Beatriz Corsino Pérez

Cidadania e participação social: um estudo com crianças no Rio de Janeiro

The objective of this work is to investigate the process children use to transform the city, being able therefore to construct a feeling of identification and appreciation towards the city they inhabit. It is through these sentimental transformations and the action of the subjects that the citizenship can be structured, based on the participation of children in a community. We conducted a workshop in a school in Rio de Janeiro, with 24 children aged between 7 and 8, in which we intended to accompany these children in the process of making a newspaper about their district. Along the workshop, they were able to build a new subjective and collective position when they searched for common sense to what they see and experience in the city, besides being able to wander in the city in a different way, playing different roles such as photographers, interviewers and researchers. We concluded that citizenship is constructed as a set of feelings and actions, as children may participate more actively in the establishment of bonds with those who they share the urban space with and, throughout narrativization, they can re-elaborate the notion of the city as a common place.

O cuidado na relação professor-aluno e sua potencialidade política

Care in the teacher-student relation and its political potentiality. This paper discusses care in the relation between teachers and students problematizing, in the perspective of feminist studies, that the socialization of citizens aware of their rights and obligations should be the main goal of education. In care relationships interdependence and cognitive and affective mutuality are central, an aspect that cuts across relationships between teachers and students at school. The present conditions of devaluation of the teaching profession, and its bureaucratization, have led to a process of objectification of school relationships, bringing forth social bonds based on tutelage and disciplinarization, instead of care. At last, we discuss the political potentiality of care as it favours that teachers and students see each other as mutually dependent. We understand that political action can emerge from the condition of dependency as well as the feeling of responsibility that are produced in domestic and familiar experiences, and not in detriment of them.

El cuidado en la relación profesor-alumno y su potencial político

Care in the teacher-student relation and its political potentiality. This paper discusses care in the relation between teachers and students problematizing, in the perspective of feminist studies, that the socialization of citizens aware of their rights and obligations should be the main goal of education. In care relationships interdependence and cognitive and affective mutuality are central, an aspect that cuts across relationships between teachers and students at school. The present conditions of devaluation of the teaching profession, and its bureaucratization, have led to a process of objectification of school relationships, bringing forth social bonds based on tutelage and disciplinarization, instead of care. At last, we discuss the political potentiality of care as it favours that teachers and students see each other as mutually dependent. We understand that political action can emerge from the condition of dependency as well as the feeling of responsibility that are produced in domestic and familiar experiences, and not in detriment of them.

Care in the teacher-student relation and its political potentiality

Care in the teacher-student relation and its political potentiality. This paper discusses care in the relation between teachers and students problematizing, in the perspective of feminist studies, that the socialization of citizens aware of their rights and obligations should be the main goal of education. In care relationships interdependence and cognitive and affective mutuality are central, an aspect that cuts across relationships between teachers and students at school. The present conditions of devaluation of the teaching profession, and its bureaucratization, have led to a process of objectification of school relationships, bringing forth social bonds based on tutelage and disciplinarization, instead of care. At last, we discuss the political potentiality of care as it favours that teachers and students see each other as mutually dependent. We understand that political action can emerge from the condition of dependency as well as the feeling of responsibility that are produced in domestic and familiar experiences, and not in detriment of them.

Jovens no Rio de Janeiro: percursos, inseguranças e riscos

Youngsters create representations of the city based on their routes and the relationships they establish with people and space. City’s diversity can be seen as something negative, which produces fear and insecurity. In the present work we discuss how youngsters face the risks of living in a big city: their actions and strategies, the spaces they attend, their feelings once they are in places where they feel threatened. In order to discuss these topics, we interviewed seven young people (four boys and three girls), with ages between 18 and 28 years old, using semi-structured interviews, who live in different neighborhoods of Rio de Janeiro city. In our analysis of the empirical material, we discuss how insecurity is related to the bonds these youngsters establish with the urban space, to their knowledge and feelings of belonging to that place. We explore the conflicts that some of these youngsters face when they want to enjoy the opportunities and diversity of the city, but, at the same time, become concerned by other people’s social and economic reality, marked by violence and precariousness. For some of these youngsters, the urban experience is marked by the desire for cultural and symbolic goods of the city, avoiding prejudice and discrimination.