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This article, stemming from two doctoral theses, aims to comprehend the influence of the family, work, and religion institutions in the identification of preferential meanings--frames that readers employ to connect with a message--in the reception of journalistic narratives. Drawing from biographical fragments--memories triggered during in-depth interviews--gathered through a common life history question in both theses, the relevance of these three institutions in the daily lives of 34 participants is discussed. The results indicate that these reference communities are identified in life stories through: a) spontaneous association; b) stimulated association; c) spontaneous dissociation; and d) stimulated dissociation. Through these analytical categories, it possible to identify the foundations of cultural mediations, dimensions in which meanings originate and are shaped through media consumption. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Eutopía: Revista de Desarrollo Económico Territorial is the property of Eutopia: Revista de Desarrollo Economico Territorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Not only do many little girls in the United States and elsewhere play school, but when they grow up, they sometimes become teachers, at which point the story of playing school takes on a new narrative and discursive function. Using narrative and performance theories, and discourse analysis, we analyze stories about playing school told as part of a multi-site qualitative study of new and pre-service American elementary teachers' life histories. We examined these narratives with one eye on pop culture and mid to late 1990s girlhood, and the other on the use to which the game of playing school is put both discursively and in practice. Implications for teacher preparation and professional identity, as well as the gendered face of teachers' work, conclude the paper. [ABSTRACT FROM AUTHOR]

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In this paper, we address the challenge of bringing research on life histories to the experience of groups considered by society as disadvantaged and individuals who are in subaltern positions due to socio-cultural marginalization, gender segregation and cultural differences. We tackle these issues by means of two strategies. In the first one, we review the contributions of the subaltern approach to confront the tensions posed by the subordinated 'other' to a hegemonic institution such as the university. In the second, we present how we have approached some of these tensions in a research study with young migrants where we have tried to decolonize not only the relationships, but also the representation of otherness. The purpose is to contribute to building relationships where tensions and contradictions are not circumvented, while enabling other forms of representation among researchers and those that generously shared their stories. [ABSTRACT FROM AUTHOR]

Life history methods are gaining popularity in Development research, linked to attempts to capture narratives marginalised by dominant accounts of Development. In this paper, we reflect on using life history methods with NGO activists in India. We explore how this approach led us to develop particular understandings of the participants as ‘vulnerable’, and the implications of this for the research process and the knowledges it produced. We explore how activists’ individual biographies were interwoven with institutional narratives, complicating but also enriching our understanding of activists’ experiences of Development. Secondly, we analyse the relationality of our subjects’ vulnerability and our own positionality as global North Development scholars. We reflect on how our engagement with Development actors we consider as vulnerable takes place through and against the relational histories and presents that brought us together. We explore the implications of this for the ways the research created both discursive and physical spaces for meeting and talking, and what this means for our approach to vulnerability. This requires an uncomfortable acknowledgement that Development research may reproduce vulnerabilities, even as it seeks to challenge them. The paper contributes to broader theorising of vulnerability, recognising vulnerability as embedded in the relationalities of the research moment. [ABSTRACT FROM PUBLISHER]

Rainfall implications on body size evolution of Aspidoscelis gularis (Squamata: Teiidae). Life history traits are highly variable attributes that maximize organisms’s fitness. The relationship of weight and body size with environmental changes and habitat heterogeneity has been documented in previous reports; and size and body shapes are both considered life history attributes that are associated with rainfall, that boost available resources in the environment. While in Aspidoscelis genus, clutch size and relative mass are mainly associated with latitude and altitude, in Aspidoscelis gularis, winter rainfall favors two reproductive seasons, which may determine season variable clutch size. With the aim to study this, samplings were undertaken from May-July 2013, and May-September 2015. A total of 65 individuals lizards of the Southeast clade were obtained, and body length and interaxilar distance measurements were taken; furthermore, hepatic tissue samples were taken for DNA extraction, which allowed us to analyze phylogenetic relationships through a Bayesian Inference analysis, and subsequently, to apply Phylogenetic Comparative Methods (like phylogenetic signal, phylogenetically independent contrasts and reconstruction of ancestral character). Our results showed that there is a low phylogenetic signal regarding body size and shape, while the phylogenetically independent contrasts and reconstruction of ancestral characters suggest that small body sizes are associated to locations with highest rainfall. This can be associated to an establishment of an early sexual maturity, which reflects the maximum size of adults. Furthermore, according to an ANOVA and ANCOVA, there were statistically significant differences in body size and shape respectively, which promote a system for sexual competition for males and a system for fertility in females. These results were important to determine the effect of rainfall on some life history traits, pointing out that lizards of the Southeast clade, belonging to the A. gularis complex were able to face different selection pressures, determined by the environment. [ABSTRACT FROM AUTHOR]

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Analizamos el crecimiento corporal de una nueva especie de lagartija endémica del género Xenosaurus Peters, ubicada en la Reserva de la Biósfera, Sierra Gorda - Querétaro, México. Se estimaron las tasas de crecimiento corporal y se analizaron a partir de los modelos de crecimiento de Von Bertalanffy, logístico por longitud y logístico por peso. Para describir el patrón de crecimiento de estas lagartijas, utilizamos el modelo logístico por longitud debido a que fue el modelo que tuvo el mejor ajuste a las tasas observadas de crecimiento corporal. No encontramos diferencias significativas entre machos y hembras en el parámetro característico de crecimiento ni en la talla asintótica proyectada. Por lo tanto, se construyó una sola curva de crecimiento para ambos sexos. Los machos alcanzan la madurez sexual a los 24 meses, mientras que las hembras lo hacen hasta los 37 meses. Las tasas de crecimiento independientes de la talla no fueron estadísticamente diferentes entre años (2001, 2002 y 2003), ni entre estaciones (estación húmeda y seca). Nuestros resultados sugieren que la variación en el crecimiento corporal de esta especie, no es causada exclusivamente por las variaciones ambientales, sino más bien por una compleja combinación de factores ambientales y bases genéticas.We analyzed variation in body growth of a new lizard species of the genus Xenosaurus Peters that is endemic to the Biosphere Reserve, Sierra Gorda - Querétaro, México. We calculated body growth rates and analyzed them by means of the Von Bertalanffy, logistic-by-length, and logistic-by-weight growth models. We used the logistic-by-length model to describe the growth pattern of these lizards because this model provided the best fit to the observed body growth rates. No significant differences were found between males and females in the characteristic growth parameter or in the projected asymptotic size. Therefore, a single growth curve was constructed for both sexes. Males reach maturity at 24 months, whereas females at 37 months. Size-independent growth rates were not statistically different among years (2001, 2002 and 2003) or between season (wet and dry season). Our results suggest that variation in body growth of this species is not caused exclusively by environmental variation, but rather by a complex combination of environmental and genetic factors.

Apoiando-se em trabalhos que utilizaram as técnicas de pesquisa qualitativa de história de vida e análise de trajetórias em diferentes campos disciplinares, o texto procura refletir sobre as possibilidades e limitações da aplicação destas técnicas na incorporação da dimensão relacional do território na definição de políticas públicas e no campo da pesquisa sociourbanística. Aqui, o (re)conhecimento sobre as trajetórias de vida dos chamados "usuários" das políticas públicas poderia representar uma chave importante para processos da gestão pública onde os cidadãos encontrem-se na centralidade do interesse e prevaleça a conexão indivisível entre os campos urbano e socialDrawing on studies that used qualitative research techniques of life history and trajectory analysis in different disciplines, the text attempts to reflect on the possibilities and limitations of these techniques in the incorporation of the relational dimension of territory in the definition of public policies and in what we called "sociourbanistic" research. Here, the knowledge about the ways of life of so-called "users" of public policy could represent an important key to locate the citizens on the centrality of the processes in public administration, creating conditions to the prevalence of the inseparable connection between the urban and social fields

O texto apresenta uma revisão de trabalhos da área de Educação que fizeram uso das histórias de vida e dos estudos autobiográficos como metodologia de investigação científica no Brasil. Dois recortes foram efetuados, um temporal e outro temático, para focalizar o período compreendido entre 1985 e 2003 e privilegiar dois temas: formação de professores e profissão docente. O objetivo principal foi o de mapear a produção nacional, buscando identificar as temáticas que emergiram com maior força, apontando aspectos lacunares e indicando direções para futuros estudos na área. Várias fontes foram utilizadas: resumos de teses e dissertações (banco de teses da CAPES); textos completos de teses e dissertações defendidas nos programas de pós-graduação da Pontifícia Universidade Católica de São Paulo - PUC-SP - e da Faculdade de Educação da Universidade de São Paulo - FEUSP -; livros; e periódicos científicos. As análises levaram a concluir que o uso dessas abordagens cresceu significativamente no Brasil a partir dos anos de 1990, porém, de modo muito disperso, foram utilizadas muito mais como fonte de dados para o desenvolvimento de um largo espectro de pesquisas e muito timidamente como dispositivos de formação. Todavia, evidenciou-se que a intensificação de tais metodologias contribuiu para renovar as pesquisas sobre os professores, ao mesmo tempo em que fez aflorar o interesse por questões e temáticas novas, tais como as que se configuram, por exemplo, nos estudos sobre profissão, profissionalização e identidades docentes.The text offers a review within the area of Education of the works that make use of life histories and autobiographic studies as a scientific research methodology in Brazil. The period between 1985 and 2003 is focused under two different slants, one temporal, and the other thematic: teacher education and teaching profession. The main purpose here was to map out the national production, seeking to identify the themes that have emerged with greater strength, pointing out deficient aspects, and suggesting directions for future studies in this field. Several sources were utilized: abstracts of theses and dissertations from the CAPES database; complete texts of theses and dissertations presented to the graduate programs of the Pontifical Catholic University of São Paulo - PUC-SP - and of the Faculty of Education of the University of São Paulo - FEUSP; books; and scientific journals. The analyses have shown that the use of these approaches has grown significantly in Brazil since the 1990s but, in a very disperse manner, they have been used more as a source of data for the development of a wide spectrum of studies, and only timidly as formation devices. Nevertheless, it has become apparent that the rise of these methodologies has contributed to a renewal in the studies about teachers, at the same time that it has fostered the interest in new issues and themes, such as those developed, for example, in the researches about profession, professionalization and teacher identity.

En el escenario de las metodologías cualitativas, el enfoque biográfico ha ido adquiriendo un lugar relevante. Este enfoque, en la intersección de lo social y lo psicológico, sostiene que los individuos están marcados por una dinámica contradictoria entre la acción de determinantes sociales y familiares y el trabajo que el propio sujeto efectúa sobre su historia para intentar controlar su curso y otorgarle un sentido. De esta manera, se concibe al sujeto como un producto, un productor y un actor de su historia. Se presenta en este artículo una revisión del enfoque biográfico analizándolo y situándolo como un enfoque cualitativo y clínico para el quehacer científico. Se revisa la trayectoria que este enfoque ha tenido en las ciencias sociales, a través del aporte que diferentes disciplinas han ido realizando. Se presentan las principales corrientes de desarrollo del enfoque, así como las principales opciones teóricas que fundan y orientan el quehacer desde él.The biographical approach has been acquiring a relevant position in the field of qualitative methods. This approach, in the intersection of the social and the psychological, upholds that individuals are marked by a contradictory dynamic between the actions of social and family determinants and the agency that the own individual has and carries out over his history to try to control its course and give it a meaning. In this way, the individual is conceived as a product, a creator, and an actor of his own history. This article presents a revision of the biographical approach analyzing it and placing it as a qualitative and clinical approach for scientific work. It revises the trajectory that this approach has had in the social sciences, through the contributions that different disciplines have been making. The article also presents the principal paths of development of this approach, as well as the principal theoretical options that form the fundamentals of and guide its applications.

Meu propósito aqui será de mostrar como os fenômenos de violência, por vezes associados às condutas de alcoolização e aos problemas de álcool-dependência, não podem ser estudados fora do contexto sócio-histórico no qual eles se inserem. A abordagem aqui será centrada sobre a co-emergência e o reforço mútuo dos fenômenos intrapsíquicos e sociais nos quais as pessoas alcoólicas se encontram ao mesmo tempo tomadas e engajadas. Veremos, através do estudo de um exemplo biográfico com final dramático, que estes fenômenos de violência não são evidentemente reduzíveis aos fenômenos bioquímicos à que levam ao consumo patogênico de álcool. Em certo número de casos, a existência de enlaces sociopsiquicos se encontram na origem dos fenômenos de violência freqüentemente encontrados entre as pessoas alcoólicas. O método das histórias de vida em grupo constitui aqui uma abordagem privilegiada para tentar levar em conta e estudar estes fenômenos.The objective of this article is to show how the phenomenon of violence, sometimes associated with the behaviour of alcoholization and to alcohol-dependence problems, cannot be studied except in the socio-historic context in which they occur. The approach will be centered here on the co-emergence and mutual reinforcement of intrapsychic and social phenomena in which alcoholic individuals are simultaneously involved. We shall see, through the study of a bibliographical example, that these phenomena of violence are not reducible to the biochemical phenomena related to the pathogenic consumption of alcohol. In many cases, the existence of sociopsychic conflicts is at the origin of this type of violence. We shall see that the method of life histories in group is a privileged approach for studying these phenomena.

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over recent years there has been growing interest in gender studies. However, there is a gap regarding women with disabilities and there is virtually no research with an interest in approaching those who have successful careers in any field. One objective of this study was to explore the biographical trajectories of Paralympic sportswomen (motor impairment) based on their own testimony. This non-standard (qualitative) investigation with a flexible and multi-vocal design was carried out with the biographical method using life histories and in-depth interviews analysed with the constant comparative method of Grounded Theory. It was found that the respondents had had no previous sporting experiences at age 18 (except for therapeutic ones) until they were "invited" to take part in sport. That moment marked a turning point in their lives and led to a dual identification; they went from seeing themselves as "unique" during childhood and adolescence to form part of a group of "vital" people who had fruitful sports, family, work and academic trajectories that neither they nor their families had ever imagined. At this juncture they identified themselves as "disabled", standing out particularly in sports, but there were also those who did so academically and/or at work. The purpose of this investigation was to provide socio-culturally adjusted suggestions for those working on policies, plans and projects on sport and disability as well as to propose an extension in the research perspective for biographical trajectories. [ABSTRACT FROM AUTHOR]

This article outlines the production of autobiographical texts in education during the last decade in Mexico. We have divided the paper into two sections. In the first section, based on the idea of field, we show the referents that have been valuable for us in approaching the biographical/educational field in Mexico, and the way biographies are disseminated in Mexican culture. h e second section centers on areas or interests in the biographical field, organized as three topics of broad interest for the academic community: biography/autobiography; oral histories/stories/life histories and trajectory. The article concludes with some reflections: the diversification of autobiographies; rel ection on experience and theory; the issue of truth in the biographical field; traditions regarding the utilization of sacred authors and the author's word in autobiographical research. [ABSTRACT FROM AUTHOR]

This paper shows two possible routes in the debate on the biographical movement in Brazil. The first route is centered on the notion of field and territories in (auto) biographical research; in this regard, the article mentions the unique characteristics of the graduate projects in this context and indicates the place occupied by research groups and national networks in Associação Brasileira de Pesquisa (Auto)biográfica (BIOgraph) and international relations with Latin America and Europe. In addressing the second route, the paper presents the results of the study entitled, "Ruralidades diversas-diversas ruralidades: sujeitos, instituições e práticas pedagógicas nas escolas do campo, Bahia-Brasil" (fapesb; cnpq), a product of Grupo de Pesquisa (Auto) biografia, Formação e História Oral (grafho) at Universidade do Estado da Bahia, within a setting of the practices of multigraded classes during the past decade. [ABSTRACT FROM AUTHOR]

This article studies the use of the biographical method in the setting of social and educational studies in contemporary Portugal. First, we present a map of the main authors, projects, and perspectives of the biographical method in our country, debating its recent emergence and future potential. Second, we explore the interpretation of migration in a collaborative project. Last, we discuss its use in a recent study on the formal and informal education of the working class, within an innovative program of recognizing the skills of adults with little education. [ABSTRACT FROM AUTHOR]

This article offers an introduction to the origin, development, and current moment of autobiographical, narrative, and life history focuses in Spain. We start from the recent historical context, characterized by the influence General Franco's dictatorship had on research and training. We discuss the process of institutionalizing biographical focuses in Spain, considering the development in sociology, anthropology, oral history, and both formal and informal educational settings. We pay special attention to the influence of the current globalized context on Spanish contributions and our nation's ecosystem of research and training. Subsequently, we summarize our way of working with autobiographies in contexts of education and personal development, through the construction of family trees. Lastly, we conclude with some recent debates, projecting views toward the future. [ABSTRACT FROM AUTHOR]

Biographical focuses in research and education are presented as a path of knowledge that enriches the epistemological, methodological, and conceptual directory of educators, therapists, and other professionals involved in relationships and social transactions. In this paper, I discuss the perspective I have constructed over the years for biographical and autobiographical research, which may be called evolving singular/plural existentiality, and I show some key moments in the evolution of my thinking. I also explain the elements of an experiential conception of identity and I explain the individual dimensions that lead to the need for a transdisciplinary multidimensional focus in the study of stories about the self. [ABSTRACT FROM AUTHOR]

This paper deals with the relationship between biographies (life stories) and their contexts, between voices and their (re)presentation in research reports. Teacher's voices, in order to become "life stories" must be duly contextualized. The interactive or reciprocal relationship among voices, lives, and contexts must be made explicit in research. A task of interpretative research is to transform life stories into life histories, the narratives of actions into the genealogies of context, by employing triangulation and adequate methodology. Life stories reflect narrative biographical learning. The final part of the paper, as current context, analyzes the role of life histories in times of educational change and restructuring. [ABSTRACT FROM AUTHOR]

The article describes the educational possibilities of a group of juvenile offenders referred to Alternative Outputs program, from its propensity to learn. Thus, we were interested in identifying patterns that integrate the propensity to learn of these young people, exploring the contexts where they tend to learn in order to reveal choices of cognitive modifiability that support social and educational reintegration. The study used content analysis, following the logic of the Grounded Theory and the Life Histories. In summary, we found that the propensity to learn shown by these adolescents would not be duly recognized and/or enhanced within formal learning contexts, emphasizing the need to rethink school through the generation of mediated learning experiences and creating active environments - modifiers, where curiosity, exploration, mediation of meaning and reciprocity are promoted. [ABSTRACT FROM AUTHOR]

The research undertaken, and now presented here, was aimed at constructing additional understandings of the phenomenon of migration and of the smuggling practices along the border between Brazil and Paraguay. By articulating local knowledge and historically established theories, and exploring the life histories and occupational trajectories in the narratives collected, the text denounces the difficulty of thinking about the world in terms of paradigms and explores the subtleties of everyday life and its potential in the construction of the reality of these lives. [ABSTRACT FROM AUTHOR]

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The article shows the process of reconstructing the life stories of both a male and female elementary school teacher, during a nearly fifty-year career which was the focus of the investigation. In this process, different perspectives of analysis have been driven: historical, social, educational, curricular, political and personal, in a complex journey and from a kaleidoscopic view of teacher identities. The analysis and re-construction of life stories have allowed display some cores or nodes or identity nets that have sustained and set the personal and professional lives. At the same time they are and become the drivers or motors of change and reflection in retrospective. [ABSTRACT FROM AUTHOR]

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Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Polis (07176554) is the property of Polis - Revista Academica Universidad Bolivariana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This research has the objective of pointing out to moral harassment behavior during the professional trajectory of twelve women managers working for companies in the Brazilian state of Minas Gerais, who declared themselves harassed. Answers were related to the categories of Hirigoyen (2002a, 2002b). In order to achieve the purpose of the research data were collected through life histories with participative investigation technique and analyzed by the discourse analysis methodology. This methodological strategy permitted to observe that power relations present in the working environment bring possibilities of an old reading of what is named today moral harassment, and most of the women managers still suffer moral harassment, probably more exposed, as they work in an masculine dominated environment that can be explained by brazilian cultural factors. [ABSTRACT FROM AUTHOR]

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