Search

V diplomskem delu raziskujem možne prenose nezavednih vzorcev vedenja s starejših na srednje generacije na kolektivni ravni. V uvodu teoretično predstavim vzorce vedenja, nato se posvetim družini in primarni socializaciji kot prvemu stiku posameznika z okoljem ter začetkom formiranja vzorcev vedenja, ki se pojavijo že takoj po rojstvu. V nadaljevanju vključim sekundarno socializacijo kot nadaljnji proces vključevanja posameznika v njegovo družbeno okolje. V zaključku teoretičnega uvoda pa vključim še spomin kot posledico biološkega ustroja možganov, ki nam omogoča proces spominjanja, abstrahiranja in interpretacij, ter kolektivni spomin kot družbeni pojav prenosa spomina. V svojo analizo skozi vprašalnik poskušam vključiti zgodbe treh generaciji preko intervjuvancev. Generacijo staršev vprašanih, ki so živeli v času vojne, generacijo vprašanih, ki so živeli v času po vojni, in mlajšo generacijo otrok vprašanih. Menim, da prehodna zgodovinska obdobja preko kolektivnega in historičnega spomina do določene mere formirajo in vzdržujejo nekatere vzorce vedenja, katere bom poskušal odkriti in primerjati. V zaključku diplomske naloge predstavim dobljene rezultate in jih argumentiram. In my graduation thesis work I research the possible transfer of unconscious patterns of behaviour from the older to the middle aged generation on a collective level in Slovenia. In the introduction I talk about different patterns of behaviour. After that I talk about family and primary socialization as being the first factors when forming patterns of behaviour after the birth of an individual. I continue with the secondary socialization as a continued integration process of an individual into his social enviroment. In the end of the theoretical introduction I also touch on the subject of memory as a product of our biological brain which helps us to remember, abstract and interpret and also collective memmory as a social phenomenon of memory transmission. In my analysis I try to encorporate stories of three different generations of people with the help of the people who participated in the study. First of the parents of the participants who lived in the times of the second world war, secondly the participants themselves who lived in the time after the war and finally the children of the participants. It is my belief that the different historical periods through collective and historical memory to some extend form and maintain certain patterns of behaviour, which I will try to uncover and compare. In the end of my thesis work I interpret and argue about the results of my research.

Não recebi financiamento During 2019, in Belo Horizonte (MG), a total of 456 men who committed violence, punished by the Law 11.340 (Maria da Penha Law), were referred by the justice system to serve part of their alternative sentence in existing reflection groups in two programs in the city: Albam Institute and Dialogar Program of Civil Police of Minas Gerais State. There were respondents found by this survey. The data obtained resulted from the application of questionnaires to 30% of the total number of participants in these reflection groups operating in Belo Horizonte that year - meaning the application of 137 questionnaires related to childhood and 137 questionnaires on youth. The main purpose of this research was to carry out an empirical study in Belo Horizonte that would allow to find patterns related to practices based on beliefs and customs, moral values in which men who committed violence against women in intimate relationships were socialized, punished by the Maria da Penha Law. The way to make this proposal viable was to reconstruct the memories of primary and secondary socialization of these men, in view of an approximation with the dimension of the habitus (conf. Bourdieu 1979:164; e Bourdieu, 1980:88 e 89; Bourdieu, 1987:81structured in this trajectory. The tested hypothesis was built from the objective of exploring a little more the notion of an increase in violence associated with a movement to change the patterns of masculinity, in view of the notions brought by Connell and Messersmith (1985 and 2013); Walby (1991), Patman (1998), Bourdieu (1998) and Segato (2006). Durante o ano de 2019, em Belo Horizonte (MG), 456 homens autores de violência, punidos pela Lei 11.340 (Lei Maria da Penha), foram encaminhados pelo sistema de justiça para cumprir parte de sua pena alternativa em grupos de reflexão existentes em dois programas de atendimento na cidade: o Instituto Albam e o Programa Dialogar da Polícia Civil do Estado de Minas Gerais. O Instituto Albam é uma organização civil, dirigida por psicólogos e certificada pela ONU; o Programa Dialogar é um programa público criado e executado por psicóloga/policial-civil em delegacia especializada da esfera estadual. Nessas instituições estavam os homens entrevistados no contexto desta pesquisa, cujo propósito central foi localizar padrões referidos a práticas com base em crenças e costumes, valores morais nos quais foram socializados homens autores de violência contra mulheres nas relações íntimas, punidos pela Lei Maria da Penha. Os dados obtidos resultaram da aplicação de questionários a 30% do total de frequentadores dos grupos de reflexão naquele ano, perfazendo a aplicação de 137 questionários relativos à infância e 137 questionários à juventude. O caminho para viabilizar esta proposta foi a reconstituição das memórias de socialização primária e secundária desses homens, tendo em vista uma aproximação com a dimensão dos habitus (conf. Bourdieu 1979:164; e Bourdieu, 1980:88 e 89; Bourdieu, 1987:81) estruturados nessa trajetória. A hipótese testada foi construída a partir do objetivo de explorar um pouco mais a noção de recrudescimento da violência associada a um movimento de mudança dos padrões de masculinidade, tendo em vista noções trazidas por Connell e Messersmith (1985 e 2013); Walby (1991), Patman (1998), Bourdieu (1998) e Segato (2006).

Авторы поднимают вопрос о значении образа тела для самоидентификации и самореализации человека в первые годы жизни. В контексте диалогического подхода выявляют потенциал арт-методик для поддержки социализации детей дошкольного и младшего школьного возраста. В статье представлен обзор современных исследований, посвященных проблеме формирования телесности, образа тела, телесной культуры. На основе терминологического анализа конкретизированы понятия «арт-методика», «образ тела растущего человека», «первичная социализация». Авторы выдвигают гипотезу о том, что становление образа тела является одним из основных условий успешной социализации ребенка в первые годы жизни и зависит от стиля общения со значимым взрослым; представляют материалы и результаты экспериментального исследования., The authors raise the question of the importance of body image for self-identification and self-realization of a person in the first years of life. In the context of the dialogical approach, the potential of art techniques to support the socialization preschool and primary school age in the educational environment is revealed. The article provides an overview of modern studies devoted to the problem of the formation of corporeality, body image, bodily culture. On the basis of terminological analysis, the concepts of "art method", "body image of a growing person", "primary socialization" are concretized. The authors put forward a hypothesis that the formation of a body image is one of the main conditions for the successful socialization of a child and depends on the style of education; present materials and results of experimental research., Педагогика искусства, Выпуск 1 2021, Pages 23-32

Este artículo presenta los resultados del proyecto de investigación Caracterización de los procesos de socialización primaria respecto a la incidencia en el desarrollo integral de las infancias en contexto del Caquetá, en lo que concierne a los hallazgos en familias homoparentales. La población estuvo representada por tres familias homoparentales con niños en edades entre cuatro y seis años. Para este ejercicio investigativo se hizo uso de la técnica de investigación “observación directa” y del instrumento “guía de observación”, para el que se determinaron cuatro categorías de análisis: (a) condiciones para el desarrollo físico y biológico, (b) condiciones para el desarrollo psicosocial, (c) condiciones para el desarrollo cognitivo y (d) contexto socioeconómico de la familia. Se utilizó el tipo de investigación descriptiva desde un enfoque cualitativo. Los resultados consisten en la identificación de las características del proceso de socialización primaria respecto al desarrollo integral de niños y niñas en familias homoparentales. This paper presents the results of the research project called “Characterization of primary socialization processes with respect to the incidence in the development of infancy in Caqueta context” carried out with Homoparental families. The population was represented by three homoparental families with children aged from 4 to 6 years; for this investigative exercise, the “direct observation” technique was used and the “observation guide” instrument was composed of four categories of analysis: conditions for physical and biological development, conditions for the psycho-social development, conditions for cognitive development and socio-economic family context. A descriptive research was used from a qualitative approach. The results have an impact in the identification of the characteristics of the primary socialization process with respect to the integral development of children in Homoparental families.

This document aims to describe how they live the cultural encounter of two individuals belonging to indigenous Colombian southwestern communities, in transit to the city enter an institution of conventional educational model, and thus understand other experiences that stress the subjective construction of their identity in this new Western Stage; Which is results search of great interest to psychology Since this experience is increasingly common for Process Migration and Displacement, DUE about This can generate some cultural tensions, because of discrepancies between the two cultures. Carry out this research initially PERFORMS A contextualization of the particularities of each of the participants and UNAs Interviews semi-estrucuradas, Results These were interviews Grouped ACCORDANCE WITH the categories and the Theoretical Luz were read of the aspects, Main Conclusions As giving the subject m experienced some difficulties, such as discrimination and segregation aspects As their language, culture and physical appearance. Este documento busca describir cómo viven el encuentro cultural dos sujetos pertenecientes a comunidades indígenas del suroccidente colombiano, que en su tránsito hacía la ciudad ingresan a una institución de modelo educativo convencional, y así comprender otras experiencias que tensionan la construcción subjetiva de su identidad en este nuevo escenario occidental; lo cual resulta de gran interés para la psicología puesto que ésta experiencia es cada vez más frecuente por los procesos migratorios y de desplazamiento, debido a esto se pueden generar algunas tensiones culturales, por las discrepancias existentes entre las dos culturas. Para llevar a cabo esta investigación inicialmente se realiza una contextualización de las particularidades de cada uno de los participantes y unas entrevistas semi-estrucuradas, los resultados de estas entrevistas fueron agrupados de acuerdo con las categorías y se leyeron a la luz de los aspectos teóricos, dando como conclusiones principales que el sujeto experimente algunas dificultades, como la discriminación y segregación por aspectos como su lenguaje, cultura y apariencia física.

The given Diploma Thesis focuses on social environment in the families with disabled children. The first three chapters describe the process of socialization and its impact on human development, then a family creating an environment for primary socialization and finally the third chapter describes examples of physical disabilities and specifics related to socialization of disabled people. This phenomena, examined and verified through the qualitative research, constitutes the issue of the fourth chapter. The qualitative survey is based on semi-structured interviews, followed by their open-coding assessment. The survey demonstrates changes, both in the family and in the family´s social environment, which occurred after the birth of a child with physical disability, or after detecting a diagnosis as a consequence of the acquired disability. The topic in question also discusses difficulties associated with care of a children with physical disability, as for the time, mental, social and other requirements.

Resumen Este artículo es el producto de una investigación cualitativa realizada en Bogotá durante el periodo comprendido entre agosto del 2013 y marzo del 2015, para la que se sometieron a análisis treinta entrevistas semiestructuradas, realizadas tanto a pediatras como a acudientes de niños y niñas menores de seis años de edad que fueron llevados a consulta médica por la preocupación de que "no comen", pero que luego del respectivo examen médico fueron considerados saludables. La paradoja resulta de la dificultad para explicar y entender que ciertos niños y niñas que durante sus primeros años no comen, según los papás o acudientes, resulten sin ningún criterio médico que pueda ser considerado como una enfermedad. Enmarcado en el modelo de análisis en el que illness, disease y sickness son tres formas diferentes pero complementarias de entender la enfermedad, se encontró en el "no comer" un problema sociológico en el que el sistema explicativo de creencias, pautas y prácticas de crianza por parte de los padres o cuidadores durante el proceso socialización primaria de los pequeños involucrados marca el inicio y el desarrollo de un conflicto en el momento de la alimentación que termina siendo motivo de consulta pediátrica. De la misma manera que se da en otros aspectos de la crianza, en la alimentación se da una negociación entre las diversas características biológicas y culturales involucradas, que pueden resultar francamente problemáticas, ocasionando choques insospechados entre los adultos y los infantes durante su proceso de socialización. Finalmente, se encontraron indicios consistentes con la sospecha de que el no comer de los niños y las niñas es una manifestación problemática de la forma como actualmente se conciben en la sociedad tanto la infancia -por medio del discurso de los derechos- como el rol de los padres, quienes se terminan encontrando en una franca crisis de sentido. Abstract This article is the product of a qualitative study done in Bogotá between August 2013 and March 2015. Thirty semi-structured interviews were done with pediatricians and caregivers of children less than six years old who had been brought for medical consultation because they were "not eating" but who were diagnosed as healthy after the medical examination. The paradox results from the difficulty to explain and understand why some children who "do not eat", according to parents or guardians, do not show any medical criteria that could be considered as illness. Framed in the analysis model in which Illness, Disease and Sickness are three different but complementary forms, "not eating" is seen as a sociological problem in which the explanatory system of beliefs, guidelines and practices of raising children on the part of the parents or caretakers during the first socialization process marks the beginning and the development of a conflict at the moment of the feeding that ends up as a motive for a visit to the pediatrician. In the same way with other aspects of parenting, eating is a negotiation between various biological and cultural characteristics that can be problematic, causing unexpected clashes between adults and children during the socialization process. Finally, it is seen that that children "not eating" is a problematic manifestation of how society conceives of childhood - in the discourse of rights - and the role of parents, who end up in a crisis of meaning. Resumo Este artigo é produto de uma pesquisa qualitativa realizada em Bogotá (Colômbia) durante agosto de 2013 e março de 2015, para a qual foram submetidas à análise 30 entrevistas semiestruturadas, realizadas tanto a pediatras quanto a cuidadores de crianças menores de seis anos que foram levadas à consulta médica devido à preocupação de que "não comem", mas que, após o respectivo exame médico, foram consideradas saudáveis. O paradoxo resulta da dificuldade de explicar e entender que certas crianças que, durante seus primeiros anos não comem, segundo ou os pais e cuidadores, resultem sem nenhum critério médico que possa ser considerado como uma doença. Delimitado no modelo de análise no qual illness, disease e sickness são três formas diferentes, mas não complementares de entender a doença, constatou-se no "não comer" um problema sociológico em que o sistema explicativo de crenças, normas e práticas de educação por parte dos pais ou cuidadores durante o processo de socialização primária das crianças envolvidas marca o início e o desenvolvimento de um conflito no momento da alimentação que termina sendo o motivo da consulta pediátrica. Da mesma maneira que se dá em outros aspectos da educação, na alimentação acontece uma negociação entre as diversas características biológicas e culturais envolvidas, que podem resultar problemáticas e ocasionar choques insuspeitados entre os adultos e as crianças no seu processo de socialização. Finalmente, constataram-se indícios consistentes com a suspeita de que o não comer das crianças é uma manifestação problemática da forma como atualmente são concebidas na sociedade tanto a infância -por meio do discurso dos direitos- quanto o papel dos pais, os quais terminam encontrando numa franca crise de sentido.

Esta tesis es el producto interpretativo de una investigación cualitativa realizada en Bogotá, para la que se realizaron treinta entrevistas semiestructuradas con pediatras así como con acudientes de niños y niñas entre uno y cinco años de edad que motivaron en sus padres la consulta médica por “no comer” pero que luego del respectivo examen fueron considerados saludables. Enmarcado en modelo de Illness, Disease y Sickness, tres formas diferentes pero complementarias de entender la enfermedad, se encontró en el problema del “no comer”, un problema sociológico en el que dificultades de articulación del sistema explicativo de creencias, pautas y prácticas por parte de los padres durante el proceso socialización primaria de los pequeños involucrados, marca el inicio y el desarrollo de un conflicto en el momento de la alimentación que termina siendo motivo de consulta pediátrica; haciendo notar las variadas características biológicas y culturales de la alimentación durante un proceso de crianza así como la codependencia entre ellas. Finalmente se encontraron argumentos para considerar que esta es una manifestación problemática de la forma como actualmente se concibe tanto la infancia con el discurso de los derechos como el rol de los padres en la sociedad, éstos últimos en crisis de sentido. Palabras clave: el niño que no come, alimentación infantil, crianza, socialización primaria, sociología de la alimentación, sociología de la infancia, sociología de la medicina Abstract. This thesis is the interpretative product of a qualitative investigation realized in Bogotá, for which thirty semiestructurated interviews were done to pediatricians and children caregivers who search for medical help because the boy or girls “don´t eat” but after the medical exam were considered as healthy. With the model of Illness, Disease and Sickness, three different but complementary ways of approaching a complaint, it was found that this “don´t eat” problem is a sociological one and the articulation of the activation of the explicative system of beliefs, patterns, and practices of the parents during the primary socialization process of the small ones involved, begging the conflict in the moment that eating starts to be a motive of pediatric consult; showing the biologic and cultural characteristics of alimentation during upbringing as the codependence between them. Finally, arguments were found to consider that this is problematic manifestation of the way that actually is conceived childhood with the wrights speech as the role played by parents in society, this last one in a meaning crisis. Maestría