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INTERCULTURALITY AND INTERCULTURAL EDUCATION – REPRESENTATIONS AND PRACTICES OF A GROUP OF EDUCATIONAL PARTNERS
MARTA SANTOS,MARIA HELENA ARAúJO E Sá,ANA RAQUEL SIM?ES
L1 Educational Studies in Language and Literature , 2012,
Abstract: The purpose of this article is to give an insight into interculturality and practices of intercultur-al education by a group of partners before and after having participated in the development of a project on intercultural education. The group was formed of 12 people representing different institutions in the community, namely primary schools, associations and the local council. Data were collected via an initial and a final interview, carried out individually with each of the partners. The answers given by the partic-ipants in the initial interview showed that, although they believe in the importance of implementing intercultural education, there was some initial ambiguity and indefiniteness in the representations of what this concept really means and sometimes interculturality is merely and restrictively associated with multiculturality. In the final interview, the partners stated that their representations of these con-cepts changed after participating in the project, thus helping them to differentiate between both. They also mentioned that their participation was an opportunity for rethinking and improving their work practices concerning intercultural education.
Constructing alternatives for social inclusion in Education for Youth and Adults  [PDF]
Francisca Karoline Rodrigues Braga
Via Litterae , 2011,
Abstract: Brazilian society, as is formed today, is made up from contributions of various social and cultural aspect that reveals the diversity of cultural and constitute the nation. However, this process of constitution of the country, several subjects were subjected to marginalization and exclusion of rights to decent living conditions for every human being, including access to the school and the benefits resulting therefrom. In this sense, the institution school emerges as a space of possibilities of redemption of the right to knowledge related to the use of reading and writing as goods relevant to the enjoyment of present, especially in the form of youth and adults. Therefore, we will consider the contributions of the educational activity schooled, developed with the subjects to attend EJA (Education for Youth and Adult). For this, we will enforce the theoris developed by Kleiman (1995), Santiago (2000), Souza (2000), which discuss and theoriza about the role of popular education and social practices od use of reading Written and developed by the school in the context of current society.
The educational dimension of pastoral youth service  [PDF]
Dra. Miriam Gallego
Alteridad : Revista de Educación , 2013,
Abstract: The educational dimension of pastoral youth service is highlighted by the fact that it is about education on faith. Faith education means taking a young person towards a personal encounter with God. This fact is also known as an experience with God or religious experience. The religious experience favors cognitive and affective development, desire of the absolute, relationships development, commitments with justice, and the construction of a personal life and social history; in this regard, the religious experience turns into an educational one.The evangelist deed in the pastoral youth service, does not occur through isolated actions but through a process, that is, through a set of educational dynamisms that bring the young person to open up to his/her personal and social reality, to search for answers to his/her questions, be active in society, and build a life project. In pastoral ministries each gesture is, at the same time and with the same intensity, an educational event and a proposal of youth’s lives about God’s mysteries. The pastoral youth service brings educational means —objectives, contents, educational sites, processes, methodologies, people responsible for education, etc.— that can be no doubt evaluated.
Discursive Textual Analysis of Brazil’s National Curricular Guidelines for Youth and Adult Education: Meanings and Senses  [PDF]
Romilda Teodora Ens, Marciele Stiegler Ribas, Elizabeth Dantas de Amorim Favoreto
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.712179
Abstract: Youth and Adult Education (EJA) faces great challenges in the beginning of the 21st century. Among its basic issues, it can be highlighted the need to specific teachers’ professional and education policies. Regarding Brazil, since 1996 its educational system is ruled by the National Education Guidelines and Framework Law (LDBN No. 9394/1996) which included Youth and Adult Education as a specific type of Basic Education. Many studies have been developed since then, debating about the appropriate adult-teacher learning approach towards students in a wide age-range, stressing their singularities in meaningful contexts. Our study aims to analyze the National Curricular Guidelines for Youth and Adult Education applying the discursive textual analysis methodology path in order to interpret and understand the meanings and senses of this type of educational phenomenon. We will also evaluate the goals of its proposal for teachers’ work outlined in the text content of this policy. The significance of our studies is to provide new understandings and contributions for further policy making that may address the peculiarities and singularities in the field of teacher education for Youth and Adult Education (EJA) target audience.
The Relationship between Youth Violence, Victimization, and Educational Outcomes  [PDF]
Andrew R. Wilczak
Sociology Mind (SM) , 2014, DOI: 10.4236/sm.2014.44033
Abstract: Prior research on the relationship between adolescent violence, victimization, and educational attainment has largely focused on the relationship between victimization experiences and later educational outcomes. Lost in this line of inquiry is a) the relationship between one’s own violent behavior and later educational outcomes and b) the overlap between being a victim and being a perpetrator. The aim of this project is to address those limitations in the literature. Findings show that being both a victim and perpetrator of violence significantly increase the risk of dropping out of school and not attending college. Both aspects of violence have their own unique negative effect on the risk of limited future attainment. While this does not suggest that these youth are definitively at risk for limited achievement later in life, it does suggest that their path to future success is severely inhibited by these violent experiences.
Youth, Gener & TIC: Imaginaries in the Construction of Information Society in Latin American  [cached]
Bonder, Gloria
Arbor : Ciencia, Pensamiento y Cultura , 2008, DOI: 10.3989/arbor.2008.i733.234
Abstract: This article reflects upon the social imaginary that sustains the dissemination of new information and communication technologies (ICTs) as a condition for them to be accepted and granted social and subjective meaning. Based on applied research on digital literacy programs for Latin American youth, the paper delves into the construction of youth both as a category and as a social group. It analyzes the main characteristics and problems of youth in current environments, especially in Latin America, providing data on their access to ICTs. Based on a typology of the programs reviewed and a comparative analysis of adults and youth representations and assessment of ICTs, the article examines the dominant educational discourses and practices that encourage access to technology of excluded or at-risk youth population. It also discusses the ways in which these programs characterize and implement a gender equity approach. A partir de una investigación aplicada sobre programas de alfabetización digital de jóvenes latinoamericanas/os, el artículo ofrece una reflexión sobre los imaginarios sociales que sostienen la difusión de las nuevas tecnologías de información y comunicación (TIC) como condición para su aceptación y asignación de sentido social y subjetivo. Incursiona en el proceso de construcción de la juventud como concepto y como grupo social, presentando las principales características y problemáticas que experimentan las y los jóvenes en los contextos actuales, especialmente en América Latina, y brinda datos sobre su acceso a las TIC. A través de una tipología de los programas estudiados y de un análisis comparado de las representaciones y valoraciones de las TIC por parte de adultos y jóvenes, interroga sobre los discursos y las prácticas educativas dominantes que incentivan el acceso de la juventud excluida o en riesgo al mundo tecnológico y sobre las formas en que caracterizan y aplican al enfoque de equidad de género.
Culture, cognition and language in the constitution of reading and writing practices in an adult literacy classroom
Gomes, Maria de Fátima Cardoso;Fonseca, Maria da Concei??o Ferreira Reis;Dias, Maira Tomayno de Melo;Vargas, Patricia Guimar?es;
Psicologia: Reflex?o e Crítica , 2011, DOI: 10.1590/S0102-79722011000300017
Abstract: in this article we analyze a discursive interaction between a researcher and an youth and adult education student intending to show the meanings and uses of reading and writing taken by him. we take as our basis for discussion the theoretical-methodological contributions from historical-cultural psychology and paulo freire's theories, which are combined with bakhtin's concept of dialogue. this procedure allowed us, on one hand, getting into the other's perspective and, on the other hand, to make relations between cognition, language and culture to understand the adult students' metacognitive strategies, in the appropriation process of literacy practices of school culture. thus, we could discuss the intimate relationship between doing and knowing and the importance of school in the transition from concrete thinking to the abstract thinking and vice-versa.
Open Educational Practices and Resources: The OLCOS Roadmap 2012  [cached]
Guntram Geser
Revista de Universidad y Sociedad del Conocimiento , 2007,
Abstract: In the last few years, Open Educational Resources (OER) have gained much attention; for example, due to the extensive media coverage on the Open Courseware initiative of the Massachusetts Institute of Technology, the work of ever more organisations that promote the use of Creative Commons licenses, and the success of Open Source software-based systems such as Moodle in the educational sector. However, in order to further benefit from Open Educational Resources it is necessary to gain a much clearer understanding of the role OER can play in changing educational practices. Therefore, the Open e-Learning Content Observatory Services (OLCOS) project, which is a Transversal Action under the European eLearning Programme, has produced a roadmap to provide educational decision makers with orientation and recommendations on how to foster the further development and use of OER. This article provides a brief overview of the context and focus of the OLCOS roadmap 2012, explains why it gives priority to open educational practices rather than resources, and presents some drivers/enablers and inhibitors of open educational practices and resources. Furthermore, it summarises some of the recommendations of the roadmap report. The article also mentions and provides links to forty selected projects and resources that illustrate the richness and diversity of the current initiatives in open educational and related resources and practices.
Educational Goals, Parenting Practices and Adolescentsa Academic Achievement  [cached]
Rozumah Baharudin,Hong Chi Yee,Lim Sin Jing,Nor Sheereen Zulkefly
Asian Social Science , 2010, DOI: 10.5539/ass.v6n12p144
Abstract: The present study examined linkages between educational goals, parenting practices (school involvement and monitoring) of single-mothers and single-fathers, and the academic achievement of their school-going adolescents. Additionally, it sought to examine the differences in educational goals and parenting practices between the single fathers and mothers, as well the parents’ differential treatments toward their male and female adolescents. Through Single Mother Associations, we recruited 60 single mothers and snowball 30 single fathers for the study. We found that the parents differ only in terms of educational goals in which single fathers had significantly lower goals compared to single mothers. In zero order analyses, we discovered positive correlations between (1) parenting practices and academic achievement of adolescents from both families; (2) fathers’ educational goals and their monitoring behaviors; and (3) mothers’ educational goals and their school involvement, and monitoring behaviors. Findings from this study suggest an active educational socialization process in diverse family settings to promote adolescents’ educational success.
The Religious Practices of Vietnamese Catholic Youth: The Case of the Diocese of Xuan Loc  [PDF]
Le Minh Tien
Advances in Applied Sociology (AASoci) , 2017, DOI: 10.4236/aasoci.2017.78017
Abstract: Every religion includes a whole series of beliefs and practices and we should start by concentrating our attention on religious practices to understand a religion. This paper intended to clarify the religious practices of Vietnamese Catholic Youth. Based on the theory of Glock and Stark and by using survey method, descriptive statistics, this is the first study to demonstrate the religious practices of youths in a diocese of Vietnam. This issue considered as an interesting research topic in the context of Vietnamese research because it explores youths lives from a different perspective by focusing on the micro level of analysis. The respondents in this study were total of 388 young adults between 18 and 30 years of ages from 24 parishes who were randomly selected through Probability Proportional to size sampling method. The findings of the research indicate that the ritualistic dimension of religiosity among Vietnamese Catholic youth is still so high in the context of change in Vietnam.
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