scholarly journals Fundamentos histórico-sociológicos da pesquisa em práticas sociais e processos educativos

2021 ◽  
Vol 5 (1) ◽  
pp. 4-16
Author(s):  
Diogo Marques Tafuri
Keyword(s):  
Qualitative Research ◽  
Social Inequality ◽  
Latin American ◽  
School Context ◽  
Social Practices ◽  
Social Relevance ◽  
Scientific Debate ◽  
Educational Processes ◽  
Specific Contribution

Resumo Neste artigo, buscamos evidenciar os fundamentos históricos e sociológicos das pesquisas que objetivam investigar processos educativos decorrentes de práticas sociais diversas, ocorridas no contexto escolar ou fora dele. Por meio de pesquisa bibliográfica e qualitativa, problematizamos as tensões existentes entre desigualdade social estruturante, escolarização e processos educativos não escolares, dando especial destaque às realidades brasileira e latino-americana. Argumentamos a favor da relevância acadêmica e social das pesquisas em Práticas Sociais e Processos Educativos para o debate científico realizado na área da Educação, em sua contribuição específica para os estudos acadêmicos que propõem uma compreensão histórico-sociológica da educação brasileira.Palavras-chave: Processos Educativos. Práticas Sociais. Educação Brasileira. Historical-sociological foundations of research in social practices and educational processes Abstract In this paper, we highlight the historical and sociological foundations of research that investigate educational processes arising from different social practices, which occurred in or outside the school context. Through bibliographic and qualitative research, we problematize the existing tensions between structuring social inequality, schooling and non-school educational processes, with special emphasis on the Brazilian and Latin American realities. We argue in favor of the academic and social relevance of research in Social Practices and Educational Processes for the scientific debate held in the area of Education, in its specific contribution to academic studies that propose a historical-sociological understanding of Brazilian education.Keywords: Educational Processes. Social Practices. Brazilian Education. Fundamentos histórico-sociológicos de la investigación en prácticas sociales y procesos educativos Resumen En este artículo buscamos resaltar los fundamentos históricos y sociológicos de las investigaciones que tienen como objetivo estudiar los procesos educativos que surgen de diferentes prácticas sociales, ocurriendo dentro o fuera del contexto escolar. A través de la investigación bibliográfica y cualitativa, problematizamos las tensiones existentes entre la estructura de desigualdad social, la escolarización y los procesos educativos no escolares, con especial énfasis en las realidades brasileñas y latinoamericanas. Argumentamos a favor de la relevancia académica y social de la investigación en Prácticas Sociales y Procesos Educativos para el debate científico realizado en el área de Educación, en su contribución específica a estudios académicos que proponen una comprensión histórico-sociológica de la educación brasileña.Palabras clave: Procesos Educativos. Practicas Sociales. Educación Brasileña.

scholarly journals O Outro e a violência social: possibilidades de compreensões em práticas sociais

2018 ◽  
Vol 2 (1) ◽  
pp. 45
Author(s):  
Paulo Henrique Leal ◽  
Aida Victoria Garcia Montrone
Keyword(s):  
Latin American ◽  
Social Practices ◽  
The Other ◽  
Social Violence ◽  
Face To Face ◽  
Educational Processes ◽  
Do So

ResumoCom base nos estudos de natureza qualitativa e suleado por referenciais latino-americanos, o objetivo deste estudo foi descrever possibilidades de compreensões com o Outro e de seu reconhecimento em práticas sociais. Para tanto, foi realizada uma incursão à literatura acerca das temáticas referentes à violência social, conceituação de Outro, práticas sociais e processos educativos, bem como a indicação de algumas pesquisas já realizadas, como possibilidades intencionalizadas a um mundo mais justo, dialógico e, portanto, humanizado. Estranhar-se, respeitar, confiar, empatizar, dialogar e caminhar no face a face são ações de amorosidade imperativas ao reconhecimento da humanidade do Outro e, portanto, dos nossos próprios processos de superação da violência social. Assim, torna-se possível a construção de laços e costuras mutuamente solidárias, na abertura ao desvelar(-se) e ao tecer dos processos educativos ao longo da convivência dialógica, investigativa ou não, em práticas sociais.Palavras-chave: Processos Educativos. Violência Social. Convivência Dialógica.The Other and social violence: possibilities of comprehensions in social practicesAbstractBased on studies of qualitative origin and guided by Latin American references, the objective of this study was to describe possibilities of understanding with the Other and their recognition in social practices. In order to do so, an incursion into the literature on social violence, conceptualization of Other, social practices and educational processes was carried out, as well as the indication of some research already done, as intentional possibilities for a fairer world, dialogical and therefore, humanized. Strangeness, respect, trust, empathy, dialog and walk face to face are acts of love that are imperative to the recognition of the humanity of the Other, and therefore of our own processes of overcoming social violence. That way, it becomes possible to build ties and seams mutually supportive, in the opening when unveiling and weaving of the educational processes along the dialogical coexistence, investigative or not, in social practices.Keywords: Educational Processes. Social Violence. Dialogical Coexistence.El Otro y la violencia social: posibilidades de comprensiones en prácticas socialesResumenCon base en los estudios de origen cualitativo y suleados por referenciales latinoamericanos, el objetivo de este estudio fue describir posibilidades de comprensión con el Otro y de su reconocimiento en prácticas sociales. Para ello, se realizó una incursión a la literatura acerca de las temáticas referentes a la violencia social, conceptualización de Otro, prácticas sociales y procesos educativos, así como la indicación de algunas investigaciones ya realizadas, como posibilidades intencionalizadas a un mundo más justo, dialógico y, por lo tanto, , humanizado. Cuestionar a si, respetar, confiar, tener empatía, dialogar y caminar en la cara a cara son acciones de amorosidad imperativas al reconocimiento de la humanidad del Otro y, por tanto, de nuestros propios procesos de superación de la violencia social. Así, se hace posible la construcción de lazos y costuras mutuamente solidarias, en la apertura al desvelar(se) y el tejer de los procesos educativos a lo largo de la convivencia dialógica, investigativa o no, en prácticas sociales.Palabras clave: Procesos Educativos. Violencia Social. Convivencia Dialógica.

UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

2017 ◽  
Author(s):  
Max Antony-Newman
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Cultural Capital ◽  
Social Inequality ◽  
Extracurricular Activities ◽  
Social Reproduction ◽  
Educational Experiences ◽  
Pierre Bourdieu ◽  
Structured Interviews ◽  
Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

Capitalism and the State in Latin America

2020 ◽  
Author(s):  
Esteban Torres ◽  
Carina Borrastero
Keyword(s):  
Social Sciences ◽  
Latin America ◽  
Social Inequality ◽  
Latin American ◽  
The State ◽  
American Sociology ◽  
The 1950S ◽  
The Relationship

This article analyzes how the research on the relation between capitalism and the state in Latin America has developed from the 1950s up to the present. It starts from the premise that knowledge of this relation in sociology and other social sciences in Latin America has been taking shape through the disputes that have opposed three intellectual standpoints: autonomist, denialist, and North-centric. It analyzes how these standpoints envision the relationship between economy and politics and how they conceptualize three regionally and globally growing trends: the concentration of power, social inequality, and environmental depletion. It concludes with a series of challenges aimed at restoring the theoretical and political potency of the autonomist program in Latin American sociology.

scholarly journals Trends in social inequalities in breastfeeding and infant formulas in Latin American countries between the 1990 and 2010 decades

2021 ◽  
pp. 1-10
Author(s):  
Camila S Ferreira ◽  
Catarina M Azeredo ◽  
Ana Elisa M Rinaldi
Keyword(s):  
Dominican Republic ◽  
Social Inequality ◽  
Latin American ◽  
Low Income ◽  
Social Inequalities ◽  
Weighted Least Squares ◽  
Cross Sectional Study ◽  
Demographic And Health Surveys ◽  
Cross Sectional ◽  
Simultaneous Decrease

Abstract Objective: To analyse trends of social inequality in breastfeeding and infant formula (IF) use in Latin America between 1990 and 2010 decades. Design: Time-series cross-sectional study with data from Demographic and Health Surveys. We described the prevalence of exclusive breastfeeding (EBF), breastfeeding between 6 and 12 months (BF6-12) and IF for infants under 6 months (IF < 6) and between 6 and 12 months (IF6-12). Social inequalities were assessed using the slope index of inequality (SII) and concentration index (CIX). Trends in the prevalence of breastfeeding, IF and index of social inequality were analysed by a linear regression model with weighted least squares variance. Setting: Bolivia, Colombia, Dominican Republic, Guatemala, Haiti and Peru. Participants: 51·358 alive infants younger than 12 months. Results: Five countries showed an increasing trend for EBF and BF6-12, four increased for IF < 6 and six for IF6-12. Simultaneous decrease in IF < 6 (Colombia: −0·3/year; Haiti: −0·02/year) and increase in EBF (Colombia: +2·0/year; Haiti: +1·9/year) were observed only in two countries. EBF prevalence was high in the lowest income quintiles in five countries, and IF prevalence was high in the highest income quintiles in all countries and over the decades. For BF6-12, a decrease in inequality (prevalence increased in the highest quintile) was observed in Guatemala (SII1995 = −0·42; SII2015 = −0·28) and the Dominican Republic (SII1996 = −0·54; SII2013 = −0·26). Guatemala was the only country showing a decrease in inequality for BF (SII = −0·005; CIX = −0·0035) and an increase for IF (SII = 0·022; CIX = 0·01). Conclusions: The inequality in BF and IF remained over time. However, inequality in IF < 6 has decreased because low-income infants have increased use and high-income infants have decreased.

Management and sustainability dilemmas in Latin America: introduction

2021 ◽  
Vol 34 (1) ◽  
pp. 1-17
Author(s):  
Olivia Hernandez-Pozas ◽  
Maria Jose Murcia ◽  
Enrique Ogliastri ◽  
Miguel R. Olivas-Lujan
Keyword(s):  
Latin America ◽  
Latin American ◽  
Design Methodology ◽  
Future Research ◽  
Content Type ◽  
Literature Reviews ◽  
Editorial Work ◽  
Different Dimensions ◽  
Sustainability Challenges ◽  
Specific Contribution

PurposeThis article introduces readers to the Special Issue (SI, 34-1) of ARLA, edited (not exclusively) with the best papers of the Academy of Management's Specialized Conference, scheduled for April 2020 in Mexico City. The COVID-19 pandemic forced its cancellation, but the expert peer review and editorial work continued, to contribute to the emerging literature on Latin American Management and Sustainability.Design/methodology/approachGuest editors contributed their expertise based on required editorial processes and focused literature reviews on Management and Sustainability.FindingsThere are large management and sustainability challenges to Latin American practitioners and researchers, resulting in an increasingly urgent need to systematically document similarities and differences in the fields of Management and Sustainability. It is so because the region has been affected as few others before, during and after the pandemic. Thus, this issue summarizes the literature, presents eight new studies and offers suggestions for future research.Research limitations/implicationsManagement and sustainability in Latin America are wide subjects, with different dimensions and issues. This is a specific contribution that leaves much ground to be covered in the different subfields of the area, in research methodologies and conclusions.Originality/valueAn agenda for advancing the field of management and sustainability in Latin America, highlighted by the COVID-19 disruption; additionally, eight of the most advanced research in the field are presented, chosen from two tracks of a large number of contributions to a recent specialized conference organized by the Academy of Management.

Que el olvido social no nos gane: prácticas sociales conmemorativas en Latinoamérica. / That social oblivion not win us: Commemorative social practices in Latin America.

2014 ◽  
Vol 3 (06) ◽  
pp. 19-34
Author(s):  
Luis Mauricio Escalante Solís ◽  
Carlos David Carrillo Trujillo
Keyword(s):  
Latin American ◽  
Critical Reflection ◽  
Social Memory ◽  
Social Practices ◽  
Guiding Principle ◽  
The Past ◽  
Social Struggle ◽  
The Social ◽  
Social Causes ◽  
Latin American Countries

Las sociedades comparten un serie de formas a través de las cuales se pueden identificar, conocerse y re-conocerse, sin hacer mucho caso a la especificidad, latitud o cultura que las caracterizan y las unen. Lo primero que comparten es una memoria social, entendida como un significado compartido por los miembros que lo conforman, sin importar su veracidad o autenticidad. El recuerdo es necesario para mantener unido a los integrantes de un grupo, es por ello que se manifiesta constante e intermitentemente en el transcurso de la existencia del grupo social, se vuelve un significado adoptado por dicho colectivo que debe ser manifiesto en las actividades y la cotidianidad.El presente trabajo describe y analiza tres prácticas sociales de conmemoración denominadas alternativas que se realizan en países latinoamericanos (Argentina, Chile y México), se fundamentan sus orígenes, causas sociales y formas de organización, así como sus acciones principales. El eje rector que unifica a estas tres prácticas conmemorativas es el hecho de que reivindican la lucha social y ejemplifican mecanismos contrahegemónicos de demanda social, antes las falencias, omisiones y acciones del Estado. El estudio y el análisis de las conmemoraciones abren la posibilidad de entender distintos usos del pasado. Los eventos históricos construyen un relato que otorga identidad y sentimiento de unidad. Sin embargo, recuperar el pasado a través de la conmemoración no elimina el surgimiento de grupos contrahegemónicos que proponen una reflexión crítica sobre lo sucedido. The societies share a number of ways through which they can identify and meet. However, often irrelevant specifics of culture. It is much more important social memory. Social memory is something that is shared by members of a group regardless of their veracity or authenticity. The memory is needed to hold together the members of a group. Therefore, the memory becomes a meaning adopted by the collective manifested in everyday activities.This paper describes and analyzes three social practices of commemoration taking place in Latin American countries (Argentina, Chile and Mexico), describing their origins, social causes, forms of organization and main actions. The guiding principle that unifies these three commemorative practices is claimed that exemplify the social struggle and counter-hegemonic mechanisms of social demand, given the failures, omissions and actions of the state. The study and analysis of the commemorations open the possibility of understanding different uses of the past. Historical events construct a story that gives identity and togetherness. However, recovering the past, through the commemoration does not eliminate the emergence of counter-hegemonic groups that propose a critical reflection about what happened.

scholarly journals EQUADOR E BOLÍVIA: MODELOS PARA CONSTRUIR O ESTADO DE DIREITO ECOLÓGICO DO BRASIL?

2020 ◽  
Vol 15 (37) ◽  
pp. 277-304
Author(s):  
Laura Fernanda Melo Nascimento ◽  
Vivianne Garrett Lidorio ◽  
Raimundo Pereira Pontes Filho
Keyword(s):  
Qualitative Research ◽  
Latin American ◽  
Legal System ◽  
Theoretical Approach ◽  
Ecological Models ◽  
Intercultural Dialogue ◽  
Ecological State ◽  
System A ◽  
Andean Countries ◽  
Political Realities

Em um contexto de agravamento dos desafios ecológicos, o artigo busca investigar a contribuição de modelos ecológicos adotados por países andinos, mais especificamente do Equador e da Bolívia – “Bem viver” ou “Viver bem” – considerando que vêm sendo apresentados como proposta à construção adaptada de um modelo de Estado Ecológico de Direito no ordenamento jurídico brasileiro.  Realizou-se revisão bibliográfica, com pesquisa qualitativa de abordagem puramente teórica e propósito exploratório, a fim de demonstrar a base essencialmente cultural dos modelos que estruturam o giro biocêntrico no novo constitucionalismo latino-americano. Demonstra-se necessidade de cautela na importação de tais modelos, uma vez que possuem bases estruturais e realidades culturais, sociais e políticas distintas das verificadas no Brasil. Finaliza-se com ênfase ao diálogo intercultural na superação de desafios e refundação da realidade ambiental no país, avançando em direção à concepção de um Estado Ecológico de Direito brasileiro. In a context of aggravating ecological challenges, the article seeks to investigate the contribution of ecological models adopted by Andean countries, more specifically from Ecuador and Bolivia - “Well live” or “Live well” - considering that they have been presented as a proposal to the adapted construction of an ecological law model in the Brazilian legal system. A bibliographic review was carried out, with qualitative research, a purely theoretical approach and exploratory purpose in order to demonstrate the cultural basis that structure the biocentric perspective in the new Latin American constitucionalism. It demonstrates the need for caution in the importation of such models, since they have structural bases and cultural, social and political realities different from those verified in Brazil. It finalizes with an emphasis on intercultural dialogue in overcoming challenges and rebuilding the environmental reality in the country, moving towards the concept of an Ecological State of Brazilian Law.

scholarly journals Emergent Transportation “Platforms” in Latin America: Online Communities and Their Governance Models

2021 ◽  
Vol 3 ◽  
Author(s):  
Luis H. Lozano-Paredes
Keyword(s):  
Qualitative Research ◽  
Latin American ◽  
Online Communities ◽  
Global South ◽  
Typical Structure ◽  
New Models ◽  
Community Platforms ◽  
America Online ◽  
Governance Models ◽  
American Cities

New models of peer governance are emerging from online communities in the Global South. This is visible in an understudied case of ridesharing “platforms” created on social media communities and materializing in Latin American cities. In this article, I investigate these online communities in different cities of Colombia and how they develop peer governance models. A particular focus is paid to developing organization forms that do not follow the typical structure of firms. In these communities, I study the relationships between members, community managers, and the governance rules they create, while illuminating the hierarchies present, the accountability of their administrators, and its legitimacy. The emerging literature on platform cooperativism, platform urbanism, and peer governance is used to structure a way to understand this new phenomenon with its “southern” particularities. Moreover, in-person and online qualitative research methods are incorporated to engage with the elusive nature of these structures. This will be one of the first studies engaging with the peer governance dilemmas emerging from online communities in the Global South. An analysis on what the platform literature and the institutional ecosystem in developing countries can harness from the particularities of these community-platforms as they evolve in these contexts is also included.

Environmental Rationality

2013 ◽  
pp. 1-17
Author(s):  
Enrique Leff
Keyword(s):  
Social Construction ◽  
Latin American ◽  
Social Practices ◽  
Environmental Crisis ◽  
Ecological Balance ◽  
Politics Of Difference ◽  
Economic Paradigm ◽  
The Social ◽  
The World ◽  
Culture And Development

Renovating our thinking as humankind (rethinking nature, culture and development) is an imperative to approach the challenges of environmental crisis and to orient the social construction of a sustainable world. If environmental crisis is a predicament of knowledge, beyond the task of reinventing science, innovating technology and managing information, we must face the challenge of inventing new ways of thinking, organizing and acting in the world; of reorienting our ethical principles, modes of production and social practices for the construction of a sustainable civilization. Innovation for sustainability is drawn by alternative rationalities. I will argue that rationality of modernity has limited capacities to reestablish the ecological balance of the planet, while environmental rationality opens new perspectives to sustainability: the construction of a new economic paradigm based on neguentropic productivity, a politics of difference and an ethic of otherness. Paramount to this purpose is the contribution of Latin American Environmental Thinking.

Anthropology of Education

2020 ◽  
Author(s):  
Rosemary Henze
Keyword(s):  
Social Inequality ◽  
Informal Education ◽  
Formal Education ◽  
The United States ◽  
Basic Premise ◽  
Educational Anthropology ◽  
Anthropology Of Education ◽  
Area Of Interest ◽  
Educational Processes ◽  
The World

The anthropology of education (also known as educational anthropology, pedagogical anthropology, ethnography of education, and educational ethnography) is a broad area of interest with roots and continuing connections in several major disciplines, including anthropology, linguistics, sociology, psychology, and philosophy, as well as the field of education. It emerged as a named subdiscipline in the 1950s primarily in the United States through the work of George and Louise Spindler, Margaret Mead, and others. However, work of a related nature was also taking place around the same time in Germany, Mexico, Brazil, Japan, and Britain. While research in the anthropology of education is extremely diverse, a few central aims can be articulated. One is to build our understanding of how people teach and learn and what they teach and learn across different community, cultural, national, and regional contexts. Through comparisons of educative processes, scholars often draw insights about how culture shapes educational processes, how culture is acquired by individuals and groups through such processes, as well as how people create changes in and through their educational environments. A basic premise is that formal schooling is implicated in a paradoxical relationship with social inequality. While formal education can lead to greater social justice, it can also contribute to the creation and widening of social inequality. Thus, another key aim is to describe, uncover, and expose educational processes that undermine as well as enhance greater social equality. Formal education is not the only focus; studies of informal learning in families and communities provide rich descriptions of everyday contexts in which young people develop the skills and knowledge to be productive members of their community. Often such descriptions stand in stark contrast to the formal educational system where the same learners may be perceived as deficient. Since the 1990s, the anthropology of education has witnessed a number of shifts, including a movement toward research that takes an activist and engaged stance (e.g., research that includes a goal of changing oppressive conditions by collaborating directly with stakeholders such as youth and parents). This movement entails accompanying changes in methodologies, expanding beyond primarily descriptive ethnography to include methods such as participatory action research, teacher research, policy research, and critical ethnography. A more international and less US-centric perspective is also emerging as scholars around the world recognize the importance of studying both formal and informal education through ethnographic and other qualitative methods. The field is enriched as scholars around the world contribute new perspectives forged in regions with different historical and political environments. One of the key questions asked in early 21st-century educational anthropology is, under what circumstances can formal education be a force for change to create more egalitarian and inclusive societies?

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