Iolete Ribeiro da Silva

Experiences of Environmental Leadership by Young People: Implications for the Constitution of the Ethical-Political Subject

This article presents a study about youth protagonist experiences of young people who take part in a social and environmental collective. It sets up an exploratory fi eld research with a qualitative approach, which was atten ded by three members of a young collective of social-environmental actions. Data were collected by conducting a focus group and analyzed through constructive-interpretative analysis. The study revolves around the theoretical concepts of youth and the environmental role of experience and the ethical-political subject. The results indicate that youth protagonist experiences of participation by young people are products and producers of new relationships with each other, and others will be through personal transformation, by collective autonomy promotion, by the possibility of sociopolitical organization and by the expansion of the political collective commitment. The fi ndings indicate that experiencing social and environmental activities made it possible for young people to strengthen social and political commitment and increased awareness as agents of change in their reality, in themselves and others, with respect to caring for the environment; thus, in this way demonstrating a caring concern, buoyed in ethical political conduct.

Análise das metodologias de intervenção psicossocial em grupo de homens autores de violência conjugal

Mediante o fenomeno da violencia contra a mulher e as prerrogativas da Lei Maria da Penha (Lei no 11.340), este artigo teve como objetivo analisar os documentos que relatam as metodologias de intervencao social da Psicologia e Servico Social no projeto de extensao “Educacao e Atencao Psicossocial a Homens Autores de Violencia Conjugal” em Manaus, Amazonas. Trata-se de Pesquisa Documental, com enfoque qualitativo. Os resultados apontaram que as metodologias foram consideradas inovadoras na regiao norte, ao contemplarem as relacoes socioculturais, utilizarem a linguagem como principal instrumento de dialogicidade e responsabilizacao, potencializarem o cuidado de si e do outro na conjugalidade e apresentarem uma alternativa de assistencia. Concluiu-se que as metodologias de intervencao oportunizaram a reflexao das praticas sociais e do fazer profissional, considerando a complexidade e dinamicidade do fenomeno psicossocial.

Significados e sentidos sobre homossexualidade entre docentes: uma análise sócio-histórica

In order to analyze meanings and meanings constructed by undergraduate faculty from a university in Amazonas State on homosexuality, this writing adopted the concept of the subject proposed by Vygotsky, which deals with human psychological development from socio-historical assumptions. The research took a qualitative approach and exploratory. Participants were teachers of undergraduate courses in Pedagogy, Literature – Portuguese Language, History and Physical Education working in the training of these courses. Were conducted eight semi-structured interviews with two teachers for each course. The data indicate that the signifi cance and meanings attributed to homosexuality, while the possibility of human sexuality are part of the plot constructed by historical discourses, cultural, political and ideological in this society, because this speech is relevant to their deeds dialogic aspects essentialist and naturalized are key aspects contributing to incorporate visions with moralizing and pathological homosexuality. The importance of this issue and its approach to the environment of the courses studied are sh own marked by speeches and actions reticent by teachers and scrutiny veiled presenting a distance related to the theme of their teaching practices. Thus, the assumptions of the current national education which proposes the construction and implementation of an education that looks at diversity as one of its main purposes have “silenced actions” and/or “forgotten”, also demonstrating that the courses they take political position “distance” the topic studied.

Significados que se atribuyen a la homosexualidad por los profesores: una perspectiva socio-histórica

In order to analyze meanings and meanings constructed by undergraduate faculty from a university in Amazonas State on homosexuality, this writing adopted the concept of the subject proposed by Vygotsky, which deals with human psychological development from socio-historical assumptions. The research took a qualitative approach and exploratory. Participants were teachers of undergraduate courses in Pedagogy, Literature – Portuguese Language, History and Physical Education working in the training of these courses. Were conducted eight semi-structured interviews with two teachers for each course. The data indicate that the signifi cance and meanings attributed to homosexuality, while the possibility of human sexuality are part of the plot constructed by historical discourses, cultural, political and ideological in this society, because this speech is relevant to their deeds dialogic aspects essentialist and naturalized are key aspects contributing to incorporate visions with moralizing and pathological homosexuality. The importance of this issue and its approach to the environment of the courses studied are sh own marked by speeches and actions reticent by teachers and scrutiny veiled presenting a distance related to the theme of their teaching practices. Thus, the assumptions of the current national education which proposes the construction and implementation of an education that looks at diversity as one of its main purposes have “silenced actions” and/or “forgotten”, also demonstrating that the courses they take political position “distance” the topic studied.

Meaning and directions about homosexuality among teachers: an analysis socio-historical

In order to analyze meanings and meanings constructed by undergraduate faculty from a university in Amazonas State on homosexuality, this writing adopted the concept of the subject proposed by Vygotsky, which deals with human psychological development from socio-historical assumptions. The research took a qualitative approach and exploratory. Participants were teachers of undergraduate courses in Pedagogy, Literature – Portuguese Language, History and Physical Education working in the training of these courses. Were conducted eight semi-structured interviews with two teachers for each course. The data indicate that the signifi cance and meanings attributed to homosexuality, while the possibility of human sexuality are part of the plot constructed by historical discourses, cultural, political and ideological in this society, because this speech is relevant to their deeds dialogic aspects essentialist and naturalized are key aspects contributing to incorporate visions with moralizing and pathological homosexuality. The importance of this issue and its approach to the environment of the courses studied are sh own marked by speeches and actions reticent by teachers and scrutiny veiled presenting a distance related to the theme of their teaching practices. Thus, the assumptions of the current national education which proposes the construction and implementation of an education that looks at diversity as one of its main purposes have “silenced actions” and/or “forgotten”, also demonstrating that the courses they take political position “distance” the topic studied.

Representaciones sociales de profesores sobre diversidad sexual en una escuela paraense

La investigacion tuvo como objetivo identificar y analizar las representaciones sociales de profesores sobre diversidad sexual considerandose la Teoria del Nucleo Central. La colecta de datos fue por la Tecnica de Asociacion Libre de Palabras, de la cual participaron 50 profesores de una escuela publica. Los datos fueron analizados a partir del cuadro de cuatro casas construidos por el softwareEVOC2003: centrales, intermediarios, contrastes y perifericos. Los analisis apuntaron que los sujetos presentan una estructura representacional que contempla la Diversidad Sexual determinada por las cogniciones Respeto y Libertad, que son los elementos centrales. Los intermediarios fueron: Homosexualidad, Opcion Sexual y Prejuicio. Los de contrastes fueron: Aceptacion, Derechos Humanos, Familia e Igualdad y los perifericos fueron: Bisexual, Diferente, Heterosexual, Tipos de Actos Sexuales y Transexual. Los datos indican que hay dos grupos de profesores en condiciones diferentes, los que ya son mas tolerantes cuanto a la diversidad sexual y los que todavia no llegaron a esa condicion.

Teachers' social representations on sexual diversity in a school paraense

La investigacion tuvo como objetivo identificar y analizar las representaciones sociales de profesores sobre diversidad sexual considerandose la Teoria del Nucleo Central. La colecta de datos fue por la Tecnica de Asociacion Libre de Palabras, de la cual participaron 50 profesores de una escuela publica. Los datos fueron analizados a partir del cuadro de cuatro casas construidos por el softwareEVOC2003: centrales, intermediarios, contrastes y perifericos. Los analisis apuntaron que los sujetos presentan una estructura representacional que contempla la Diversidad Sexual determinada por las cogniciones Respeto y Libertad, que son los elementos centrales. Los intermediarios fueron: Homosexualidad, Opcion Sexual y Prejuicio. Los de contrastes fueron: Aceptacion, Derechos Humanos, Familia e Igualdad y los perifericos fueron: Bisexual, Diferente, Heterosexual, Tipos de Actos Sexuales y Transexual. Los datos indican que hay dos grupos de profesores en condiciones diferentes, los que ya son mas tolerantes cuanto a la diversidad sexual y los que todavia no llegaron a esa condicion.

Representações sociais de professores sobre diversidade sexual em uma escola paraense

La investigacion tuvo como objetivo identificar y analizar las representaciones sociales de profesores sobre diversidad sexual considerandose la Teoria del Nucleo Central. La colecta de datos fue por la Tecnica de Asociacion Libre de Palabras, de la cual participaron 50 profesores de una escuela publica. Los datos fueron analizados a partir del cuadro de cuatro casas construidos por el softwareEVOC2003: centrales, intermediarios, contrastes y perifericos. Los analisis apuntaron que los sujetos presentan una estructura representacional que contempla la Diversidad Sexual determinada por las cogniciones Respeto y Libertad, que son los elementos centrales. Los intermediarios fueron: Homosexualidad, Opcion Sexual y Prejuicio. Los de contrastes fueron: Aceptacion, Derechos Humanos, Familia e Igualdad y los perifericos fueron: Bisexual, Diferente, Heterosexual, Tipos de Actos Sexuales y Transexual. Los datos indican que hay dos grupos de profesores en condiciones diferentes, los que ya son mas tolerantes cuanto a la diversidad sexual y los que todavia no llegaron a esa condicion.