 4 adolescentes. Los principales hallazgos hacen referencia de cómo las relaciones entre padres de familia y sus hijos adolescentes establecen límites al desarrollo de la espacialidad y la temporalidad.

SUMMARY This research aimed to identify what are the temporo-spatial conditions that children have in a range of age from 14 years to 16 years when they are residents of a horizontal co-ownership that has three blocks or residential buildings, walls, and a surveillance system. The problem identified is the conditions of solitude, confinement to the room, addiction to video games and tensions with parents that adolescents have to expand their temporality and spatiality. The methodology used was that of Social Education Nuclei, NES. The strategy used to identify temporomandibular conditions was through the formation of a focal group where 4 adolescents participated. The main findings refer to how the relationships between parents and their adolescent children establish limits to the development of the spatiality and temporality.

Surveillance of the use of adrenaline auto-injectors in Japanese children.

BACKGROUND: The appropriate usage of an adrenaline auto-injector (AAI, Epipen®) is a key aspect of patient and social education in the management of anaphylaxis. However, although AAIs are being prescribed increasingly frequently, there are few reports on their actual use. METHODS: The Anaphylaxis Working Group of the Japanese Society of Pediatric Allergy and Clinical Immunology requested that society members register cases in which AAIs were used. Two hundred and sixty-six cases were collected from March 2014 to March 2016. RESULTS: The cases included 240 events of immediate-type food allergies caused by cow's milk (n = 100), hen's egg (n = 42), wheat (n = 40), and peanuts (n = 11). Exercise-related events were reported in 19 cases; however, the diagnosis of food-dependent exercise-induced anaphylaxis with a specific causative food was only made in 4 cases (wheat, n = 2; fish, n = 1; squid, n = 1). The frequent reasons for the causative intake included programmed intake (n = 48), failure to check the food labeling (n = 43), and consuming an inappropriate food (n = 26). AAIs were used at schools or nurseries in 67 cases, with school or nursery staff members administering the AAI in 39 cases (58%). On arriving at the hospital, the symptom grade was improved in 71% of the cases, while grade 4 symptoms remained in 20% of the cases. No lethal cases or sequelae were reported. CONCLUSIONS: AAIs were used effectively, even by school teachers. The need to visit a hospital after the use of an AAI should be emphasized because additional treatment might be required.

Adolescências e judicialização da conduta juvenil / Adolescences and court-based intervention on juvenile conduct / Adolescencias y judicialización de la desviación juvenil

A recente retomada da proposição do rebaixamento da idade penal no parlamento brasileiro, em meio a um cenário de crise política e avanço de ideologias conservadoras, se articula com outros fatores, tais como a realização de megaeventos esportivos no Brasil – Copa do Mundo (2014) e Olimpíadas (2016), de forma a interferir no próprio caráter das leis. Assim mesmo, outro evento que fez aquecer o debate sobre a imputabilidade penal tanto no meio acadêmico, quanto no âmbito da sociedade foi a admissibilidade da Proposta de Emenda Constitucional (PEC 171/93), em abril de 2015. É interesse desse estudo discutir as formulações legais que afirmam ou restringem direitos sociais dos adolescentes na sociedade capitalista contemporânea. Por outro lado, interessa também analisar as políticas públicas propostas para a aplicação dessas mesmas leis, ambas entranhadas por concepções de adolescência construídas historicamente, no sentido de pensar os efeitos judicializantes produzidos com a execução das leis. Neste percurso, apresenta as áreas em análise neste texto, quais sejam: o contexto histórico e os marcos legais para crianças e adolescentes no Brasil; os significados culturais e os valores sociais relacionados à adolescência em uma perspectiva semióticocultural, considerando a interdependência entre os movimentos de reforma dos marcos legais e fatores históricos, culturais e econômicos; e, por fim, analisa-se como a criminalização juvenil e a judicialização das relações humanas na contemporaneidade conferem primazia às ações coercitivas e correcionais, em detrimento das ações educacionais.(AU)

Brazilian Parliament has just revisited the bill to reducing the age of criminal responsibility, right in the middle of a political crisis, for the advancement of conservative ideologies. There is a larger picture, including the mega sporting events in Brazil – the World Cup (2014) and the Olympics (2016), where the very character of the law is at stake. As the Proposal for Amendment to the Constitution (PEC 171/93) was admitted in April 2015, it heated the debate on criminal responsibility both in academia and in society at large. This study is interested not only in the legal formulation affirming or restricting social rights of adolescents in contemporary capitalist society, but also in proposals of public policy for legal enforcement. Both initiatives are at odds with the historically built conceptions of adolescence. As a result, the judicial effects produced by the enforcement of legislation becomes under scrutiny. Along the way, the study covers the following areas: historical context and legal framework for children and adolescents in Brazil; cultural meanings and social values related to adolescence in a semiotic-cultural perspective, considering the interdependence among legal reform movements and historical, cultural and economic factors; and finally, there is a take on how juvenile criminalization and the judicialization of human relations in the contemporary world give primacy to coercive and corrective actions, tothe detriment of educational ones.(AU)

La reanudación de la propuesta de reducción de la edad penal en el parlamento brasileño, en medio de una crisis política y el avance de ideologías conservadoras, se articula con otros factores, tales como la realización de mega eventos deportivos en Brasil -el Mundial de Fútbol (2014) y los Juegos Olímpicos (2016)- con reflejos en el propio carácter de las leyes. La admisibilidad de la Propuesta de Enmienda Constitucional (PEC 171/93), en abril de 2015, ha intensificado el debate sobre la imputabilidad penal tanto en el medio académico, como en el ámbito de la sociedad. Es interés de este estudio discutir acerca de las formulaciones legales que afirman o restringen derechos sociales de los adolescentes en la sociedad capitalista contemporánea. De otra parte, interesa también analizar las políticas públicas propuestas para aplicación de esas mismas leyes, ambas entrañadas por concepciones de adolescencia construidas históricamente, en el sentido de pensar los efectos de judicialización producidos con la ejecución de las legislaciones. En este sentido, presenta las áreas en análisis en este texto, cuáles son: el contexto histórico y los marcos legales para niños y adolescentes en Brasil; los significados culturales y los valores sociales relacionados con la adolescencia en una perspectiva semiótica y cultural, considerando la interdependencia entre los movimientos de reforma de los marcos legales y factores históricos, culturales y económicos; y, por fin, se analiza cómo la criminalización juvenil y la judicialización de las relaciones humanas en la contemporaneidad hacen predominar las acciones coercitivas y correccionales, frente a las acciones educativas.(AU)

Granja-hogar La Huella para niños y adolescentes: fusión metodológica de involucramiento radical / The La Huella farm-home for children and adolescents: methodological fusion of radical involvement / Chácara e lar “La Huella” para crianças e adolescentes: fusão metodológica deenvolvimento radical

El objetivo del estudio fue considerar las claves del éxito del sistema educativo para niños, niñas y adolescentes del hogar La Huella en sus primeros 25 años. La experiencia es un referente, y el conocimiento de sus características puede aportar a la generación de nuevas prácticas con poblaciones juveniles. Se estudiaron materiales institucionales, se realizaron entrevistas semiestructuradas, y se analizaron los elementos centrales de la propuesta.El involucramiento personal de los educadores y el diseño de la experiencia resultaron claves en su éxito: la conjunción de ambiente de familia, vida comunitaria, referentes educativos estables, relación con la naturaleza, y educación en el trabajo doméstico y agrario.

Abstract (descriptive): The aim of the study was to consider the key elements of the success ofthe education system for children and adolescents in the La Huella home for street children in its first25 years. The experience is an important reference point, and awareness of its characteristics cancontribute to the generation of new practices with youth populations. Information materials producedby public institutions were collected and studied, a series semi-structured interviews were conductedand the central elements of the La Huella proposal were analyzed. The personal commitment of theeducators and the way in which the experience was designed were key to its success. The projectinvolved the combination of a family environment, community life, stable educational staff, arelationship with nature and education in domestic and agricultural work.

O objetivo do estudo foi considerar as chaves do sucesso do sistema de educação para crianças e adolescentes do lar “La Huella” nos seus primeiros 25 anos. A experiência é uma referência, e o conhecimento de suas características pode contribuir para a geração de novas práticas com populações jovens. Materiais institucionais foram estudados, foram realizadas entrevistas semi-estruturadas, e os elementos centrais da proposta foram analisados. O envolvimento pessoal dos educadores e o desenho da experiência foram fundamentais para o seu sucesso: a combinação de ambiente familiar, vida comunitária, referentes educacionais estáveis,relacionamento com a natureza, e educação no trabalho doméstico e agrícola.

"Devemos continuar?" identidade, história e utopia do educador de rua / "Debemos seguir?" identidad, historia y utopia del educador de calle / "Should we continue?" identity, history and utopia of the street educator

Resumo O propósito deste trabalho foi refletir como os educadores de rua articulam o pensamento utópico com o pensamento histórico, a partir dos relatos de suas experiências ao longo de quinze anos. O sintagma identidade-metamorfose-emancipação (Ciampa, 2003) e os conceitos de pensamento utópico e pensamento histórico (Habermas, 1987) formam o arcabouço teórico que embasa a presente pesquisa. Utilizamos na coleta de dados a entrevista "não diretiva centrada" (Minayo, 1999). Observou-se que é possível articular história e utopia. O estudo indica que, para que essa articulação seja possível, é necessário que o sujeito tenha a flexibilidade de reinventar seus projetos utópicos, mudando assim de projeto emancipatório, mas não perdendo de vista a energia utópica que o move. Concluímos, também, que os profissionais que articularam os dois movimentos tendem a apresentar uma postura pós-convencional diante da vida.

Resumen El propósito del presente estudio ha sido reflejar cómo los educadores de la calle articulan el pensamiento utópico con el pensamiento histórico, a partir de los relatos de sus experiencias a lo largo de quince años. El marco teórico del trabajo es el sintagma "Identidad-metamorfosis-emancipación" de Ciampa (2003) y los conceptos del pensamiento utópico y pensamiento histórico de Habermas (1987). En la colección de datos se utilizó la técnica "no directiva centrada" (Minayo, 1999). Se observó que es posible articular la historia y la utopía. El estudio indica que para que sea posible, es necesario que el sujeto tenga flexibilidad para reinventar sus proyectos utópicos. Por lo tanto, se hace necesario el cambio de proyecto de emancipación, pero sin perder de vista la energía utópica que se le mueve. También se puede concluir que los profesionales que articulan esos dos movimientos tienden a tener una actitud post-convencional en sus vidas.

Abstract The purpose of this work was to reflect how street educators articulate utopian thinking with historical thinking, based on the reports of their experiences over fifteen years of practice. The theoretical framework used is based in the identity-metamorphosis-emancipation sintagma developed by Ciampa (2003) and in the notions of utopic thinking and historical thinking.(Habermas, 1987). The empirical research is based on interview classified by Minayo (1999) as "non directive centered". The observation revealed that it is possible to articulate history and utopia. The study indicates that whoever embraces the utopia thinking, and wants it to become reality, has to develop the flexibility to reinvent his own utopic projects, therefore changing his emancipatory project without losing the utopic perspective. We conclude also that those professionals who are able to articulate both movements tend to have a post-conventional stance in life.

Condiciones témporo-espaciales de niños que habitan en una copropiedad horizontal de la ciudad de barraquilla, colombia

La investigación tuvo como objetivo identificar las condiciones témporo-espaciales que tienen los niños, en un rango de edad de 8 a 11 años, residentes en una copropiedad horizontal en Barranquilla, Colombia, que registra tres bloques o edificios residenciales, una administración, áreas comunes, delimitación por paredes y un sistema de vigilancia. El problema que se identificó consiste en las condiciones de soledad, de confinamiento a la habitación, de adicción a los videojuegos, de sedentarismo y de pocas relaciones sociales que tienen los denominados niños de apartamento. La metodología empleada fue la de núcleos de educación social, NES. Los principales hallazgos tienen que ver con los seis espacios que emergieron en la investigación y sus respectivas temporalidades. Estos espacios son el externo, el limítrofe, el próximo, el local, el vertical y el subterráneo. La estrategia que se empleó, para poder identificar las condiciones témporo-espaciales, fue a través de la actividad de jugar y las expectativas que ellos tienen en la ampliación de su espacialidad. Se concluyó, que los niños, en el rango de edad seleccionado, tienen restricciones a áreas de juego, de esparcimiento y de problemas de interacción social con adolescentes.

This research has as its main objective the identification of the temporal-spatial conditions of children aged 8 to 11, who are residents in a horizontal coparcenary in Barranquilla, Colombia, composed of three blocks or residential buildings, an administration, common areas and delimitated by walls and a monitoring system. The problem identified consists of the conditions of loneliness, confinement to the room, video game addiction, physical inactivity and poor social relationships that these ''apartment children'' have .The methodology used was the Nuclei of Social Education, NEF. The main findings have to do with the six spaces that emerged in the investigation and their respective time frames. These spaces are outside, the boundary, the nearby, the local, the vertical and the underground. The strategy was used to identify the temporal-spatial conditions through the activity of playing and the expectations these children have in expanding their spatiality. It was concluded that children in the age range selected have restrictions to play areas, spreading out and problems of social interaction with teenagers.

Intervención educativa para desarrollar competencias socioemocionales en la formación académica / Educating socioemotional competencies of individual engaged in master and Ph. D. studies

El trabajo versó en torno a las competencias socioemocionales y su trascendencia para la investigación. Se develaron referentes teóricos relativos a tales competencias, que permitieron aportar una conceptualización y una sistemática estructurada en cinco grandes bloques: conciencia emocional, regulación emocional, autonomía emocional, competencia social y competencias de vida y bienestar. La pesquisa estuvo dirigida al diseño y aplicación preliminar de una intervención educativa, desde la actividad de postgrado, destinada a favorecer el desarrollo de las competencias socioemocionales en másteres y doctores en formación. Se obtuvieron resultados parciales positivos, a partir de su introducción en la práctica.

The paper deals with socio-emotional competencies and their importance inconducting research. It discloses a framework of references around competencies related concepts and structured into a fivefold grouping: emotional awareness, emotional regulation, emotional autonomy, social competence and powers of life and wellbeing. The research was aimed to design and attempting the education of socio-emotional competencies at masters and Ph. D. training in the field of education. The initial application of the proposal proved to be effective.

Profesionalización de pedagogos sociales en latinoamerica. Otra lectura a los tránsitos entre la educación popular y la pedagogía social / Professionalization of social educators in latin america. Another reading of the transits between popular education and social pedagogy

El presente texto resultado de investigación da cuenta de cómo los encuentros y diálogos entre tradiciones socioeducativas, por un lado dan cuenta de las transiciones, cambios, conflictos y de los desafíos a enfrentar al responder a las demandas educativas que laspoblaciones, organizaciones y movimientos sociales presentan; y, por el otro, ponen de manifiesto las tensiones existentes en los escenarios políticos e institucionales, en lasexigencias del mercado laboral de los pedagogos sociales frente a los desarrollos académicos y formativos vinculados a su profesionalización. Los diálogos e intercambios, entonces, nohan sino, ni son ajenos a estos contextos, y es en ellos que se vienen configurando los referentes teóricos, metodológicos y práxicos de las actuales propuestas de formación de educadores sociales y de proyectos de pedagogía social crítica en América Latina.

This text is the result of a piece of research, which gives an account of how meetings and dialogues between educational traditions, on the one hand, recount, changes, conflicts, andchallenges to face in responding to educational demands that populations, organizations, and social movements present; and, on the other hand, they reveal existing tensions in political and institutional settings, the demands of the labor market of social educatorsagainst the academic and formative developments related to its professionalization. The dialogues and exchanges, then, have not but are not alien to these contexts, and it is inthem, which the theoretical, methodological, and practical references are configured of current proposals for the training of social educators and for projects of critical social pedagogy in Latin America.

[The Relationship Between Burnout Symptoms and Work Satisfaction Among Child Welfare Workers in Residential Care]. / Der Zusammenhang zwischen Burnout-Symptomatik und Arbeitszufriedenheit bei pädagogischen Mitarbeitenden in der stationären Kinder- und Jugendhilfe.

Working in residential care is associated with high demands and high stress. As a result, employees may develop symptoms of burnout. These symptoms lead to absence from work and have a negative effect on the continuity and quality of the residential care. Until now, little is known about burnout risks in child welfare workers, although children and adolescents are especially dependent on continuous relationships and healthy caregivers. A better understanding of the relationship between burnout symptoms and work satisfaction may help to identify starting points for prevention and intervention. The present study assessed symptoms of burnout in a sample of 319 social education workers in residential care in Switzerland using the burnout-screening-scales (BOSS). Work satisfaction was assessed with a newly developed questionnaire based on concepts of trauma-sensitive care. The questionnaire was tested for reliability and factorial validity in the present study. In order to estimate the relationship between burnout symptoms and work satisfaction, correlations and relative risks were calculated. Almost one fifth (18 %) of the sample showed a risk of burnout. The principal component analysis of the questionnaire on work satisfaction revealed four factors: support by superiors, participation and transparency; communication and support within the team; gratification in the work; and institutional structures and resources. All four factors as well as the total score showed significant correlations with burnout symptoms. Among employees with a comparably lower work satisfaction, the risk of burnout was 5.4 times higher than among employees with a comparably higher work satisfaction. It is discussed how work satisfaction could be promoted and how, as a result, the quality and continuity of care for the children and adolescents could be improved.

Educação social e infância: atuação e formação profissional no projeto "brincadeiras com meninos e meninas de/e na rua" / Social education and childhood: practice and training at the project "playing with boys and girls from/in the street" / Educación social e infancia: actuación y formación professional en el "proyecto juegos con niños y niñas de/y la calle"

A Educação Social é uma área em expansão no Brasil; este é um estudo que trata sobre a relação entre a formação e a atuação dos profissionais envolvidos, bem como a defesa dos direitos humanos de crianças e adolescentes. O objetivo foi delineado a partir das experiências de Educadores Sociais, participantes de um Projeto de Extensão Universitária denominado "Projeto Brincadeiras com Meninos e Meninas de/e na Rua" entre os anos de 2007 a 2011. Os procedimentos metodológicos para o desenvolvimento da pesquisa foram estruturados a partir dos fundamentos da pesquisa qualitativa (TRIVIÑOS, 2011). Como técnica de coleta de dados realizou-se entrevistas semiestruturadas com os educadores que participaram do referido projeto, visando a análise de dados, através da técnica de Análise de Conteúdo, de Bardin (1977). O estudo buscou apresentar os princípios do projeto "Projeto Brincadeiras": respeito, compromisso, diálogo, inclusão e participação; através da análise das entrevistas com os educadores do projeto, apontando os fundamentos presentes na formação e atuação, contribuindo com estas reflexões sobre o trabalho com a infância e a adolescência dentro do contexto brasileiro. Os resultados apresentados demonstram que os educadores sociais se confrontam com negligências e violações de direito na realidade em que atuaram e que através de suas experiências com o Projeto desenvolveram empatia e compromisso em diferentes âmbitos de sua atuação profissional , passando a reconhecer a necessidade da luta pelos direitos humanos de crianças e adolescentes.

The Social Education is a growing area in Brazil; this is a study that deals with the relationship between training and the performance of the professionals involved, as well as the human rights of children and adolescents. The goal was designed from the experiences of Social Educators participating in a University Extension Project called "Project Playing with Boys and Girls from/in the Street" between the years 2007 to 2011. The methodological procedures for the development of the research were structured according to the fundamentals of qualitative research (TRIVIÑOS, 2011). As data collection technique was carried out semi-structured interviews with educators who participated in this project, aimed at data analysis through content analysis technique of Bardin (1977). The study aimed to present the principles of the "Project Playing": respect, commitment, dialogue, inclusion and participation; through the analysis of interviews with educators of the project, pointing out the fundamentals present in the formation and operation, contributing to these reflections about working with childhood and adolescence in the Brazilian context. The results show that social educators are faced with negligence and violations of law in reality they acted and through their experiences with the project developed empathy and commitment in different areas of their professional practice, coming to recognize the need to fight for human rights of children and adolescents.

La Educación Social es un área en crecimiento en Brasil; este es un estudio que trata de la relación entre la formación y el desempeño de los profesionales involucrados, así como los derechos humanos de los niños y adolescentes. El objetivo fue diseñado a partir de las experiencias de los Educadores Sociales que participan en un Proyecto de Extensión Universitaria llamado "Proyecto Jugando con niños y niñas de/en la Calle" entre los años 2007 a 2011. Los procedimientos metodológicos para el desarrollo de la investigación fueron estructurados de acuerdo a los fundamentos de la investigación cualitativa (Triviños, 2011). Como técnica de recolección de datos se llevó a cabo entrevistas semi-estructuradas con los educadores que participaron en este proyecto, dirigido a análisis de datos a través de contenidos técnica de análisis de Bardin (1977). El estudio tuvo como objetivo presentar los principios de la "Juega Proyecto": el respeto, el compromiso, el diálogo, la inclusión y la participación; a través del análisis de las entrevistas con los educadores del proyecto, señalando los fundamentos presentes en la formación y funcionamiento, que contribuyen a estas reflexiones sobre el trabajo con niños y adolescentes en el contexto brasileño. Los resultados muestran que los educadores sociales se enfrentan a la negligencia y violaciónes de la ley en realidad actuaron como a través de sus experiencias con el proyecto desarrollado empatía y compromiso en las diferentes áreas de su práctica profesional, llegando a reconocer la necesidad de luchar por los derechos humanos de los niños y adolescentes.

A Escola como lugar de educação para saúde: Estudo de caso / The school as a place of education for health: a case study

Este documento corresponde a uma investigação elaborada no âmbito do curso de doutoramento em Ciências da Educação, na área de aprofundamento da Pedagogia Social, na Universidade Católica Portuguesa, abordando o tema Escola como lugar de educação para a saúde, tendo por base um estudo de caso com uma abordagem predominantemente qualitativa realizado na Escola Secundária de Nampula, na cidade de Nampula no norte de Moçambique. Partindo do objetivo geral tentou-se compreender o papel da escola como lugar de educação para a saúde. Para o efeito, desenvolveu-se um estudo empírico enquadrado por um campobalizado pelas ciências da educação, em particular pela Pedagogia Social. Os dados foram recolhidos fundamentalmente através da análise de documentos normativos da escola, da observação não participativa e de entrevistas semiestruturadas. Posteriormente, os dados foram sistematizados a partir do método da análise de conteúdo os quais permitiram evidenciar algumas conclusões, como as escolas e os professores se vêem. Assim, perante a exigência de novas funções sugere-se a necessidade de alargar e de aprofundar conhecimentos noutras áreas que não as da sua formação de base e, por outro, de estabelecer parcerias com os profissionais de saúde para, em conjunto, desenvolverem intervenções mais consistentes na escola sobre a saúde. Foi igualmente patente a necessidade de haver um fortalecimento das relações entre educação e a saúde, tendo sido possível compreender alguns pontos que necessitam de ser trabalhados e melhorados nestas dois setores para uma melhor formação escolar, não só pelas instituições (escolas e centros de saúde) mas também pelos profissionaís que nesta área trabalham. É nesse sentido, que a escola, no âmbito da educação para a saúde joga um papel fundamental na prevenção e promoção de saúde assim como desenvolver os conhecimentos e competências de uma vida saudável.

This document corresponds to a research elaborated in the doctoral program in Educational Sciences, the deepening of the area of Social Pedagogy at the Portuguese Catholic University, addressing the theme School as a place of education for health, based on a study case with a predominantly qualitative approach was carried out in the Secondary School of Nampula, in Nampula in northern Mozambique. Based on the general objective tried to understand the role of the school as a place of health education For this purpose, we developed an empirical study framed by a campobalizado the educational sciences in particular for Social Pedagogy. Data were collected primarily through the analysis of school normative documents, non-participant observation and semi-structured interviews. Later, the data were organized from the content analysis method which have highlighted some conclusions such as schools and teachers see themselves. Thus, given the demand for new functions suggest the need to extend and deepen their knowledge in areas other than those of his basic training and, second, to establish partnerships with healthcare professionals to jointly develop more interventions consistent at school on health. It was also highlighted the need for a strengthening of relations between education and health, it was possible to understand some points that need to be worked on and improved in these two sectors for better school education, not only by the institutions (schools and health centers ) but also for professionals who work in this area. In this sense, the school, as part of health education plays a key role in prevention and health promotion as well as developing the knowledge and skills of healthy living.

Os sentidos atribuídos à juventude, à violência e à justiça por jovens em liberdade assistida em São Paulo/SP / The meanings to youth, violence and justice attributed by youths in supervised freedom in São Paulo/SP

Esse trabalho buscou questionar o nível de percepção de jovens em Medida Socioeducativa de Liberdade Assistida quanto às relações sociais que implicam em sua condição. Também procurou saber se as relações de não reconhecimento e não redistribuição de bens materiais perpassam essa percepção. O objetivo da pesquisa foi compreender os sentidos atribuídos à juventude, à violência e à justiça por jovens nessa condição. A metodologia utilizada foi entrevistas semiestruturadas, grupos de produção de fanzines e observações. Participaram 14 jovens, de 15 à 18 anos, moradores de distritos da periferia de São Paulo/SP. A partir das categorias de análise (juventude, violência e justiça), se identificou que as falas sobre a própria juventude estiveram relacionadas a estereótipos e a percepção de outras pessoas. O desejo de consumo foi referência para a vivência da juventude. Interpretou-se esse desejo como uma busca por respeito e estima. Os sentidos sobre violência e justiça/injustiça foram diversificados, mas alguns se sobressaíram nas falas dos jovens. A violência policial foi interpretada como a mais marcante; os jovens mostraram saber da violação de seus direitos, mas as falas apresentam um sentimento de impotência. Não houve referência à percepção do motivo pelo qual os direitos são violados. Quanto à justiça e a injustiça, não há menção à percepção em termos cognitivos de condições de injustiça, mas se fez presente o sentimento de indignação. Considera-se que as relações de não reconhecimento estiveram mais presentes nas falas do que as de não redistribuição(AU)

This work aims to question about the level of perception of youth in supervised freedom about the social relations that imply their condition. It also questioned about if the relations of no recognition and no redistribution pervades this perception. The objective of the research was to understand the meanings attributed by youth in this condition to youth, violence and justice. The methodology includes semi-structured interview, fanzine groups and observations. 14 youths participated. They are 15 to 18 years old and they live in outskirts of São Paulo. Through the categories of analysis (youth, violence and justice) we identified that the speeches about their own youth were related to stereotypes and with peoples perception. The consume desire was a reference to youth experience. We interpreted this desire as they are looking for respect and esteem. The meanings about violence and justice/injustice were diversified, but some of them stood out. Police violence was understood as the most outstanding; youths showed to know about the violation of their rights, but their speeches presented a feeling of impotence. There was no reference to the perception of the reason of their violated rights. About justice and injustice, there was no mention to the perception in cognitive terms about injustice conditions, but there was a feeling of indignation. It is considered that the no recognition relations were more present in the speeches than no redistribution relations(AU)