Existe consenso en torno a que la disciplina sociológica brindó un marco para comprender las relacionesentre los sistemas educativos y los contextos sociales más amplios en que se emplazan. No obstante, los retratosque ha esbozado aquella tradición en torno a la escuela, adquieren significados contrastantes. Las perspectivas que explora este articulo surgen como una respuesta a la obsolescencia de los modelos determinísticos del cambio educativo y su dificultad para explicar aquellos procesos de cambio que tienen lugar en la escuela. Elpresente (...) artículo ofrece una reflexión teórica en torno a la cuestión de la diversidad sociocultural, a partir de ladistinción entre los órdenes instrumental y expresivo en la escuela, delimitando la diversidad como un ámbito problemático y brindando herramientas conceptuales a partir de las aportaciones de Durkheim y Bernstein. El abordaje propuesto está anclado a la distinción entre los modelos de relaciones integrativas basadas en lasolidaridad orgánica y mecánica, presentando un esfuerzo sistemático de teorización en torno al ámbitode prácticas educativas. Finalmente, se concluye que las políticas educativas se enfrentan a un dilema entrela exigencia de rendimientos especializados y un conjunto de competencias, valores y creencias basales en elcontexto de sociedades que se complejizan y diversifican aceleradamente y aspiran a una coexistencia entre lasdinámicas de cambio tecnológico y profundización democrática. (shrink)

Resumen: El artículo plantea la posibilidad de una escritura-autoría encarnada en la interpretación de la diversidad sociocultural, cuyo carácter situacional propicie la descolonización de las prácticas investigativas. Para ello, se analiza la tensión escritural que Clifford Geertz configura entre el “estar-allí” y el “estar-aquí”. Esta tensión es propuesta como parte de una trama que enlaza el sentido hermenéutico de la descripción densa geertziana con la analéctica liberadora de Enrique Dussel. Mediante este entramado, el “estar-allí” y el “estar-aquí” emergen (...) como espacio-tiempo de apertura escritural que, gracias a la palabra ajena, deviene coautoría responsiva.: This paper proposes the possibility of a writing-authorship embodied in the understanding of socio-cultural diversity whose situational character favors the decolonization of research practices. For this purpose, is analyzed the writing stress that Clifford Geertz establishes between “being-there”, and “being-here”. This stress is presented as part of a plot that connects the hermeneutic sense of geertzian dense description with Enrique Dussel's liberating analectic. Through this framework, “being-there” and “being-here” emerge as a space-time of writing opening which, by the word of others, becomes a responsive co-authorship. (shrink)

Ante la diversidad y complejidad que vivimos en las aulas se proponen tareas interesantes que involucren a los discentes en la importancia del trabajo diario y el compromiso personal para aprender los contenidos de la asignatura. El presente texto nace en el marco de un proyecto más amplio que indaga sobre el análisis de situaciones de aula en Formación Profesional (FP) desde un enfoque de investigación cualitativa. Esta experiencia se vincula con la teoría sociocultural de la enseñanza y (...) siguiendo los planteamientos de Freire toma como referente la reflexión y acción de las personas sobre el mundo para transformarlo. (shrink)

El propósito de este artículo es identificar convergencias y diferencias acerca de la relación fe-cultura en las reflexiones de tres teólogos latinoamericanos, quienes representan, de alguna manera, tres grandes líneas teológicas de los últimos cincuenta años. Los tres autores convergen en su interés por conocer e interpretar la cultura latinoamericana y su relación con el Evangelio. Pero divergen en una variedad de aspectos. Esto se puede apreciar por los conceptos, o categorías, utilizados: la idea de la liberación sociocultural como (...) implicación de la misma evangelización, la idea de una síntesis entre las culturas originarias y la evangelización ibérica, y la idea que valora la realidad multiétnica y pluricultural de nuestro subcontinente. Los tres autores estudiados muestran más diversidad que convergencia, e incluso, oposición entre sus planteamientos y opciones pastorales. The purpose of this article is to identify similarities and differences about the relationship between faith and culture in the reflections of three Latin American theologians who represent, somehow, three great theological lines cin-account recent years. The three authors converge in their interest to know and interpret Latin American culture and its relationship with the Gospel. But they diverge in a variety of ways. This can be seen by concepts, or categories, used the idea of cultural liberation as involvement in the same evangelization, the idea of a synthesis between the native cultures and the Iberian evangelization, and the idea that values the multiethnic and multicultural reality of our continent. The three authors studied show more diversity than convergence, and even opposition between his approach and pastoral options. (shrink)

O século XX trouxe uma ciência impossível: a ciência da mente. Esta ciência ignora os problemas semiológico, nosológico e sociocultural a ela inerentes e que a inviabilizam. Como resultado, observamos a criação de uma pandemia global de transtornos mentais, majoritariamente administrados através de psicofármacos. Em contraponto, o pensamento filosófico desafia esta logica desde Canguilhem, passando por Michel Foucault, Deleuze & Guattari, dentre tantos outros. E da Éticaespinosana dos afetos e afecções, nasceu a Heterogênese Urbana (HU), que tem como objeto (...) original a revitalização criativa das potências humanas através do contato entre subjetividades diversas. Etimologicamente, “criação a partir e com a diversidade”. Com a circulação dos afetos, dos desejos, das ideias nos espaços públicos, a HU promove, fenomenologicamente, a expressão daquilo que, antes permanecia invisível e indizível face o silêncio da vida da cidade. Os campos de afetações intersubjetivo e intercorpóreo entre vidas tão distintas desloca e descola o olhar fundado na psicopatologia clássica para atravessar a vida da cidade pelas potências que cada indivíduo é capaz nas experiências coletivas.A HU denuncia a multicomplexidade do conceito “produção de saúde”, que apenas inicia-se nas práticas biomédicas, compreendendo todos os saberes para a construção do cidadão autônomo e afetivo. (shrink)

El objeto de este artículo es doble. Por una parte, examina el uso que Vives hace de la lengua y del lenguaje, y, por otra parte, indica sus aportaciones al campo de la traducción e interpretación. La diversidad temática presente en su obra hace que su persona sea un punto de referencia para diferentes campos científicos, entre ellos la Filología. Para Vives, tanto el acercamiento filológico, como el aprendizaje de la lengua no sólo deben tener en cuenta la lengua (...) desde un punto teórico, sino también sociocultural. Su especial interés por las lenguas le llevó a realizar un considerable esfuerzo filológico haciendo lecturas e introducciones de varios textos clásicos latinos y también griegos, y transmitiendo su opinión acerca de la forma de realizar versiones o interpretaciones. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first (...) semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

Este artigo aborda a complexa questão da diversidade no campo da Educação, considerando que tal abordagem não prescinde do tema da desigualdade de gênero em suas diversas manifestações. A metodologia utilizada apoia-se em análises de fontes bibliográficas, documentais e em resultados de pesquisas de campo com diferentes dimensões teórico-metodológicas. Partiu-se do pressuposto fundamental de que as relações sociais de gênero são construídas no âmbito da vida em sociedade. A questão própria da educação relaciona-se com a produção das identidades socialmente construídas (...) pelos indivíduos a fim de se reconhecerem uns aos outros nos diferentes campos de atuação. Em outras palavras, os agentes sociais interagem, produzem e reproduzem formas de socialização/formação segundo algumas disposições – ou seja, ações recorrentes que são incorporadas e/ou subvertidas na prática social – e nos permitem refletir sobre como a identidade se constituiu. Romper com a reprodução de modelos e crenças estruturados sobre as relações de gênero, por exemplo, permite à escola tornar-se espaço problematizador das diferenças e desigualdades, uma vez que pode lançar mão de temas transversais, possíveis de serem articulados ao currículo, vinculando-os ao cotidiano dos alunos, do qual as relações de gênero fazem parte de maneira intrínseca. (shrink)

The sensorimotor theory promises a fresh explanation of phenomenal consciousness, for instance of the feeling of experiencing redness. But can it also be extended to explaining aspects of phenomenal consciousness which are only possible thanks to culture, thanks to our embeddedness in social practices? In this paper, I argue that the sensorimotor theory is in need of such an extension, and I make a proposal for how this might be accomplished. I concentrate on one example of culturally shaped experiences, namely (...) on feeling socially shaped emotions, and in particular moral emotions, such as resentment, guilt, forgiving someone, etc.. My main suggestion is this: in our case of enculturated humans, our implicit knowledge of sensorimotor contingencies is informed by, and transformed by, sociocultural practices. There are, I suggest, 'sociocultural contingencies', the mastery of which can contribute to one's phenomenal consciousness. For example, in order to have the experience of feeling resentment or guilt, one has to engage in an actual fight and make use of one's sociocultural skills of blaming someone or of justifying oneself. (shrink)

There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language (EFL) teachers in (...) China. Drawing on Vygotsky’s Sociocultural Theory, this qualitative research focused on EFL teachers’ cognitions about form-focused instruction in Chinese university settings. It intended to discover how teachers’ cognitions changed when they were expected to teach in actual classrooms and what factors contributed to these changes. Data collected from four teacher-participants through semi-structured interviews, classroom observations and follow-up stimulated recall interviews showed participants’ support forfocus-on-forminstruction, which means they not only paid attention to the grammatical form of the language but also to the meaning it is intended to convey. However, data also showed that the teacher-participants shifted fromfocus-on-formtofocus-on-formSinstruction in actual teaching, which suggests that they might have realized the challenges of carrying out teaching activities surroundingfocus-on-formand would like to take an easier approach by only teaching the grammar of the language byfocusing on formS. Such incongruences are interpreted with reference to a plethora of sociocultural factors including traditional Chinese thinking and institutional expectations. The implications of the findings for stakeholders in universities, including faculty members, students, and curriculum developers in similar contexts, are also discussed. (shrink)

En este artículo se analiza el proceso de formación de la nacionalidad latinoamericana, así como las pistas que ayuden a descubrir las características de nuestra identidad, reconociendo el mestizaje como definitorio de nuestro ser y quehacer como latinoamericanos. Se advierten las potencialidades que se desprenden de la riqueza que significa la diversidad étnica y cultural de la región. La integración de América Latina es vista como un reto que nuestros pueblos deben asumir, partiendo de una concepción que supere la (...) visión puramente economicista y se afirme en la dimensión humana y solidaria. Finalmente se examinan las tareas que las universidades deberían asumir para contribuir a hacer realidad ese desafío, tales como auspiciar estudios e investigaciones interdisciplinarias sobre las posibilidades de diseñar un proyecto latinoamericano de Desarrollo Humano, Endógeno y Sostenible, además de contribuir a crear una conciencia integracionista y establecer institutos de estudios latinoamericanos, entre otros aspectos. (shrink)

La formación inicial docente resulta clave para una educación inclusiva. Sin embargo, esta formación suele orientarse por estándares de la política y estar desvinculada de las experiencias de sus actores. Mediante un estudio de caso de un programa de Pedagogía en Artes Visuales chileno, se interrogan las propuestas formativas a partir de experiencias biográficas de formadores y profesores en formación. Se describen aspectos no considerados sobre la concepción de diversidad e inclusión, la corporalidad, la identidad y la autonomía docente. (...) Asimismo, se delinean posibilidades de hacer sentido a las experiencias de los actores y orientar su enseñanza desde la inclusión. (shrink)

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering (...) key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education. (shrink)

Gender, age, and culturally specific beliefs are often considered relevant to observed variation in social interactions. At present, however, the scientific literature is mixed with respect to the significance of these factors in guiding moral judgments. In this study, we explore the role of each of these factors in moral judgment by presenting the results of a web-based study of Eastern (i.e., Russia) and Western (i.e., USA, UK, Canada) subjects, male and female, and young and old. Participants ( n = (...) 659) responded to hypothetical moral scenarios describing situations where sacrificing one life resulted in saving five others. Though men and women from both types of cultures judged (1) harms caused by action as less permissible than harms caused by omission, (2) means-based harms as less permissible than side-effects, and (3) harms caused by contact as less permissible than by non-contact, men in both cultures delivered more utilitarian judgments (save the five, sacrifice one) than women. Moreover, men from Western cultures were more utilitarian than Russian men, with no differences observed for women. In both cultures, older participants delivered less utilitarian judgments than younger participants. These results suggest that certain core principles may mediate moral judgments across different societies, implying some degree of universality, while also allowing a limited range of variation due to sociocultural factors. (shrink)

This is a case study of goldsmith craft apprenticeship learning and recognition. The study includes 13 participants in a goldsmith's workshop. The theoretical approach to recognition and learning is inspired by sociocultural theory. In this article recognition is defined with reference to Hegel’s understanding of the concept as a transformed struggle of granting acknowledgement to another person plus receiving acknowledgement as a person. It is argued that the notion of recognition can enhance sociocultural notions of learning. In analysing (...) the case study of apprenticeship learning, the article suggests that recognition is expressed in the act of participants staking their lives to prove their autonomy, in work activity in terms of the role of artefacts and in the form of abstract and concrete recognition. Finally recognition is discussed in relation to learning and development. The study concludes that recognition is an important category not only to explain apprenticeship learning but also to give a sociocultural explanation of learning in general. (shrink)

En este artículo me propongo hacer algunos planteamientos sobre la noción de “diversidad” que nos ayuden a situarla en el contexto general de la epistemología y en el particular de las ciencias sociales contemporáneas, sugerir varias estrategias para mejorar nuestra comprensión de algunas discusiones actuales relacionadas con la naturaleza de los múltiples saberes, su estatus epistemológico y sus relaciones y diferencias con la definición clásica de “conocimiento”, examinar el problema de si hay una o varias epistemologías y cuáles son (...) las implicaciones de cada alternativa, ofrecer una caracterización de ciencia empírica (aplicable en el campo de la investigación social) y mostrar sus relaciones con la tesis de la existencia de múltiples saberes. Por último, ofreceré algunos argumentos para ilustrar las razones por las cuáles es preferible usar un enfoque metodológico monista para investigar desde la diversidad. (shrink)

This paper seeks a legal approach to the question of the implications of various religious beliefs in food. To begin with, it will be made a descriptive analysis of how the religious event influences and conditions the food consumption of believers, approaching both the three majoritarian or most representative religions of our country as well as several minority religions. Next, we will go on to observe and point out the obligations arising from Spanish Law regarding this aspect. Finally, once these (...) two areas have been analyzed and with what they illustrate, we will focus the main objective of this study giving our opinion on whether this is an issue that depends on the Law and that depend on a legislator or if, on the contrary, it is a question that belongs more to the internal sphere of citizens. (shrink)

Established wisdom in cognitive science holds that the everyday folk psychological abilities of humans -- our capacity to understand intentional actions performed for reasons -- are inherited from our evolutionary forebears. In _Folk Psychological Narratives_, Daniel Hutto challenges this view and argues for the sociocultural basis of this familiar ability. He makes a detailed case for the idea that the way we make sense of intentional actions essentially involves the construction of narratives about particular persons. Moreover he argues that (...) children acquire this practical skill only by being exposed to and engaging in a distinctive kind of narrative practice. Hutto calls this developmental proposal the narrative practice hypothesis. Its core claim is that direct encounters with stories about persons who act for reasons supply children with both the basic structure of folk psychology and the norm-governed possibilities for wielding it in practice. In making a strong case for the as yet underexamined idea that our understanding of reasons may be socioculturally grounded, Hutto not only advances and explicates the claims of the NPH, but he also challenges certain widely held assumptions. In this way, _Folk Psychological Narratives_ both clears conceptual space around the dominant approaches for an alternative and offers a groundbreaking proposal. (shrink)

In this article, incoherent results of the associations between subjective well-being and economic status at multiple social levels are shown. Although individual-level positive associations are shown within developed countries, national-level associations disappear among developed countries. Group/area-level associations, meanwhile, do exist within Japanese societies. From these inconsistent phenomena, a sociocultural unit is proposed, within which well-being of people is collectively shared based on mutual reciprocity. The simple addition of social scientific results themselves cannot reconstruct the whole range of phenomena. Humanities (...) could be considered as the glue, which adds sociocultural meanings to the generalized scientific results. (shrink)

It is argued that the origins of modern science can be revealed due to joint account of external and internal factors. The author tries to keep it in mind applying his scientific revolution model according to which the growth of knowledge consists in interaction, interpenetration and even unification of different scientific research programmes. Hence the Copernican Revolution as a matter of fact consisted in realization and elimination of the gap between the mathematical astronomy and Aristotelian qualitative physics in Ptolemaic cosmology. (...) Yet the very realization of the contradictions became possible because at the first stages European science was a result of Christian Weltanschaugung evolution with its gradual elimination of pagan components. Key words: modern European science, Christian Weltanschaugung. (shrink)

O presente estudo tem como objetivo investigar como a diversidade afrobrasileira e indígena está contemplada na educação escolar, compreendendo que a escola é um lugar estratégico de articulação, um espaço para propostas de mudanças em relação a uma educação que respeite as diferenças e singularidades. A problematização se pautou na reflexão do livro didático, nos desafios e nas práticas dos professores, com o objetivo de analisar e compreender as mudanças e permanências, as inclusões e exclusões, os estereótipos, os preconceitos, a (...) visão etnocêntrica, as imagens, e os conteúdos que são veiculados na educação escolar. Quais representações e significados são veiculados nos livros didáticos e nas práticas dos professores, no sentido de perceber se estas questões levantadas contribuem para a ressignificação de uma educação escolar que estimule a formação de uma consciência histórica e cidadã. Utilizamos uma metodologia centrada em uma proposta investigativa crítica, com embasamento científico centrado em trabalhos de teóricos sobre a temática e, na compreensão de que o problema não se resolve com a criação de políticas de reparação das desigualdades, mas sim com ações incisivas para o tratamento e valorização da diversidade na escola. Das conclusões vimos que é relevante alterar valores, promover subsídios para que os profissionais da educação se insiram em um contexto de lutas mais amplo, em sintonia com o desejo por saberes diversificados, que vão além da disciplina escolar e do currículo, sabendo que não basta apenas denunciar e levantar dados. É fundamental a mobilização, o movimento, as ações coletivas, em um campo de luta em que a bandeira de combate ao preconceito e ao racismo seja permanente em todos os espaços, na escola, na sociedade e em toda a vida cotidiana. Palavras-chave: Educação escolar. Etnorracionalidade. Diversidade. Livro didático. (shrink)

A presente proposta tem como objetivo dialogar sobre o papel social da religião e sua relação com o desrespeito à alteridade no espaço escolar. Partindo do conceito de Lévinas sobre alteridade, buscar-se-á analisar a relação conflituosa existente entre alunos adeptos de religiões de matriz africana e alunos que professam outra religião, buscando assim refletir para sobre o papel do professor nesses casos. Discussões como estas se fazem necessárias, pois buscam meios para amenizar esses conflitos; para isso, fundamenta-se em pensadores que (...) abordam a importância da não banalização do outro e da valorização das religiões de matriz africana, compreendendo que as mesmas fazem parte da realidade dos alunos e que, por muito tempo, foram inviabilizadas, demonizadas e hoje ainda passam por um processo de não aceitação por parte da sociedade, neste caso no meio escolar. Parte deste artigo foi apresentado durante o I Colóquio Internacional Bullying Submerso: Religião e Etnicidade na Escola, promovido pelo Programa de pós Graduação em Ciências da Religião da Pontifícia Universidade Católica de Goiás, em outubro de 2015, e é fruto de pesquisas realizadas[1] no doutorado e de vivências enquanto professora de 1° e 2° fase da rede estadual da mesma cidade, e como umbandista Omó Ifá e abiã de orisá. [1] Essa pesquisa não recebeu financiamento, porém, parte dela foi realizada durante os estudos de doutorado. (shrink)

The upbringing of infants in native communities is the concern of authorities and researchers for being a vulnerable population segment. The purpose of the study was to analyze child rearing styles of an Amuesha community in the Peruvian jungle. The phenomenological design allowed interviewing amuesha mothers from Oxapampa in Pasco, until reaching saturation. It was found as results that child rearing practices conform to sociocultural patterns, such as identity and communal heritage culture, which are in extinction due to the (...) presence of exotic factors; in addition to a demand to the State for better education and health services. (shrink)

Looks at what the author calls "mindvaulting," or the human mind's ability to vault over the realm of current perception, motivation, emotion and action, to leap—consciously and deliberately—to past or future, possible or impossible, ...

Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

An argument that in response to sociocultural pressures, human minds develop self-consciousness by activating a complex machinery of self-regulation.

Following the recent recognition that humans are an active force in nature that gave rise to a new geological epoch, this article explores the implications of the shift to the Anthropocene for social theory. The argument assumes that the emerging conditions compel an expansion and deepening of the timescale of the social-theoretical perspective and that such an enhancement has serious repercussions for the concept of human agency. First, the Anthropocene is conceptualized as a nascent cognitively structured cultural model rather than (...) simply a geological epoch. Second, the vast and deep timescale, in the light of which the new time unit and its generative agency alone make sense, is analysed along with the human world's objective, sociocultural and subjective axes. Finally, the elements of the concept of agency are recomposed in their temporal and relational contexts. At the reflexive level throughout, the need for social theory to develop a cognitive-theoretical approach in conjunction with a weak naturalistic ontology is suggested. (shrink)

Sociocultural influences on the development of child language skills have been widely studied, but the majority of the research findings were generated in Northern contexts. The current crosslinguistic, multisite study is the first of its kind in South Africa, considering the influence of a range of individual and sociocultural factors on expressive vocabulary size of young children. Caregivers of toddlers aged 16 to 32 months acquiring Afrikaans, isiXhosa, South African English, or Xitsonga as home language completed a family (...) background questionnaire and the MacArthur-Bates Communicative Development Inventory about their children. Based on a revised version of Bronfenbrenner’s ecological systems theory, information was obtained from the family background questionnaire on individual factors, microsystem-related factors, and exosystem-related factors. All sociocultural and individual factors combined explained 25% of the variance in expressive vocabulary size. Partial correlations between these sociocultural factors and the toddlers’ expressive vocabulary scores on 10 semantic domains yielded important insights into the impact of geographic area on the nature and size of children’s expressive vocabulary. Unlike in previous studies, maternal level of education and SES did not play a significant role in predicting children’s expressive vocabulary scores. These results indicate that there exists an interplay of sociocultural and individual influences on vocabulary development that requires a more complex ecological model of language development to understand the interaction between various sociocultural factors in diverse contexts. (shrink)

O texto terá como propósito indagar sobre a categoria da diversidade quando voltada à questão educacional. A pergunta que se desejará responder será: O que se entende quando falamos em diversidade? A hipótese a ser perseguida é a de que o tema da diversidade tornou-se lugar-comum e corriqueiramente assume as mais diversas concepções possíveis ou, ainda, foca-se exclusivamente em fenômenos da diversidade. O autor, partindo de Freire e Charlot, pretende discutir a problemática da natureza inconclusa do ser humano e argumentar (...) que cada um faz em si a experiência do diverso; mas tal natureza ontológica assume conotações importantes para a vida em sociedade quando estamos em situação de relação. Assim, partindo da discussão ontológica, desejamos alcançar o tema da antropologia amparado em Paul Ricoeur. Palavras-chave: Ontologia. Inclusão. Diversidade. (shrink)

Sociocultural Issues in Physical Education: Case Studies for Teachers helps teachers increase their sociocultural awareness and knowledge in order to consider how students’ experiences are shaped in and through physical education classes. This book is especially useful as a professional development and academic tool.

Este artículo revisa críticamente los modelos de gestión de la diferencia ala luz de algunas novedades que afectan a los conceptos de cultura, identidady diversidad cultural. De un lado, se sugieren razones para dejar de identificardiversidad étnica con diversidad cultural o cultura con tradiciones, lengua yreligión; de otro, la ambigua categoría de cultura sigue presentando una dualidadantagónica de sentidos (como tradición y como valor formativo) queredunda en su falta de operatividad. Se propone una reflexión sobre el sentidode los (...) términos acorde con un pluralismo y un cosmopolitismo crítico donde lacomprensión de algunas instituciones jurídicas y políticas forma parte de unmarco universalizable de racionalidad en un sentido cultural. (shrink)

O texto aborda a correlação de democracia, diversidade e educação a partir da condição própria às minorias político-culturais que são efetivamente construídas desde a tríade racismo biológico, fundamentalismo religioso e eurocentrismo-colonialismo, rediviva política e culturalmente pela ascensão do fascismo como eixo estruturante das instituições e da vida sociopolítica brasileira hodierna enquanto consequência e estágio último de nossa modernização conservadora. Nosso problema de investigação pode ser definido com a seguinte pergunta: como é possível desconstruir-se a tríade racismo, fundamentalismo e colonialismo, base (...) de nossa modernização conservadora, a partir da condição, da história e dos valores próprios às minorias político-culturais? Nossa resposta, construída a partir de reflexões fundadas na teoria social e no pensamento negro, indígena e queer, é dupla: minorias político-culturais permitem a pluralização dos sujeitos, das histórias, das experiências, das práticas e dos valores constitutivos de nossa sociedade, desnaturalizando e politizando sua evolução e suas condições presentes; e é necessário que essa consolidação pública, política e cultural das e pelas minorias possa ser institucionalizada em termos de formulação de currículos, conteúdos, práticas e valores próprios à educação básica pública, uma vez que a militância social por elas assumida depende, para sua efetividade, tanto dessa institucionalização a ser assumida pela escola básica pública quanto, a partir daqui, da dinamização de processos educativos que, baseados exatamente na condição e no sentido dessas minorias político-culturais dentro do amplo processo de modernização conservadora brasileira, atinjam nossa coletividade como um todo, moldando uma nova cultura democrática, pluralista, equalizada e reflexiva. (shrink)

Sociocultural norms against women can contribute to promoting intimate partner violence (IPV) and shape women's decision to disclose IPV. A cross‐cultural analysis of the existing literature is needed to present an overview of the influences of sociocultural norms on women's decisions regarding the disclosure of IPV across different cultural contexts. The purpose of the review was to synthesize published quantitative, qualitative, and mixed methods (MMs) studies to identify known sociocultural norms across different cultures that may influence women's (...) decision to disclose IPV. The Whittemore and Knafl framework, Rayyan software, and PRISMA flow diagram were used. Databases included APA PsycInfo, CINAHL, PubMed, SocINDEX, and Women's Studies International. The quality of studies was assessed by the MMs appraisal tool. A total of 15 research articles written in English and published in peer‐reviewed journals were included. Main categories emerged: (1) stigma surrounding IPV disclosure, victimization, and divorce; (2) gender roles; (3) preserving family honor; and (4) Children's well‐being and future. A one‐size‐fits‐all approach is not adequate for women who are considering disclosing IPV. Findings underscore that regardless of residing in individualistic countries, those sociocultural norms related to traditional gender roles and gender inequality are still important barriers to the disclosure of IPV among women with collectivist roots. (shrink)

En su obra La rebelión de los genes, Manuel Zapata Olivella plantea una teoría del mestizaje en la que se concilia este concepto con la diversidad y la alteridad. El mestizaje no implica exclusión de la otredad ni eliminación de la diversidad. La diversidad no es subsumida en una sola identidad y la otredad no es una perspectiva ajena al sí mismo, sino constitutiva de su idiosincrasia. El otro es parte del sí mismo y el reconocimiento de (...) tal situación constituye un proceso desalienador y descolonizador. Para explorar este planteamiento, en primer lugar, examinamos las concepciones de colonialismo y alienación, teniendo como eje articulador la categoría de idiosincrasia. Seguidamente, examinamos la relación entre diversidad y mestizaje en la teoría de Zapata Olivella. Luego, analizamos la relación entre su concepto de mestizaje y la alteridad. Finalmente, estudiamos el horizonte normativo de la descolonización y la desalienación. (shrink)

En este artículo hacemos un breve recorrido por algunas de las ideas fundamentales de la ética del diálogo (K.O. Apel, J. Habermas y A. Cortina) considerando que constituye un enfoque adecuado para afrontar las obligaciones de justicia con la totalidad de las personas con diversidad funcional. Nos basamos en que: a) la ética del diálogo mantiene el universalismo moral y político defendido por Kant, transformando su noción normativa de persona a partir de la idea de reconocimiento propuesta por Hegel, (...) lo que permite sostener la perspectiva igualitaria de los derechos de todos; b) En su evolución, recoge las críticas planteadas desde el feminismo y el neoaristotelismo (Benhabib, Young, Nussbaum, MacIntyre) y concibe al sujeto moral como un ser corporal, lo que implica una concepción de la autonomía moral y política abierta a la vulnerabilidad corporal.In this article we make a short exposure of some fundamental ideas of the ethics of dialogue (KO Apel, J. Habermas and A. Cortina) considering that it constitutes an adequate approach to face the obligations of justice with all the people with functional diversity. We base ourselves on the fact that a) the ethics of dialogue maintains the moral and political universalism defended by Kant, transforming his normative notion of person from the idea of recognition proposed by Hegel, which allows to maintain the egalitarian perspective of the rights of all; B) In its evolution, it takes the criticisms raised from feminism and neoaristotelism (Benhabib, Young, Nussbaum, MacIntyre) and conceives the moral subject as a corporeal being, this implies a conception of moral and political autonomy open to the body vulnerability. (shrink)

Este trabalho analisa as condições de crença numa Europa contemporânea marcada por uma forte e crescente diversidade cultural. Observamos o estado da arte relativamente aos resultados de estudos anteriores sobre o binómio religião-diversidade. Verificamos que, tendencialmente, a diversidade se encontra negativamente associada à coesão e vitalidade religiosas. Os efeitos fragmentadores e relativizadores da diversidade e o crescimento de uma cultura, implícita ou explicitamente, secular são habitualmente apontados como os motivos fundamentais para a fragilização dos laços religiosos, sobretudo dos tradicionais/institucionais. No (...) entanto, a maioria dos investigadores vem resistindo à afirmação dessa correlação negativa, assumindo apenas a deslocação e recomposição da religião em condições de diversidade. Concluímos que se pode concordar com essa asserção; porém, torna-se difícil negar que a diversidade tem efeitos secularizantes, ainda que limitados, na religião, particularmente por conta da emergência e hegemonia dum paradigma imanente de interpretar o mundo. (shrink)

Este trabajo propone analizar los avances en la jurisprudencia del Tribunal Constitucional de Brasil sobre el control de constitucionalidad de la norma que establece la prohibición de donación de sangre de hombres que hayan tenido relaciones sexuales con otros hombres. La necesidad de ampliación de donadores de sangre por causa de la pandemia de COVID-19 desencadenó un proceso de presión social por parte de instituciones democráticas y de organizaciones no gubernamentales, que culminó con la votación de la ADI 5543 y (...) con la aplicación interna de los principios de igualdad y no discriminación y de normas internacionales de derechos humanos. (shrink)

Una educación democrática, inclusiva y atenta a la diversidad tiene que serlo en todos sus ámbitos, también en el de los contenidos. Cuando cuestionamos los contenidos de las ciencias sociales escolares y las personas que los protagonizan con perspectiva de género llama la atención, en primer lugar, la ausencia de la mujer como sujeto histórico y social. Preguntarnos por el eje identitario del género nos permite cuestionar todas las identidades invisibilizadas en la construcción heteropatriarcal del currículum. En este artículo (...) planteamos la importancia del concepto de la interseccionalidad para repensar los contenidos curriculares y sus protagonistas afrontando las identidades desde el reconocimiento de la diversidad y entendiéndola dentro de las relaciones de poder y discriminación, algo fundamental si aspiramos a una educación que no sea reproductora de desigualdades sino crítica, comprometida y transformadora. (shrink)

The functional use of episodic memories to claim epistemic truth must be placed within sociocultural contexts in which certain truths are privileged. Episodic memories are shared, evaluated, and understood within sociocultural interactions, creating both individual and group identities. These negotiated identities provide the foundation from which epistemic claims to truth can be made.

Introduction. The emerging paradigm of socio- cultural development of the Russian Federation’s local communities is conditioned by the trans- formation of production and economic practices based on the concept of a multi-layered economy and multifunctionality emerging under the pressure of globalization on the development of localities. The desire to preserve and maintain socio-cultural traditions, customs, and values is an axiological guideline for developing local communities. The growing social vulnerability of communities creates certain conditions for losing identity, ability for self-identification, and (...) leads to the destruction of socio-cultural identity. The purpose of the study. The article analyzes the problem of socio-cultural evolution when modern- izing production and economic activity generating factors causing the transformation of culture and sociality of local communities, thus determining the processes of integration and disintegration of socioculture. Methods. Sociocultural analysis provides an op- portunity to reveal the main directions of sociocul- tural development of local communities, to explain the essence of interaction, mutual influence and unification of local communities into an interactive socio-cultural space with compatible formations and components. Scientific novelty of the research. The author dis- plays the models of culture and sociality transfor- mation reflecting the processes of modification of the local communities’ lifestyle that determine the transition from the paradigm of sustainable tradi- tional socio-cultural development to the paradigm of innovative transformations. Results. The problem of sociocultural integration and disintegration is associated with globalization processes that generate contradictions of globality and locality. The processes of integration/disin- tegration of the local communities’ sociocultural development are conditioned by the culture and sociality evolution of the constructing model of socio-cultural behavior. The pressure of globaliza- tion plunges the socio-cultural space into a state of diffusion, instability. Historically established traditions, norms, values are transformed into intermediate forms that help to adapt to new living conditions, neutralize the negative consequences of modernization. Territorial sociocultural formations are being formed, within the framework of which attempts are being made to preserve the tradition- al socio-cultural environment. Conclusions. The dynamics of sociocultural pro- cesses determines the emergence of multidirec- tional poles of sociocultural life: from the desire to preserve the traditional socio-cultural environment, to the full acceptance of the meaningful qualities of liberal socio-culture, which destroys the sociocul- tural identity of local communities. (shrink)

The essay criticizes an alleged new paradigm for explaining sociocultural change: selectionism. Part one describes the general selectionist explanatory schema, which selectionists claim applies to realms beyond the biological, in particular, the sociocultural. Part two focuses on the way most selectionists, in focusing on cultural change alone, wrongly separate culture from society. Particular atten-tion is paid to the accounts these selectionists offer of human action. Part three fills out a conception of the sociocultural, the need for which (...) is indicated by the arguments of the previous section. Part four then criticizes existing social selectionist accounts of sociocultural change, again focusing on the role of human action. The conclusion is that selectionism does not offer a new explanatory paradigm, but is only a label for a class of accounts that highlight the role of contextualized agency in explaining social change. (shrink)