Psicoperspectivas. Individuo y Sociedad
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Género y teletrabajo: El caso de las trabajadoras del programa Uruguay Crece Contigo
Get PDFIn this article we problematize the deepening of the sexual division of labor among paid care workers in Uruguay during the COVID-19 pandemic and the change to teleworking. Based on the selection of the Uruguay Crece Contigo Program as a case for observing the link between public policy and child care on the part of the Program's workers, 26 in-depth interviews were conducted with supervisors, facilitators and proximity operators, gathering their experiences on the work during the pandemic. This made it possible to reflect on two fundamental axes: the guarantees to be able to sustain paid work and care in pandemics and the redistributive mechanisms of care between the State and families, and women and men. It was noted that the shock of the pandemic found a State that was beginning to develop its care policies that did not respond in material or symbolic terms to the needs of both female care workers and populations with higher levels of care needs, such as children. horizontal learning that occurs in peer interaction plays a fundamental role in professional performance. En este artículo problematizamos la profundización de la división sexual del trabajo en las trabajadoras remuneradas del cuidado en Uruguay durante la pandemia por la COVID-19 y el cambio a la modalidad de teletrabajo. A partir de la selección del Programa Uruguay Crece Contigo como caso en donde observar el vínculo entre política pública y cuidados en la infancia por parte de las trabajadoras del Programa, fueron realizadas 26 entrevistas en profundidad a supervisoras, facilitadoras y operadoras de cercanía, recogiendo sus experiencias sobre el trabajo en pandemia. Esto permitió reflexionar en torno a dos ejes fundamentales: 1) las garantías para poder sostener el trabajo remunerado y los cuidados en pandemia y 2) los mecanismos redistributivos del cuidado entre Estado y familias y mujeres y varones. Se constató que el shock de la pandemia encontró un Estado que estaba comenzando a desarrollar sus políticas de cuidados que no respondió en términos ni materiales ni simbólicos a las necesidades tanto de las trabajadoras del cuidado, como de las poblaciones con mayores niveles de necesidades de cuidados, como las infancias. aprendizajes horizontales que se dan en la interacción entre pares juegan un rol fundamental en el desempeño profesional
“Foi lá para o pé de jaca”: Apropriação da memória social pelas crianças negras rurais
Get PDFIntergenerational transmission plays an important role in the maintenance of social memory of black rural communities, in the transmission of knowledge and tradition that characterize its relation with the ethnic and racial territory. This paper intends to analyze narratives of older habitants of the Cafuringa community, in the city of Campo dos Goytacazes (RJ, Brasil), as well as analyze the intergenerational dialogues that exists and the role of children in the preservation of social memory. To that end, we will discuss the results of an extension activity, in which were realized semi-structured interviews with nine habitants of the community, as well as workshops with around thirty children and young people. We observed that several legends were told by the older habitants, legends that are related to the Afro-Brazilian traditions that are present in the history of the community. The children, in their turn, demonstrated appropriation and the ability to update these narratives, something we observed in their conversations, games and drawings. We observed, from these points, the specific relation that the community established with its territory, the conflicts between the values of the present with the memories of the past, as well as the active role that the children exercise in the maintenance of social memory. A transmissão intergeracional exerce um papel importante nas comunidades negras rurais para a manutenção das memórias sociais, dos saberes e das tradições que caracterizam suas relações com o território étnico-racial. Este artigo busca analisar as narrativas dos moradores mais velhos da comunidade de Cafuringa, no município de Campos dos Goytacazes - RJ, Brasil, assim como os diálogos intergeracionais e o papel das crianças na preservação da memória social. Para tal fim, discutimos os resultados de uma atividade de extensão, na qual foram realizadas entrevistas semiestruturadas com nove moradores da comunidade, assim como oficinas com cerca de trinta crianças e jovens. Notamos que diversas lendas foram contadas pelos mais velhos, que têm ligação com as tradições afro-brasileiras presentes na história da comunidade. Já as crianças demonstraram apropriação e atualização destas narrativas pelas conversas entre si, brincadeiras e desenhos. Observamos, a partir disto, a relação específica que a comunidade estabelece com seu território, os conflitos entre os valores do presente com as lembranças do passado, e o papel ativo que as crianças exercem para a manutenção da memória social
Inclusión, igualdad y asimilacionismo en escuelas con diversidad socioeconómica
Get PDFIn this article we analyze the findings of a case study in two Chilean schools with exceptional levels of socioeconomic heterogeneity among their students, prior to the implementation of educational policies that seek to reduce segregation and increase social diversity in schools, as is the Inclusion Law. Guided by a discussion of the concepts of Pierre Bourdieu, the analysis of interviews with teachers, headteachers and deputy headteachers reveal an ambivalent attitude towards socioeconomic differences and mix in schools. On the one hand, these differences are valued and associated with benefits for all students, mainly the development of egalitarian dispositions, such as attitudes to relate respectfully and empathically with others. On the other hand, there is a concern about making socioeconomic differences invisible in daily life to promote social equality in the school space. We argue that this invisibility is articulated at the cost of assimilating the poorest students, which poses limitations for social inclusion in these schools despite their exceptional openness to social mix. We discuss some key elements to consider in promoting non-assimilationist school inclusion and democratic ‘convivencia'. Este artículo presenta el análisis de los hallazgos de un estudio de caso en dos escuelas chilenas con niveles excepcionales de heterogeneidad socioeconómica entre sus estudiantes, ello previo a la implementación de políticas educacionales que buscan reducir la segregación e incrementar la diversidad social en las escuelas, como es la Ley de Inclusión. Guiado por una discusión de los conceptos de Pierre Bourdieu, el análisis de entrevistas con profesores y directivos revela una actitud ambivalente hacia las diferencias y mixtura socioeconómicas en las escuelas. Por una parte, estas diferencias son valoradas y asociadas a beneficios para todos los estudiantes, principalmente el desarrollo de disposiciones igualitarias, como son las actitudes para relacionarse de manera respetuosa y empática con otros. Por una parte, estas diferencias son valoradas y asociadas a beneficios para todos los estudiantes, principalmente el desarrollo de disposiciones igualitarias, como son las actitudes para relacionarse de manera respetuosa y empática con otros. Por otra parte, se busca invisibilizar las diferencias socioeconómicas en el cotidiano para promover la igualdad social en el espacio escolar. Se argumenta que dicha invisibilización es articulada a costa de la asimilación de los estudiantes más pobres, lo cual plantea limitaciones para la inclusión social en estas escuelas pese a su excepcional apertura a la mezcla. Se discute algunos elementos clave a considerar para la promoción de una inclusión escolar no asimilacionista y de la convivencia democrática
Ciberabuso no namoro: Sexo, uso de substâncias e tempo de duração da relação
Get PDFNew technologies have grown exponentially in recent years, and they have been associated with phenomena such as cyber dating abuse. This study, carried out in Portugal, aimed to investigate whether there are differences in cyber dating abuse between sexes, to study the relationship between cyber dating and substance use, and between cyber dating abuse and relationship length. In this study participated 894 higher education students, aged between 17 and 56 years old. The Cyber Dating Abuse Questionnaire and the Drug Abuse Screening Test were used. Regarding to sex, the results showed statistically differences between some cyber dating abuse factors. It was also found that substance use was positively related to all cyber dating abuse factors. Moreover, it was observed that individuals who had been in a longer relationship practiced more acts of control. Possible justifications for the results, as well as practical implications of the results, are discussed. New technologies have grown exponentially in recent years, and they have been associated with phenomena such as cyber dating abuse. This study, carried out in Portugal, aimed to investigate whether there are differences in cyber dating abuse between sexes, to study the relationship between cyber dating and substance use, and between cyber dating abuse and relationship length. In this study participated 894 higher education students, aged between 17 and 56 years old. The Cyber Dating Abuse Questionnaire and the Drug Abuse Screening Test were used. Regarding to sex, the results showed statistically differences between some cyber dating abuse factors. It was also found that substance use was positively related to all cyber dating abuse factors. Moreover, it was observed that individuals who had been in a longer relationship practiced more acts of control. Possible justifications for the results, as well as practical implications of the results, are discussed.As novas tecnologias têm crescido exponencialmente nos últimos anos, e têm sido associadas a fenómenos como o ciberabuso no namoro. Este estudo, realizado em Portugal, teve como objetivos investigar se existem diferenças no ciberabuso no namoro entre sexos, estudar a relação entre o ciberabuso no namoro e o uso de substâncias e, também, entre o ciberabuso no namoro e o tempo de duração da relação. Participaram neste estudo 894 estudantes do ensino superior, com idades entre os 17 e os 56 anos. Foi utilizado o Questionário sobre Ciberabuso no Namoro e o Drug Abuse Screening Test. No que diz respeito ao sexo, os resultados evidenciaram diferenças estatisticamente significativas em alguns fatores do ciberabuso no namoro. Verificou-se ainda que o uso de substâncias estava positivamente associado com todos os fatores do ciberabuso do namoro. Além disso, foi observado que indivíduos que estavam há mais tempo numa relação praticaram mais atos de controlo. Possíveis justificações para os resultados, bem como implicações práticas dos mesmos, são objeto de discussão.
Masculinidades hegemônicas sob o olhar infantil
Get PDFThe way gender relations are distributed in society begins in childhood. Yet, children do not passively receive gender and sexuality stereotypes. They have an action on these differentiations that are made since their primary socialization. In dialogue with the domestic units, educational institutions are essential tools in the children's sexogeneric conformations and identities through their regulations and rules. These institutions generally deliver hegemonic representations regarding different sociocultural dimensions targeting hegemonic ideas regarding gender and sexuality. In this research, we observed and analyzed how students self-identified and identified by the others as "boys" and answer the question: "What does it mean to be a boy?" through their drawings. We conclude that it is relevant that children are encouraged to reflect on and question the traditional model of masculinity. This first insight, part of an ongoing research, indicates that it is worthwhile that children reflect beyond the naturalized and uncritically reproduced discourses by training their reflectivity on sexuality and gender, but also by empowering themselves as questioning and reflective subjects. As formas como se distribuem as relações de gênero na sociedade começam na infância e as crianças não recebem de forma passiva os estereótipos de sexo e gênero. Elas operam sobre estas diferenciações que são feitas desde a sua socialização primária. As instituições escolares, em diálogo com as próprias unidades domésticas, e através de suas regras, são importantes ferramentas para a construção das conformações identitárias de sexo genéricas das crianças. Estas instituições, geralmente, canalizam representações hegemônicas sobre diferentes dimensões socioculturais às quais as ideias predominantes sobre gênero e sexo também alcançam. Assim, neste trabalho, examinamos como alunos, autoidentificados e identificados pelos outros como “meninos” e respondem à pergunta: “O que é ser menino?”, através dos próprios desenhos. Concluímos que resulta relevante que as crianças sejam incentivadas a refletir sobre o modelo tradicional de masculinidade. Este primeiro relevamento, parte de uma pesquisa em andamento, indica que é positivo que as crianças reflexionem além dos discursos naturalizados e reproduzidos acriticamente treinando a própria refletividade sobre a sexualidade e o gênero, mas também se empoderando como sujeitos questionadores e reflexivos
Estudiar en la Universidad y tener hijos e hijas: Desafíos de la adultez emergente
Get PDFAlthough emerging adulthood and the college population have been extensively studied in the literature, little research has focused on measures of stress, subjective well-being, and social support in young people who have children in addition to being college students. The transitions of emerging adulthood are especially significant when one is both a college student and a parent. The aim of this article was to analyze stress, subjective well-being (life satisfaction and affectivity) and social support in university students with or without children in northern Chile. The sample consisted of N = 625 university students aged 18 to 25 years. A binary logistic regression model was used to analyze the variables and the dichotomous category of having or not having children. It was concluded that, despite the fact that university students with children presented stress indexes in a significant range, they also maintained a positive affectivity, and it seems that this characteristic helps them to face the convergence between higher education and parenthood.Pese a que la adultez emergente y la población universitaria ha sido ampliamente estudiadas en la literatura, son escasas las investigaciones que enfatizan en medidas de estrés, bienestar subjetivo y apoyo social en las/os jóvenes que además de ser universitarios/as, tienen hijos/as. Las transiciones de la adultez emergente son especialmente considerables cuando se es universitario/a y madre o padre a la vez. El objetivo de este artículo fue analizar el estrés, el bienestar subjetivo (satisfacción con la vida y afectividad) y el apoyo social en universitarios/as con hijos/as o sin hijos/as del norte de Chile. Integraron la muestra 625 estudiantes universitarios/as de edades entre 18 a 25 años. Se utilizó un modelo de regresión logística binaria con el objetivo de analizar las variables y la categoría dicotómica de tener o no tener hijos/as. Se concluye que, pese a que las/os universitarias/os con hijos/as presentaron índices de estrés en un rango significativo, de igual forma mantienen una afectividad positiva, pareciendo que esta característica ayuda a enfrentar la convergencia entre cursar estudios superiores y ser padre o madre
Construyendo identidad(es) académica(s) en tiempos flexibles: Profesores universitarios chilenos
Get PDFThis research is focused in the reconstruction of the central axes from which the elaboration of a teaching identity in Chilean academics is being sustained, taking as axes the professional trajectory and the teaching work. The purpose of the research is to reveal the multiplicity of conditions in which the university works in the XXI century in Chile and how these expand or limit the framework of possibility of construction of meaning of academic work. Under a qualitative approach, 12 academics from universities of different complexity participated, with diverse assignments in contract, tasks and disciplines. Through the construction of practice reports and their subsequent analysis using narrative and structural techniques, common categories and differentiating aspects were constructed. The results describe the perception of the institution-worker relationship, aspects associated with their teaching practice and a synthesis is proposed through the central motivators of teaching in higher education. It is discussed how the stories make visible the current problems of the construction of meaning of university work in a heterogeneous and changing context. El foco de esta investigación es la reconstrucción de los ejes centrales desde los cuales se estaría sosteniendo la elaboración de una identidad docente en académicos chilenos, tomando como ejes la trayectoria profesional y la labor de enseñanza. El propósito es evidenciar la heterogeneidad de las condiciones en la que se trabaja en la universidad del siglo XXI en Chile y discutir respecto a cómo se articulan con la construcción de sentido identitario profesional. Participaron 12 académicos de universidades nacionales, con adscripción diversa en contrato, tareas y disciplinas. Mediante un enfoque cualitativo, la construcción de relatos de práctica y su posterior análisis con técnicas narrativas y estructurales se construyeron categorías comunes y aspectos diferenciadores. Entre los resultados se describe la relación institución-trabajador, valoración del trabajo docente y se propone una síntesis a través de motivadores centrales del ejercicio docente en la educación superior. Se discute cómo los relatos visibilizan las problemáticas actuales de la construcción de sentido del trabajo universitario en un contexto heterogéneo y cambiante
Posibilidades y límites de la integración escolar del alumnado procedente del sur de Europa en las escuelas de Amsterdam
Get PDFThis paper presents the main results of a doctoral thesis focused on the study of the educational situation of "southern Europeans" in the schools of Amsterdam. In a context of super diversity such as the city of Amsterdam, we propose to study the specific situation of this group that a priori presents greater cultural proximity although, as we will see, this does not prevent them from encountering certain difficulties in their integration process and in their school performances. A qualitative methodology has been used through in-depth interviews and focus groups aimed at both parents and the students themselves and teachers. Specifically, there have been 16 interviews with fathers and mothers, two focus groups with students and six interviews with teachers. We focus our presentation on the results related to: Class-group integration, difficulties in learning and school performance, importance of the Dutch language for integration and family-school relationship, discrimination or rejection, measures taken by the educational system and possible ways of improving the educational situation.En este artículo presentamos los principales resultados de una investigación centrada en el estudio de la situación educativa del alumnado procedente del sur de Europa en las escuelas de Amsterdam. En un contexto de super diversidad como la ciudad de Amsterdam proponemos estudiar la situación específica de este grupo que a priori presenta una gran proximidad cultural, aunque, como veremos, esto no impide que encuentren ciertas dificultades en su proceso de integración y en su rendimiento escolar. Se ha utilizado una metodología cualitativa a través de entrevistas en profundidad y grupos focales dirigidos tanto a familias como al propio alumnado y profesorado. En concreto, se han realizado 16 entrevistas a padres y madres, dos grupos focales con alumnos y alumnas y seis entrevistas con docentes. Nuestra exposición se centra en los resultados relacionados con: integración en el grupo-clase, dificultades de aprendizaje y rendimiento escolar, importancia de la lengua holandesa para la integración y relación familia-escuela, discriminación o rechazo, medidas adoptadas por el sistema educativo, y posibles vías de mejora
Uso y desarrollo de la lengua oral en el aula rural: Cambio de paradigmas educativos
Get PDFMuch has been said about schools in different contexts, but little has been made visible about the challenges and opportunities faced by schools located in rural Chile. In this sense, given the importance of developing communicative competence, we consider it is necessary to know, from the teachers' point of view, their communicative histories in relation to the way in which they accompany the use and development of oral language in their students from rural areas. In this article we analyze the perceptions and strategies of oral language use and development in the classroom, according to teachers working in rural schools, considering their school and family history. Eight teachers from two regions of the country participated in interviews based on the EVALOE Scale. Main findings are related to identify factors that influence communicative competence in the rural context, and to a profile of teachers who, despite multiple barriers, are promoting instances that favor this and other competencies. The results are discussed according to literature related to teacher reflection, communicative competence, and the school as a natural environment for the development of this competence. Mucho se ha dicho sobre la escuela en diversos contextos, pero poco se han visibilizado los desafíos y oportunidades que enfrentan las escuelas que se ubican en la ruralidad chilena. En este sentido, a partir de la importancia del desarrollo de la competencia comunicativa, consideramos necesario conocer, desde la mirada del profesorado, sus historias comunicativas en relación con el modo en que acompañan el uso y desarrollo de la lengua oral en su alumnado de procedencia rural. En este artículo se analiza las percepciones y estrategias de uso y desarrollo de la lengua oral en el aula, según docentes que se desempeñan en escuelas rurales, considerando su historia escolar y familiar. Contamos con ocho docentes de dos regiones del país que participaron de entrevistas elaboradas a partir de la Escala EVALOE. Los principales hallazgos se relacionan con la identificación de factores que influyen en la competencia comunicativa en el contexto rural, y en un perfil de docentes que, pese a múltiples barreras, está promoviendo instancias favorecedoras de esta y otras competencias. Los resultados se discuten según literatura relacionada con la reflexión docente, la competencia comunicativa, y la escuela como entorno natural de desarrollo de esta competencia.
Representaciones de la clase alta en Chile: La construcción de la categoría “cuicos/as”
Get PDFThis article presents the results of an empirical investigation on a denomination used in Chile to name the members of the upper class: the cuicos. Using a qualitative methodology based on 64 interviews and 6 discussion groups conducted with men and women belonging to different social classes and of different ages in Santiago city, we analyzed the meanings associated with this word and, therefore, the perceptions and representations of the upper class in Chile. The analysis shows that the word has different meanings, associated with a sense of class belonging, on the one hand, and an attitude of alleged superiority, on the other. Through its use, individuals manifest negative representations of the upper class, drawing social and cultural boundaries, but also racial and above all, moral bounds ones with respect to their members. Este artículo presenta los resultados de una investigación empírica sobre un apelativo utilizado en Chile para nombrar a los miembros de la clase alta: los cuicos. A partir de una metodología cualitativa basada en 64 entrevistas y seis grupos de discusión desarrollados con hombres y mujeres pertenecientes a distintos estratos socioeconómicos y de distintas edades, en la ciudad de Santiago, analizamos los significados asociados a esta palabra y, de esta manera, las percepciones y representaciones sobre la clase alta en Chile. El análisis muestra que la palabra tiene distintos significados, asociados a la pertenencia de clase, por una parte, y a una actitud de pretendida superioridad, por otra. A través de su uso, los individuos manifiestan representaciones negativas de la clase alta, trazando fronteras sociales y culturales, pero también raciales y sobre todo morales, con respecto a sus miembros