scholarly journals UniversityNeighborhood: an analysis of extension activities developed in the Tamarindo Community

2021 ◽  
Author(s):  
Francine da Silva Ferreira ◽  
Teresa Claudina de Oliveira Cunha ◽  
Juliana Pessanha Falcão
Keyword(s):  
Qualitative Approach ◽  
Academic Training ◽  
Institutional Agents ◽  
Institutional Identity ◽  
Multiple Data ◽  
The Social ◽  
Practice Teaching ◽  
Social Project ◽  
The University ◽  
Education Courses

The development ofthis work is based on the tripod: local and regional context; emphasis on academic and curricular mobility, which enables the integration of theory-practice, teaching-research-extension, achieving the necessary integration and synergy between the university and the community; and in the institutional commitmentand identity, promoting the construction of a strong institutional identity, with the clarity of its mission and the involvement of all institutional agents for the establishment of an organizational structure that acts in an organic and effective way. The mainobjective of this study and investigation will be to discuss the contribution of the social project of university extension “Universidade Bairro” (Neighborhood University) developed by ISECENSA in TamarindoCommunity, located in Campos dos Goytacazes, RJ, for the academic and professional trainingof students. The locusof the research will be the Tamarindo Community, located in the urban area of Campos dos Goytacazes, RJ. The population will be students enrolled in higher education courses at ISECENSA(2021/2022) who work in the development of extension actions and community residents.As for the approach to the problem, the study and investigation will have a qualitative approach. For data collection, multiple data sources will be used: bibliographic research, participatory observation, interviews and questionnaires.What is expected from this project is a reflection on the importance of socio-academic work for academic training, developing them, encouraging them, leading them to systematize and socialize reflections on practice in the various fields of activity.As well as contributing to the establishment of an Extension Policy for ISECENSA and to subsidizing the academic and institutional actions developed with the Tamarindo Community.

scholarly journals Responsabilidad social y desarrollo personal: el valor de la práctica temprana

2014 ◽  
pp. 135
Author(s):  
María José Labra Navarro
Keyword(s):  
Social Responsibility ◽  
Social Action ◽  
Common Good ◽  
Personal Development ◽  
Qualitative Approach ◽  
Institutional Identity ◽  
Palabras Clave ◽  
The Common ◽  
The University ◽  
Study Plan

RESUMEN El presente artículo presenta los resultados de una investigación desarrollada en el marco del proceso de sistematización de los proyectos sociales elaborados y ejecutados por los estudiantes de la asignatura de Desarrollo Personal perteneciente al Plan Común de la Universidad Católica Silva Henríquez. Esta experiencia formativa busca profundizar y poner en práctica el sello identitario, basado en el respeto, la solidaridad y la búsqueda del bien común, declarado por la Universidad, incentivando el ejercicio de la competencia de responsabilidad social. De este modo, mediante un enfoque cualitativo y un análisis de contenidos se buscó categorizar y describir los principales aprendizajes relevados por los estudiantes participantes de este proceso, con la finalidad de recoger elementos que permitan la validación y utilización de esta metodología como una herramienta viable de apropiación inicial en los estudiantes de dicha competencia. Palabras Clave: Responsabilidad social – Competencias – Formación - Desarrollo personal - Acción social. Responsabilidade social e desenvolvimento pessoal: o valor da prática temprana RESUMO O presente artigo apresenta os resultados de uma investigação que se desenvolve no marco do processo de sistematização dos projetos sociais elaborados e executados pelos estudantes da aula de Desenvolvimento Pessoal que pertence ao Plano Comum da Faculdade Católica Silva Henríquez. Esta experiência formativa procura aprofundar e colocar em prática o selo identitário, baseando-se no respeito, na solidariedade e procura do bem comum declarado pela Faculdade, incentivando o exercício da competência de responsabilidade social. Deste modo, mediante um enfoque cualitativo e uma análise de conteúdos se procurou categorizar e descrever as principais aprendizagens relevadas pelos estudantes participantes deste processo, com a finalidade de recolher elementos que permitam a validação e utilização desta metodologia como uma ferramenta viável de apropriação inicial nos estudantes de dita competência. Palavras Chave: Responsabilidade social – Competências – Formação – Desenvolvimento Pessoal - Ação social. Social responsibility and personal development: the value of early practicum ABSTRACT This article presents the results of a study carried out in the framework of the systematization of social projects developed and implemented by the students of the course: Personal Development pertaining to study plan of Universidad Católica Silva Henríquez. This educational experience seeks to strengthen the institutional identity seal, based on respect, solidarity and the common good, declared by the University, encouraging the exercise of the ability of social responsibility. Thus, by using a qualitative approach and content analysis, the study aims to categorize and describe the main learning dimensions learned by the students of this course with a view to collecting information required for the validation and use of this methodology as a didactic tool to help students to develop such competency. Keywords: Social Responsibility - Competencies - Education - Personal Development - Social Action.

scholarly journals Social work placements

2012 ◽  
Vol 7 (1) ◽  
pp. 6-12
Author(s):  
Janine Buck
Keyword(s):  
Social Work ◽  
Good Practice ◽  
Student Experiences ◽  
Full Time ◽  
Work Skills ◽  
The Social ◽  
Practice Teaching ◽  
Site Supervisors ◽  
Part Time ◽  
The University

This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom.At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.

scholarly journals Responsabilidad social en las universidades

2020 ◽  
Vol 4 (2) ◽  
pp. 117-134
Author(s):  
José Felipe Ojeda-Hidalgo ◽  
Sandra Yetzari Trapala - Sánchez ◽  
Annherys Isabel Paz - Marcano
Keyword(s):  
Human Rights ◽  
Community Development ◽  
Social Responsibility ◽  
21St Century ◽  
Qualitative Approach ◽  
Iso 26000 ◽  
Labor Practices ◽  
Derechos Humanos ◽  
The Social ◽  
The University

 El artículo analiza la responsabilidad social universitaria desde la perspectiva de los ex rectores de diferentes universidades que aceptaron ser parte del libro “La responsabilidad social de la universidad mexicana a mitad del siglo XXI” se interpreta su discurso a través de las dimensiones de la ISO 26000. La investigación se desarrolló mediante un enfoque cualitativo a través de 13 discursos de ex rectores considerando los procedimientos establecidos por la Teoría Fundamentada de los datos como estrategia para analizar la información recopilada. Se identificaron las siete dimensiones a lo largo de los discursos de los ex rectores que son la gobernabilidad, los derechos humanos, prácticas laborales, prácticas justas de operación, asuntos de los consumidores, el medio ambiente y el desarrollo e involucramiento de la comunidad. Abstract The article analyzes the university social responsibility from the perspective of the former rectors of different universities that accepted to be part of the book “The social responsibility of the Mexican university in the middle of the 21st century”, his speech is interpreted through the dimensions of ISO 26000 The research was developed through a qualitative approach through 13 speeches of former rectors considering the procedures established by the Grounded Theory of the data as a strategy to analyze the information collected. The seven dimensions were identified throughout the speeches of former rectors that are governance, human rights, labor practices, fair operating practices, consumer affairs, the environment and community development and involvement.

scholarly journals The university professor who builds up innovative knowledge for a complex, collaborative and dialogical practice

2013 ◽  
Vol 13 (38) ◽  
pp. 69 ◽  
Author(s):  
Jacques De Lima Ferreira ◽  
Lucymara Carpim ◽  
Marilda Aparecida Behrens
Keyword(s):  
Professional Development ◽  
Qualitative Approach ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Economic Practice ◽  
The Social ◽  
University Professor ◽  
Study Case ◽  
The University ◽  
The City

The considerations and reflections referred in this article are results of a qualitative approach research, as a study case, done with 15 professors who teach at a college in the city of Curitiba where majors for technologists are developed, and it also aimed at identifying the teaching methodology adopted by the educators in their pedagogical practice, and if there is any investment on their continuous education, having in mind the educational obstacles educators have been facing in this new century. In the discussions, the investigating process took into account the challenges demanded by the adoption of an innovative, dialogical and cooperative educational attitude which, in a participative and critical manner, needs the adoption of strategies that stimulate the creativity, construction and reconstruction of meaningful knowledge. In that innovative context, the educator must consider the social, political and economic practice. Thus, the educator must adopt a new complexity paradigm (MORIN, 2000, 2001, 2009), in which the educational and methodological process require a proactive attitude in the sense of investing in his/her continuous professional development, especially when it comes to pedagogical practice, using technological resources in the benefit of a collaborative and mediating educational action. 

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

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