Los jovenes tutelados y extutelados en Cataluna pueden acceder al programa de vivienda de apoyo a la emancipacion desde los 16 a los 21 anos. El objetivo de este estudio es describir los recursos residenciales de transicion a la vida adulta para los jovenes extutelados en Cataluna, asi como el perfil de los jovenes, sus educadores y la labor que en estos se realiza. Para ello se establecieron 5 metacategorias: Datos identificativos de la entidad y sus recursos, caracteristicas de los jovenes residentes, aspectos educativos y de apoyo al joven, acceso y permanencia en el recurso y salida del recurso. Se entrevisto a 26 profesionales de las entidades que gestionan estos recursos residenciales mediante entrevistas semiestructu¬radas que fueron transcritas y codificadas para realizar posteriormente un analisis centrado en las categorias propuestas en el diseno. Los profesionales apuntaron que los jovenes que permanecen en el programa son aquellos que tienen un proyecto claro de emancipacion y aceptan las orientaciones educativas y las reglas el recurso residencial. Tambien apuntaron a que tener un proyecto educativo y tener un proceso formativo en curso, aumentaba el tiempo de permanencia en el programa y que la falta de oportunidades laborales disuadia a los jovenes a abandonar el programa, ya que las prestaciones economicas que reciben no les aporta la suficiente estabilidad financiera. En cuanto a las razones para abandonar el progra¬ma, mencionaron la estabilidad economica y laboral. Debido a la situacion social y economica y la falta de oportunidades de trabajo, la mayoria de los jovenes abandonan el programa sin haber tenido la oportunidad de demostrar su valia.
{"title":"Los recursos residenciales para la transición hacia la vida adulta de los jóvenes tutelados en Cataluña","authors":"A. Moya, J. Roca, Teresa Eulàlia Marzo Arpón","doi":"10.7179/psri_2018.31.10","DOIUrl":"https://doi.org/10.7179/psri_2018.31.10","url":null,"abstract":"Los jovenes tutelados y extutelados en Cataluna pueden acceder al programa de vivienda de apoyo a la emancipacion desde los 16 a los 21 anos. El objetivo de este estudio es describir los recursos residenciales de transicion a la vida adulta para los jovenes extutelados en Cataluna, asi como el perfil de los jovenes, sus educadores y la labor que en estos se realiza. Para ello se establecieron 5 metacategorias: Datos identificativos de la entidad y sus recursos, caracteristicas de los jovenes residentes, aspectos educativos y de apoyo al joven, acceso y permanencia en el recurso y salida del recurso. Se entrevisto a 26 profesionales de las entidades que gestionan estos recursos residenciales mediante entrevistas semiestructu¬radas que fueron transcritas y codificadas para realizar posteriormente un analisis centrado en las categorias propuestas en el diseno. Los profesionales apuntaron que los jovenes que permanecen en el programa son aquellos que tienen un proyecto claro de emancipacion y aceptan las orientaciones educativas y las reglas el recurso residencial. Tambien apuntaron a que tener un proyecto educativo y tener un proceso formativo en curso, aumentaba el tiempo de permanencia en el programa y que la falta de oportunidades laborales disuadia a los jovenes a abandonar el programa, ya que las prestaciones economicas que reciben no les aporta la suficiente estabilidad financiera. En cuanto a las razones para abandonar el progra¬ma, mencionaron la estabilidad economica y laboral. Debido a la situacion social y economica y la falta de oportunidades de trabajo, la mayoria de los jovenes abandonan el programa sin haber tenido la oportunidad de demostrar su valia.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122421452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ángela Lucía de Valenzuela Bandín, Rita Gradaílle Pernas, J. Gómez
El ocio, a cuyas practicas mas convencionales –ludicas, festivas y recreativas– se han anadido en las ultimas decadas experiencias y vivencias que amplian y/o diversifican su protagonismo en la vida cotidiana de la gente, representa un ambito de especial trascendencia para el desarrollo humano. Sin obviar las controversias inherentes a sus realidades, el objetivo principal del trabajo que presentamos reside en conocer y analizar cuales son las actividades de ocio en las que participan jovenes (entre los 16 y los 21 anos) con dos perfiles bien diferenciados: de un lado, los que siendo tutelados o ex tutelados han sido objeto de alguna medida de atencion, proteccion o insercion social; de otro, los que han mantenido sus vinculos familiares en condiciones de “normalidad” como alumnos de Educacion Secundaria Postobligatoria. El estudio, que tiene como soporte empirico la informacion obtenida mediante la aplicacion de cuestionarios elaborados ad hoc a dos muestras de ambos colectivos en Cataluna, Galicia y Madrid, pone de relieve las coincidencias y divergencias en sus preferencias, desvelando las posibilidades y limitaciones entre aquellas y las practicas de ocio que unos y otros jovenes llevan a cabo. Un conjunto de circunstancias ante las que se reivindica una educacion del ocio que aporte nuevas perspectivas en clave pedagogica y social; y, con ellas, nuevas oportunidades para construir la equidad y la inclusion social de la juventud en las sociedades que habitamos.
{"title":"Las prácticas de ocio y su educación en los procesos de inclusión social : un estudio comparado con jóvenes (ex) tutelados en Cataluña, Galicia y Madrid","authors":"Ángela Lucía de Valenzuela Bandín, Rita Gradaílle Pernas, J. Gómez","doi":"10.7179/PSRI_2018.31.03","DOIUrl":"https://doi.org/10.7179/PSRI_2018.31.03","url":null,"abstract":"El ocio, a cuyas practicas mas convencionales –ludicas, festivas y recreativas– se han anadido en las ultimas decadas experiencias y vivencias que amplian y/o diversifican su protagonismo en la vida cotidiana de la gente, representa un ambito de especial trascendencia para el desarrollo humano. Sin obviar las controversias inherentes a sus realidades, el objetivo principal del trabajo que presentamos reside en conocer y analizar cuales son las actividades de ocio en las que participan jovenes (entre los 16 y los 21 anos) con dos perfiles bien diferenciados: de un lado, los que siendo tutelados o ex tutelados han sido objeto de alguna medida de atencion, proteccion o insercion social; de otro, los que han mantenido sus vinculos familiares en condiciones de “normalidad” como alumnos de Educacion Secundaria Postobligatoria. El estudio, que tiene como soporte empirico la informacion obtenida mediante la aplicacion de cuestionarios elaborados ad hoc a dos muestras de ambos colectivos en Cataluna, Galicia y Madrid, pone de relieve las coincidencias y divergencias en sus preferencias, desvelando las posibilidades y limitaciones entre aquellas y las practicas de ocio que unos y otros jovenes llevan a cabo. Un conjunto de circunstancias ante las que se reivindica una educacion del ocio que aporte nuevas perspectivas en clave pedagogica y social; y, con ellas, nuevas oportunidades para construir la equidad y la inclusion social de la juventud en las sociedades que habitamos.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128744020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leisure and free time are two concepts of great importance in today’s world. On one hand, every day’s rhythm poses the challenge of successfully completing all activities resulting in exhaustion at the end of the day. On the other hand, technology has invaded every facet of life through its many applications, since many tasks can be performed within reach of a click. This reality was also especially found among students from The Universidad Nacional Experimental del Tachira (UNET); these students often complain about the limited availability of time to engage in recreational activities. Often they choose to seek alternatives in order to release the tension.They usually express inability to properly manage their time, neither their university has managed to define precise lines to frame this time. For this reason, the present study –whose main objective was to assess the use of leisure and free time by UNET students– was outlined. A quantitative paradigm for research was used, giving the descriptive nature of the study.A random sample of 365 students was taken, out of a 7145 UNET student’s popula¬tion from Engineering and Architecture majors. As data collection technique a questionnaire was used and the motivation and use of leisure and free time variables were established, both supported by corresponding sub-indicators. The questionnaire was validated by expert judges, and the reliability was determined through Cronbach’s Alpha obtaining a value of 0.72, which determined high reliability. The data were processed using the statistical program SPSS 15.0. Regarding motivation, the results showed that the need for achievement was not high, and the need for power, in relation to leisure activities, did not seem to be determinant in the sample. The need for affiliation prevailed, and recognition is strongly linked to academic and intellectual aspects. Going out with friends was the most often performed activity during leisure and free time; while reading posed the lowest interest. Leisure time occurred more of¬ten during weekends and students spent one to three hours per day in leisure time which they considered as sufficient. There were no major differences related to gender and degree in the selected options. The interpretation of these results provided the proposition of guidelines to start developing programs for the proper use of leisure and free time
{"title":"DIAGNÓSTICO ACERCA DEL USO DEL OCIO Y EL TIEMPO LIBRE ENTRE LOS ESTUDIANTES DE LA UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TÁCHIRA","authors":"N. Sandoval","doi":"10.7179/PSRI_2017.30.12","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.12","url":null,"abstract":"Leisure and free time are two concepts of great importance in today’s world. On one hand, every day’s rhythm poses the challenge of successfully completing all activities resulting in exhaustion at the end of the day. On the other hand, technology has invaded every facet of life through its many applications, since many tasks can be performed within reach of a click. This reality was also especially found among students from The Universidad Nacional Experimental del Tachira (UNET); these students often complain about the limited availability of time to engage in recreational activities. Often they choose to seek alternatives in order to release the tension.They usually express inability to properly manage their time, neither their university has managed to define precise lines to frame this time. For this reason, the present study –whose main objective was to assess the use of leisure and free time by UNET students– was outlined. A quantitative paradigm for research was used, giving the descriptive nature of the study.A random sample of 365 students was taken, out of a 7145 UNET student’s popula¬tion from Engineering and Architecture majors. As data collection technique a questionnaire was used and the motivation and use of leisure and free time variables were established, both supported by corresponding sub-indicators. The questionnaire was validated by expert judges, and the reliability was determined through Cronbach’s Alpha obtaining a value of 0.72, which determined high reliability. The data were processed using the statistical program SPSS 15.0. Regarding motivation, the results showed that the need for achievement was not high, and the need for power, in relation to leisure activities, did not seem to be determinant in the sample. The need for affiliation prevailed, and recognition is strongly linked to academic and intellectual aspects. Going out with friends was the most often performed activity during leisure and free time; while reading posed the lowest interest. Leisure time occurred more of¬ten during weekends and students spent one to three hours per day in leisure time which they considered as sufficient. There were no major differences related to gender and degree in the selected options. The interpretation of these results provided the proposition of guidelines to start developing programs for the proper use of leisure and free time","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125284453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El webdoc es un genero audiovisual que abre nuevas posibilidades tanto para la investigacion del empoderamiento juvenil en el seno de la academia, como por el diseno de metodologias participativas que favorezcan los procesos de empoderamiento de los jovenes en la sociedad. El Proyecto-HEBE que describimos en este articulo se presenta como un caso pionero en el terreno del empoderamiento juvenil por el hecho de aunar en una unica plataforma interactiva: relatos de empoderamiento concebidos como creativas piezas audiovisuales, reflexiones sobre estos relatos a traves de distintos focus group y, finalmente, la posibilidad de hacer dialogar todos estos materiales audiovisuales con la ciudadania. En la primera parte del articulo se detallan y analizan los tres factores principales que estan en la base del Proyecto-HEBE : la evolucion de las metodologias participativas de empoderamiento basadas en el trabajo con imagenes, la emergencia de nuevos generos y soportes transmediaticos que permiten la participacion colectiva y, por ultimo, la consolidacion de una pedagogia del cine como via de aprendizaje de una experiencia vital y emocional. En la segunda parte se detallan las fases del proceso de creacion del webdoc, profundizando en aquellos aspectos mas relevantes y argumentando determinadas elecciones para hacer del Proyecto-HEBE una herramienta de ciencia ciudadana. Tambien se ahonda en la estructura del taller de pedagogia de las imagenes y los sonidos y el diseno de la interfaz del webdoc para la construccion de narrativas que permitan al usuario reflexionar sobre los procesos, espacios y momentos de empoderamiento de los jovenes. Finalmente, en la tercera parte, se presentan los primeros resultados derivados de la finalizacion del diseno y estructura del webdoc, a partir del analisis de las piezas resultantes, realizadas por los participantes del taller de pedagogia audiovisual.
{"title":"El Género del documental interactivo como experiència artística-creativa de empoderamiento juvenil: el caso del Webdoc HEBE","authors":"A. Romero, M. Jiménez-Morales, Carolina Sourdis","doi":"10.7179/PSRI_2017.30.07","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.07","url":null,"abstract":"El webdoc es un genero audiovisual que abre nuevas posibilidades tanto para la investigacion del empoderamiento juvenil en el seno de la academia, como por el diseno de metodologias participativas que favorezcan los procesos de empoderamiento de los jovenes en la sociedad. El Proyecto-HEBE que describimos en este articulo se presenta como un caso pionero en el terreno del empoderamiento juvenil por el hecho de aunar en una unica plataforma interactiva: relatos de empoderamiento concebidos como creativas piezas audiovisuales, reflexiones sobre estos relatos a traves de distintos focus group y, finalmente, la posibilidad de hacer dialogar todos estos materiales audiovisuales con la ciudadania. En la primera parte del articulo se detallan y analizan los tres factores principales que estan en la base del Proyecto-HEBE : la evolucion de las metodologias participativas de empoderamiento basadas en el trabajo con imagenes, la emergencia de nuevos generos y soportes transmediaticos que permiten la participacion colectiva y, por ultimo, la consolidacion de una pedagogia del cine como via de aprendizaje de una experiencia vital y emocional. En la segunda parte se detallan las fases del proceso de creacion del webdoc, profundizando en aquellos aspectos mas relevantes y argumentando determinadas elecciones para hacer del Proyecto-HEBE una herramienta de ciencia ciudadana. Tambien se ahonda en la estructura del taller de pedagogia de las imagenes y los sonidos y el diseno de la interfaz del webdoc para la construccion de narrativas que permitan al usuario reflexionar sobre los procesos, espacios y momentos de empoderamiento de los jovenes. Finalmente, en la tercera parte, se presentan los primeros resultados derivados de la finalizacion del diseno y estructura del webdoc, a partir del analisis de las piezas resultantes, realizadas por los participantes del taller de pedagogia audiovisual.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126711731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
INTRODUCTION. The educational programmes carried out during leisure time and with a community approach played an important role in the development of social cohe¬sion in Catalonia. In this paper the value of this contribution is recognized, but at the same time, the existence of educational concentration and segregation dynamics is identified as a problem for interculturality. For this reason, some proposals presented here can help these organizations to manage interculturally their projects, for example, reflecting the sociocultur¬al diversity of the community within they are developed. METHOD. The framework of this paper is a research project oriented to contribute to the strengthening of intercultural vision in this context. The goals were: identify organizational and educational conditions which fa¬cilitate or not the development of interculturality; and, make proposals for their sustainability or improvement. Some qualitative technics were used to collect data: documentary analysis, semi-structured interviews and discussion groups. And Atlas-Ti program, as well as, discourse critical analysis procedure were used to analyse the data. RESULTS. The results pointed out that, even though there are advantageous and disadvantageous conditions to interculturality, those that restrict the sociocultural diversity of participants influence more. And it was con¬firmed that educational teams have not developed, or very little, their community dimension. DISCUSSION. On the basis of the results obtained and the literature reviewed is suggested, on one hand, the impulse of some organizational actions oriented to participation, diversity attention and training actions. On the other, it is noted the appropriateness of designing and launching actions, together with the educational community, to manage the existence of over-representation of some sociocultural profiles among participants, and finally, it is pro¬posed the constitution of diversity attention’ community teams to manage interculturality among educational community and oriented to overcome the concentration and segregation educational dynamics.
{"title":"Proposals for the development of interculturality in educational programmes carried out during leisure time and with a community approach in Catalonia","authors":"Edgar Iglesias-Vidal, Berta Espona-Barcons","doi":"10.7179/PSRI_2017.30.10","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.10","url":null,"abstract":"INTRODUCTION. The educational programmes carried out during leisure time and with a community approach played an important role in the development of social cohe¬sion in Catalonia. In this paper the value of this contribution is recognized, but at the same time, the existence of educational concentration and segregation dynamics is identified as a problem for interculturality. For this reason, some proposals presented here can help these organizations to manage interculturally their projects, for example, reflecting the sociocultur¬al diversity of the community within they are developed. METHOD. The framework of this paper is a research project oriented to contribute to the strengthening of intercultural vision in this context. The goals were: identify organizational and educational conditions which fa¬cilitate or not the development of interculturality; and, make proposals for their sustainability or improvement. Some qualitative technics were used to collect data: documentary analysis, semi-structured interviews and discussion groups. And Atlas-Ti program, as well as, discourse critical analysis procedure were used to analyse the data. RESULTS. The results pointed out that, even though there are advantageous and disadvantageous conditions to interculturality, those that restrict the sociocultural diversity of participants influence more. And it was con¬firmed that educational teams have not developed, or very little, their community dimension. DISCUSSION. On the basis of the results obtained and the literature reviewed is suggested, on one hand, the impulse of some organizational actions oriented to participation, diversity attention and training actions. On the other, it is noted the appropriateness of designing and launching actions, together with the educational community, to manage the existence of over-representation of some sociocultural profiles among participants, and finally, it is pro¬posed the constitution of diversity attention’ community teams to manage interculturality among educational community and oriented to overcome the concentration and segregation educational dynamics.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121533627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article looks at two concepts that have both an established and a disputed position in the field of educational and social sciences: the concepts of empowerment and emancipation. The guiding questions are: how empowerment and emancipation relate to each other and how they can be used in the field of social pedagogy in Finland and beyond both as theoretical conceptions in articulating the purpose of social pedagogical work and as guiding principles of social pedagogical practices. By exploring these questions, the aim is to pro¬vide one possible map through the conceptual maze around the terms of empowerment and emancipation, specifically from a social pedagogical perspective. The peculiarity of the Finn¬ish language makes the Finnish discussion around the concept of empowerment a well-suited case example that makes visible how complicated a concept empowerment is and the kinds of problems related to the use of the concept. The field of youth empowerment is explored especially in order to map the diversity of the meanings addressed to the term. The place and role of the concept of empowerment in the theoretical discussion and practice of social pedagogy in Finland is also briefly analyzed. To broaden the perspective of this study, both conceptually and geographically, the relationship between empowerment and emancipation with the aid of international theoretical discussion around the two concepts is explored. The conclusion suggested is that when the concepts of emancipation and empowerment are ana¬lyzed in relation to social pedagogy, it is useful to take into account the different paradigms or traditions of social pedagogy instead of trying to approach social pedagogy as a consensual whole.
{"title":"¿Empoderamiento o emancipación? : interpretaciones desde Finlandia y más allá","authors":"Sanna Ryynänen, Elina Nivala","doi":"10.7179/PSRI_2017.30.03","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.03","url":null,"abstract":"The article looks at two concepts that have both an established and a disputed position in the field of educational and social sciences: the concepts of empowerment and emancipation. The guiding questions are: how empowerment and emancipation relate to each other and how they can be used in the field of social pedagogy in Finland and beyond both as theoretical conceptions in articulating the purpose of social pedagogical work and as guiding principles of social pedagogical practices. By exploring these questions, the aim is to pro¬vide one possible map through the conceptual maze around the terms of empowerment and emancipation, specifically from a social pedagogical perspective. The peculiarity of the Finn¬ish language makes the Finnish discussion around the concept of empowerment a well-suited case example that makes visible how complicated a concept empowerment is and the kinds of problems related to the use of the concept. The field of youth empowerment is explored especially in order to map the diversity of the meanings addressed to the term. The place and role of the concept of empowerment in the theoretical discussion and practice of social pedagogy in Finland is also briefly analyzed. To broaden the perspective of this study, both conceptually and geographically, the relationship between empowerment and emancipation with the aid of international theoretical discussion around the two concepts is explored. The conclusion suggested is that when the concepts of emancipation and empowerment are ana¬lyzed in relation to social pedagogy, it is useful to take into account the different paradigms or traditions of social pedagogy instead of trying to approach social pedagogy as a consensual whole.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133193143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Asun Llena-Berñe, Ingrid Agud-Morell, S. D. L. Torre, Carles Vila-Mumbrú
espanol: En el presente articulo se presentan los relatos de seis jovenes que han compartido su percepcion sobre lo que ellos creen que les ha empoderado, con el objetivo de identificar los momentos, espacios y procesos que han contribuido a el. Hemos compartido con ellos la definicion de empoderamiento construida en el proyecto HEBE como detonante para su relato. Despues de hacer una breve referencia a la complejidad del concepto de empoderamiento, se presenta la estrategia metodologica utilizada y se detalla el proceso de seleccion de relatores, el proceso narrativo y se presentan los resultados mas relevantes respecto a los momentos, espacios y procesos identificados. Se integran las aportaciones de los jovenes con el analisis y seleccion que hacen los investigadores de los contenidos de los mismos, a partir de una mirada en profundidad de cada relato pero tambien poniendolos en relacion, triangulando la informacion que nos ofrecen los diferentes relatores. Destacan espacios como son la familia, la formacion, el trabajo o la vida asociativa. Momentos tales como la mirada del otro, los incidentes criticos o la adolescencia y procesos como la toma de decisiones, el reconocimiento de los otros o la accion. Se concluyen con algunos elementos relevantes que emergen de sus relatos asi como algunas cuestiones aun pendientes. EnglishThis article presents the stories of six young people who shared their perceptions of what they believe has empowered them. The aim was to identify those moments, places and processes that have contributed to this empowerment. The starting point for their stories was the definition of empowerment provided by the HEBE project. After briefly discussing the complex nature of the concept of empowerment, the methodological strategy used will be explained, followed by a description of the narrative process and of how the young participants were selected. Then the most important findings regarding the moments, places and processes identified will be discussed. These include the contributions made by the young participants, together with the analysis and extracts selected by the researchers. Each story will be examined in depth and linked to the others, thus triangulating the data provided by each participant. Places such as family and work environments and community life are particularly emphasized, as are moments and periods such as the gaze of others, critical incidents, and adolescence, together with processes such as decision making, the recognition of others and action. The article concludes with a number of important elements that arose in the stories, as well as some questions that still remain to be answered portuguesNo presente artigo, apresentam-se os relatos de seis jovens que partilharam a sua percecao sobre o que acreditam que os capacitou, com o objetivo de identificar os momentos, espacos e processos que contribuiram para isso. Partilhamos com eles a definicao de capacitacao criada no projeto HEBE como catalisador
中文:这篇文章介绍了六个年轻人的故事，他们分享了他们对自己认为是什么赋予了他们力量的看法，目的是确定促成力量的时刻、空间和过程。我们与他们分享了HEBE项目中构建的授权定义，作为他们故事的触发因素。在简要介绍了授权概念的复杂性之后，本文提出了所使用的方法论策略，并详细介绍了选择报告人的过程、叙述过程，并提出了与确定的时刻、空间和过程相关的最相关的结果。我们将年轻人的贡献与研究人员对其内容的分析和选择结合起来，从对每个故事的深入观察开始，但也将他们联系起来，对不同报告员提供的信息进行三角分析。他们强调家庭、培训、工作或社团生活等空间。时刻，如对方的眼神，关键事件或青春期，和过程，如决策，承认他人或行动。最后，从他的故事中出现的一些相关元素以及一些尚未解决的问题。这篇文章介绍了六个年轻人的故事，他们分享了他们对自己信仰的看法，并赋予了他们力量。目标是确定有助于增强这种能力的时刻、地点和过程。他们的故事的起点是HEBE项目提供的授权定义。在简要讨论赋权概念的复杂性质之后，将解释所使用的方法战略，然后说明叙述过程和如何选择青年参与者。然后将讨论关于确定的时刻、地点和过程的最重要的发现。这包括年轻参与者的贡献，以及研究人员选择的分析和摘录。将对每个故事进行深入审查并相互联系，从而对每个参与者提供的数据进行三角分析。特别强调家庭、工作环境和社区生活等领域，以及诸如注视他人、关键事件和青少年等时刻和时期，以及诸如决策、承认他人和采取行动等过程。The条在文末with a number of重要物质arose in The ", as well as一些问题that still拨款to be answered portuguesNo本artigo apresentam-se六个partilharam的曝光的故事你的percecao谈到一些人则认为os capacitou, com或识别目标os瞬间,espacos和processos contribuiram为此。我们与他们分享在HEBE项目中创建的能力定义，作为他们报告的催化剂。在简要介绍了能力概念的复杂性之后，本文介绍了所使用的方法论策略，详细介绍了选择报告员的过程和叙述过程，并提出了与确定的时刻、空间和过程相关的最相关的结果。我们将年轻人的贡献与研究人员对其内容的分析和选择结合起来，从对每个报告的深入观察开始，但也将它们联系起来，将不同报告员提供给我们的信息三角化。他们强调家庭、教育、工作或社团生活等空间。时刻，如他人的凝视，关键事件或青春期，以及过程，如决策，对他人的认可或行动。最后，从他们的报告中出现了一些相关的因素，以及一些悬而未决的问题。
{"title":"Explorando momentos clave para el empoderamiento de jóvenes a partir de sus relatos","authors":"Asun Llena-Berñe, Ingrid Agud-Morell, S. D. L. Torre, Carles Vila-Mumbrú","doi":"10.7179/PSRI_2017.30.06","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.06","url":null,"abstract":"espanol: En el presente articulo se presentan los relatos de seis jovenes que han compartido su percepcion sobre lo que ellos creen que les ha empoderado, con el objetivo de identificar los momentos, espacios y procesos que han contribuido a el. Hemos compartido con ellos la definicion de empoderamiento construida en el proyecto HEBE como detonante para su relato. Despues de hacer una breve referencia a la complejidad del concepto de empoderamiento, se presenta la estrategia metodologica utilizada y se detalla el proceso de seleccion de relatores, el proceso narrativo y se presentan los resultados mas relevantes respecto a los momentos, espacios y procesos identificados. Se integran las aportaciones de los jovenes con el analisis y seleccion que hacen los investigadores de los contenidos de los mismos, a partir de una mirada en profundidad de cada relato pero tambien poniendolos en relacion, triangulando la informacion que nos ofrecen los diferentes relatores. Destacan espacios como son la familia, la formacion, el trabajo o la vida asociativa. Momentos tales como la mirada del otro, los incidentes criticos o la adolescencia y procesos como la toma de decisiones, el reconocimiento de los otros o la accion. Se concluyen con algunos elementos relevantes que emergen de sus relatos asi como algunas cuestiones aun pendientes. EnglishThis article presents the stories of six young people who shared their perceptions of what they believe has empowered them. The aim was to identify those moments, places and processes that have contributed to this empowerment. The starting point for their stories was the definition of empowerment provided by the HEBE project. After briefly discussing the complex nature of the concept of empowerment, the methodological strategy used will be explained, followed by a description of the narrative process and of how the young participants were selected. Then the most important findings regarding the moments, places and processes identified will be discussed. These include the contributions made by the young participants, together with the analysis and extracts selected by the researchers. Each story will be examined in depth and linked to the others, thus triangulating the data provided by each participant. Places such as family and work environments and community life are particularly emphasized, as are moments and periods such as the gaze of others, critical incidents, and adolescence, together with processes such as decision making, the recognition of others and action. The article concludes with a number of important elements that arose in the stories, as well as some questions that still remain to be answered portuguesNo presente artigo, apresentam-se os relatos de seis jovens que partilharam a sua percecao sobre o que acreditam que os capacitou, com o objetivo de identificar os momentos, espacos e processos que contribuiram para isso. Partilhamos com eles a definicao de capacitacao criada no projeto HEBE como catalisador ","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117012732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Masó, J. Trilla, M. Jiménez-Morales, Xavier Úcar
espanolEl presente articulo es fruto de un proyecto de investigacion (EDU2013-42979-R) en el que se profundiza desde diferentes perspectivas en el empoderamiento juvenil. En la aportacion que aqui presentamos partimos de la pregunta inicial de donde, cuando y como tiene lugar el empoderamiento juvenil. Se pretende construir un modelo educativo que pue¬da servir de orientacion para ordenar y estudiar estos espacios, momentos y procesos. Se parte de un extenso trabajo previo de analisis documental en el que se formulaba una pri¬mera conceptualizacion del empoderamiento juvenil a partir del analisis de 297 referencias bibliograficas posteriores al ano 2000 que abordaban desde una perspectiva socioeducativa el empoderamiento juvenil. En la presente aportacion partimos de este trabajo realizado y en esta ocasion la metodologia utilizada ha consistido en el analisis reflexivo de dichas fuentes documentales y la posterior sistematizacion de los datos obtenidos con el proposito de cons¬truir una propuesta teorica razonada y convenientemente argumentada. El articulo fundamenta una definicion propia de empoderamiento juvenil centrada en trabajos anteriores del equipo de investigacion y en el enfoque de capacidades de M. Nuss¬baum. Se articula un patron general, en forma de modelo pedagogico, con el proposito de presentar un referente con el que poder describir, explicar e interpretar el empoderamiento de los jovenes, asi como proyectar y orientar intervenciones para optimizarlo. Se concluye con unas reflexiones finales sobre ciertas formas posibles pero indeseables de entender o instrumentalizar los procesos de empoderamiento EnglishThe present paper is the result of a research project (EDU2013-42979-R) which investigated youth empowerment from different perspectives. The initial question was where, when and how youth empowerment takes place. The aim was to build an educational model that could serve as guidance for the organization and study of these spaces, moments and processes. The starting point was a previous extensive documentary analysis that formulated an initial conceptualization of youth empowerment. It was based on the review of 297 bibliographical references from the year 2000 onwards that addressed youth empowerment from a socio-educational perspective. The methodology consisted in the reflective analysis of the abovementioned documentary sources and the subsequent systematization of the data obtained, in order to build a reasoned and well-argued theoretical proposal. This paper provides its own definition of youth empowerment by focusing on previous studies carried out by the research team and on M. Nussbaum’s capabilities approach. A general pattern was constructed in the form of an pedagogical model intended to offer a benchmark to describe, explain and interpret youth empowerment, as well as to plan and guide interventions intended to optimize it. We conclude with some final reflections on some possible—but undesirable—ways to understand
{"title":"La construcción de un modelo pedagógico del empoderamiento juvenil: espacios, momentos y procesos","authors":"P. Masó, J. Trilla, M. Jiménez-Morales, Xavier Úcar","doi":"10.7179/PSRI_2017.30.02","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.02","url":null,"abstract":"espanolEl presente articulo es fruto de un proyecto de investigacion (EDU2013-42979-R) en el que se profundiza desde diferentes perspectivas en el empoderamiento juvenil. En la aportacion que aqui presentamos partimos de la pregunta inicial de donde, cuando y como tiene lugar el empoderamiento juvenil. Se pretende construir un modelo educativo que pue¬da servir de orientacion para ordenar y estudiar estos espacios, momentos y procesos. Se parte de un extenso trabajo previo de analisis documental en el que se formulaba una pri¬mera conceptualizacion del empoderamiento juvenil a partir del analisis de 297 referencias bibliograficas posteriores al ano 2000 que abordaban desde una perspectiva socioeducativa el empoderamiento juvenil. En la presente aportacion partimos de este trabajo realizado y en esta ocasion la metodologia utilizada ha consistido en el analisis reflexivo de dichas fuentes documentales y la posterior sistematizacion de los datos obtenidos con el proposito de cons¬truir una propuesta teorica razonada y convenientemente argumentada. El articulo fundamenta una definicion propia de empoderamiento juvenil centrada en trabajos anteriores del equipo de investigacion y en el enfoque de capacidades de M. Nuss¬baum. Se articula un patron general, en forma de modelo pedagogico, con el proposito de presentar un referente con el que poder describir, explicar e interpretar el empoderamiento de los jovenes, asi como proyectar y orientar intervenciones para optimizarlo. Se concluye con unas reflexiones finales sobre ciertas formas posibles pero indeseables de entender o instrumentalizar los procesos de empoderamiento EnglishThe present paper is the result of a research project (EDU2013-42979-R) which investigated youth empowerment from different perspectives. The initial question was where, when and how youth empowerment takes place. The aim was to build an educational model that could serve as guidance for the organization and study of these spaces, moments and processes. The starting point was a previous extensive documentary analysis that formulated an initial conceptualization of youth empowerment. It was based on the review of 297 bibliographical references from the year 2000 onwards that addressed youth empowerment from a socio-educational perspective. The methodology consisted in the reflective analysis of the abovementioned documentary sources and the subsequent systematization of the data obtained, in order to build a reasoned and well-argued theoretical proposal. This paper provides its own definition of youth empowerment by focusing on previous studies carried out by the research team and on M. Nussbaum’s capabilities approach. A general pattern was constructed in the form of an pedagogical model intended to offer a benchmark to describe, explain and interpret youth empowerment, as well as to plan and guide interventions intended to optimize it. We conclude with some final reflections on some possible—but undesirable—ways to understand ","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"296 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115872948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is part of a research in progress that seeks to understand the empowerment processes of young people aged 20-34 from Latin America’s Southern Cone that after a migratory experience are living in Catalunya for more than a year. The introduction presents the research’s sources and recovers the contributions provided by immigration studies on Latin Americans in Spain. This review reveals the need to update the perspectives and methodologies in the area of interest; it is also used to understand the approach of this study: the goal, trimming of the universe, the hypothesis and methodological framing supporting the empowerment concept and the proposals of Pierre Bourdieu. Secondly, the first activities conducted prior to entering the field and that allowed to plan appropriate methodological strategies are described. Then it is detailed the design, validation process and purpose of the tool that was created based on the update of the biogramas’ technique proposed by Theodore Abel (1947). 50 “Biogramas A” were collected, to know the volume and structure of the economic, social and cultural capital that these young immigrants had in their territories of origin and some features on the transformation suffered at their arrival. According to a series of predetermined variables, 24 participants are selected to apply a “Biogram B”. The objective of this contribution is to deal with the research method implemented in order to ensure both the success of the data collection process as well as the reliability and quality of the information and to present the first contributions obtained through this process
{"title":"Backstage: approach to methodological decisions in a study on immigrant youth and empowerment","authors":"S. Torre","doi":"10.7179/PSRI_2017.30.14","DOIUrl":"https://doi.org/10.7179/PSRI_2017.30.14","url":null,"abstract":"This article is part of a research in progress that seeks to understand the empowerment processes of young people aged 20-34 from Latin America’s Southern Cone that after a migratory experience are living in Catalunya for more than a year. The introduction presents the research’s sources and recovers the contributions provided by immigration studies on Latin Americans in Spain. This review reveals the need to update the perspectives and methodologies in the area of interest; it is also used to understand the approach of this study: the goal, trimming of the universe, the hypothesis and methodological framing supporting the empowerment concept and the proposals of Pierre Bourdieu. Secondly, the first activities conducted prior to entering the field and that allowed to plan appropriate methodological strategies are described. Then it is detailed the design, validation process and purpose of the tool that was created based on the update of the biogramas’ technique proposed by Theodore Abel (1947). 50 “Biogramas A” were collected, to know the volume and structure of the economic, social and cultural capital that these young immigrants had in their territories of origin and some features on the transformation suffered at their arrival. According to a series of predetermined variables, 24 participants are selected to apply a “Biogram B”. The objective of this contribution is to deal with the research method implemented in order to ensure both the success of the data collection process as well as the reliability and quality of the information and to present the first contributions obtained through this process","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122487759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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