Community Social Psychology as Political Education and Awareness-Raising: Resistances and Possibilities in Everyday Life - Suggestion for a Model of Analysis

In developing community work we have faced challenges and dilemmas relating to the involvement and commitment of different actors in the networks of community and everyday coexistence. Although there has been an increase in sensitivity and motivation within civil society towards psychosocial practices in various community projects, this has not meant that participation – committed to social transformation – or awareness-raising – seen as a critical and political process – have been implemented and are guaranteed to be present in the above mentioned work. In the practice of community work, it can be seen that participation and awareness-raising constitute necessary psychosocial processes for the possibility of social transformation, starting from the networks of everyday life. It is the aim of this paper to deepen the analysis of the contents and meanings in the concepts of Participation, Awareness-Raising and Strategies for psychosocial survival, in order to support the realization of intervention-work that is committed to the concrete reality of the population and with political projects of transformation. There will be a search for the similarities, differences and intersections between these concepts according to the views of Paulo Freire on Awareness-Raising education, and Ignacio Martin-Baró, as well as pointing to suggestions in the area of Latin-American practices of Community Social Psychology. With a view to a socially committed practice, we shall analyse the following conceptual axes: a) connections between knowledge-ignorance, loveunlove, hope-hopelessness present in the process of participation; b) society-culture-everyday life; c) education and community practices as forms of liberation (emancipation); d) possibilities for the praxis of maintenance and transformation. Finally, a proposal is made for a model of analysis for everyday-life according to Community Social Psychology, bringing together ideas from both authors and analysing the strategies for survival and resistance in everyday life that cut across our community practices. It is also the aim here to reflect on community practices as educational projects of social transformation, as well as on projects of popular education as possibilities for awareness-raising and participation in concrete life. In developing community work we have faced challenges and dilemmas relating to the involvement and commitment of different actors in the networks of community and everyday coexistence. Although there has been an increase in sensitivity and motivation within civil society towards psychosocial practices in various community projects, this has not meant that participation – committed to social transformation – or awareness-raising – seen as a critical and political process – have been implemented and are guaranteed to be present in the above mentioned work. In the practice of community work, it can be seen that participation and awareness-raising constitute necessary psychosocial processes for the possibility of social transformation, starting from the networks of everyday life. It is the aim of this paper to deepen the analysis of the contents and meanings in the concepts of Participation, Awareness-Raising and Strategies for psychosocial survival, in order to support the realization of intervention-work that is committed to the concrete reality of the population and with political projects of transformation. There will be a search for the similarities, differences and intersections between these concepts according to the views of Paulo Freire on Awareness-Raising education, and Ignacio Martin-Baró, as well as pointing to suggestions in the area of Latin-American practices of Community Social Psychology. With a view to a socially committed practice, we shall analyse the following conceptual axes: a) connections between knowledge-ignorance, loveunlove, hope-hopelessness present in the process of participation; b) society-culture-everyday life; c) education and community practices as forms of liberation (emancipation); d) possibilities for the praxis of maintenance and transformation. Finally, a proposal is made for a model of analysis for everyday-life according to Community Social Psychology, bringing together ideas from both authors and analysing the strategies for survival and resistance in everyday life that cut across our community practices. It is also the aim here to reflect on community practices as educational projects of social transformation, as well as on projects of popular education as possibilities for awareness-raising and participation in concrete life. In developing community work we have faced challenges and dilemmas relating to the involvement and commitment of different actors in the networks of community and everyday coexistence. Although there has been an increase in sensitivity and motivation within civil society towards psychosocial practices in various community projects, this has not meant that participation – committed to social transformation – or awareness-raising – seen as a critical and political process – have been implemented and are guaranteed to be present in the above mentioned work. In the practice of community work, it can be seen that participation and awareness-raising constitute necessary psychosocial processes for the possibility of social transformation, starting from the networks of everyday life. It is the aim of this paper to deepen the analysis of the contents and meanings in the concepts of Participation, Awareness-Raising and Strategies for psychosocial survival, in order to support the realization of intervention-work that is committed to the concrete reality of the population and with political projects of transformation. There will be a search for the similarities, differences and intersections between these concepts according to the views of Paulo Freire on Awareness-Raising education, and Ignacio Martin-Baró, as well as pointing to suggestions in the area of Latin-American practice of Community Social Psychology. With a view to a socially committed practice, we shall analyse the following conceptual axes: a) connections between knowledge-ignorance, loveunlove, hope-hopelessness present in the process of participation; b) society-culture-everyday life; c) education and community practices as forms of liberation (emancipation); d) possibilities for the praxis of maintenance and transformation. Finally, a proposal is made for a model of analysis for everyday-life according to Community Social Psychology, bringing together ideas from both authors and analysing the strategies for survival and resistance in everyday life that cut across our community practices. It is also the aim here to reflect on community practices as educational projects of social transformation, as well as on projects of popular education as possibilities for awareness-raising and participation in concrete life

Community Social Psychology as Political Education and Awareness-Raising: Resistances and Possibilities in Everyday Life - Suggestion for a Model of Analysis

In developing community work we have faced challenges and dilemmas relating to the involvement and commitment of different actors in the networks of community and everyday coexistence. Although there has been an increase in sensitivity and motivation within civil society towards psychosocial practices in various community projects, this has not meant that participation – committed to social transformation – or awareness-raising – seen as a critical and political process – have been implemented and are guaranteed to be present in the above mentioned work. In the practice of community work, it can be seen that participation and awareness-raising constitute necessary psychosocial processes for the possibility of social transformation, starting from the networks of everyday life. It is the aim of this paper to deepen the analysis of the contents and meanings in the concepts of Participation, Awareness-Raising and Strategies for psychosocial survival, in order to support the realization of intervention-work that is committed to the concrete reality of the population and with political projects of transformation. There will be a search for the similarities, differences and intersections between these concepts according to the views of Paulo Freire on Awareness-Raising education, and Ignacio Martin-Baró, as well as pointing to suggestions in the area of Latin-American practices of Community Social Psychology. With a view to a socially committed practice, we shall analyse the following conceptual axes: a) connections between knowledge-ignorance, loveunlove, hope-hopelessness present in the process of participation; b) society-culture-everyday life; c) education and community practices as forms of liberation (emancipation); d) possibilities for the praxis of maintenance and transformation. Finally, a proposal is made for a model of analysis for everyday-life according to Community Social Psychology, bringing together ideas from both authors and analysing the strategies for survival and resistance in everyday life that cut across our community practices. It is also the aim here to reflect on community practices as educational projects of social transformation, as well as on projects of popular education as possibilities for awareness-raising and participation in concrete life. In developing community work we have faced challenges and dilemmas relating to the involvement and commitment of different actors in the networks of community and everyday coexistence. Although there has been an increase in sensitivity and motivation within civil society towards psychosocial practices in various community projects, this has not meant that participation – committed to social transformation – or awareness-raising – seen as a critical and political process – have been implemented and are guaranteed to be present in the above mentioned work. In the practice of community work, it can be seen that participation and awareness-raising constitute necessary psychosocial processes for the possibility of social transformation, starting from the networks of everyday life. It is the aim of this paper to deepen the analysis of the contents and meanings in the concepts of Participation, Awareness-Raising and Strategies for psychosocial survival, in order to support the realization of intervention-work that is committed to the concrete reality of the population and with political projects of transformation. There will be a search for the similarities, differences and intersections between these concepts according to the views of Paulo Freire on Awareness-Raising education, and Ignacio Martin-Baró, as well as pointing to suggestions in the area of Latin-American practices of Community Social Psychology. With a view to a socially committed practice, we shall analyse the following conceptual axes: a) connections between knowledge-ignorance, loveunlove, hope-hopelessness present in the process of participation; b) society-culture-everyday life; c) education and community practices as forms of liberation (emancipation); d) possibilities for the praxis of maintenance and transformation. Finally, a proposal is made for a model of analysis for everyday-life according to Community Social Psychology, bringing together ideas from both authors and analysing the strategies for survival and resistance in everyday life that cut across our community practices. It is also the aim here to reflect on community practices as educational projects of social transformation, as well as on projects of popular education as possibilities for awareness-raising and participation in concrete life. In developing community work we have faced challenges and dilemmas relating to the involvement and commitment of different actors in the networks of community and everyday coexistence. Although there has been an increase in sensitivity and motivation within civil society towards psychosocial practices in various community projects, this has not meant that participation – committed to social transformation – or awareness-raising – seen as a critical and political process – have been implemented and are guaranteed to be present in the above mentioned work. In the practice of community work, it can be seen that participation and awareness-raising constitute necessary psychosocial processes for the possibility of social transformation, starting from the networks of everyday life. It is the aim of this paper to deepen the analysis of the contents and meanings in the concepts of Participation, Awareness-Raising and Strategies for psychosocial survival, in order to support the realization of intervention-work that is committed to the concrete reality of the population and with political projects of transformation. There will be a search for the similarities, differences and intersections between these concepts according to the views of Paulo Freire on Awareness-Raising education, and Ignacio Martin-Baró, as well as pointing to suggestions in the area of Latin-American practice of Community Social Psychology. With a view to a socially committed practice, we shall analyse the following conceptual axes: a) connections between knowledge-ignorance, loveunlove, hope-hopelessness present in the process of participation; b) society-culture-everyday life; c) education and community practices as forms of liberation (emancipation); d) possibilities for the praxis of maintenance and transformation. Finally, a proposal is made for a model of analysis for everyday-life according to Community Social Psychology, bringing together ideas from both authors and analysing the strategies for survival and resistance in everyday life that cut across our community practices. It is also the aim here to reflect on community practices as educational projects of social transformation, as well as on projects of popular education as possibilities for awareness-raising and participation in concrete life

SYSTEMS AND METHODS FOR TWO INGOT ROLLING OPERATIONS IN A HOT REVERSING MILL

A method of rolling ingots includes rolling a first ingot with a hot reversing mill such that the first ingot is partially rolled. The method includes moving the partially rolled ingot downstream from the hot reversing mill and performing intermediate processing of the partially rolled first ingot. While performing intermediate processing of the partially rolled first ingot, the method includes rolling a second ingot with the hot reversing mill such that the second ingot is partially rolled. After performing intermediate processing of the partially rolled first ingot, the method includes storing the partially rolled second ingot, returning the partially rolled first ingot to the hot reversing mill, and rolling the partially rolled first ingot to a rolled first product. A rolling system may roll two ingots in parallel

Psicólogos Na Comunidade:: Importância E Orientação Do Trabalho Desenvolvido

Fourteen psychologists who work with communities in themetropolitan area of São Paulo were interviewed. It was aimed, from thepractice of those professionals, to identify the orientation that was given totheir work, specially to see whether the work was related or not to Psychology.For the purpose of this article, the following themes were selected:the main reasons for doing community type of work and its importancefor them; what were the objectives, if any, of the work done or beingdone; what are the necessary conditions one needs in order to work withcommunities. An Analysis of Content applied to these themes, made itpossible to identify that motivation ranked from personal curiosity to their contribution to the community and to Psychology itself. It was also foundthat the main orientation given to the work by those interviewed rangedfrom strictly psychological to sociological work. The author raise somequestions concerning psychological intervention and the specificity of thisobject of study in the area of community work.RESUMO - Foram entrevistados psicólogos, num total de 14, que estavam atuando ou já haviam atuado em comunidade, na Grande São Paulo. Pretendia-se, a partir da prática desses profissionais, identificar orientações dadas ao trabalho em termos de se relacionar ou não à Psicologia. Para a apresentação neste estudo foram selecionados os temas: motivos responsáveis pelo ingresso na área, importância atribuída ao trabalho, presença ou não de objetivos definidos e condições necessárias para a inserção na área. A Análise de Conteúdo, em relação a estes temas, permitiu identificar fatores responsáveis pelo ingresso que se distribuíram desde uma curiosidade pessoal até uma preocupação em contribuir para a população e para a Psicologia. A orientação dada ao trabalho distribuiu-se desde eminentemente psicológica até exclusivamente sociológica. Algumas questões são levantadas em relação à especificidade da Psicologia e à identificação do seu objeto de estudo nesta área

Desafios éticos na prática em comunidade: (des)encontros entre a pesquisa e a intervenção

O presente trabalho analisa as relações entre os processos de investigação e de intervenção no campo comunitário, enfatizando duas questões centrais: a) se a investigação (pesquisa) deve conduzir a ações que também sejam comprometidas com a realidade e a transformação social; e b) se o processo de intervenção em comunidade gera conhecimentos socialmente relevantes. Para isso procede-se a uma reflexão sobre os dilemas e desafios éticos que estão presentes nas práticas comunitárias: a) relacionados às exigências metodológicas e de produção de conhecimento; b) ligados à “sensibilidade cotidiana e histórica”. Indaga-se se a intervenção psicossocial capta os processos de participação e conscientização. Finaliza-se com uma exposição de aspectos importantes para a congruência metodológica e política entre intervenção e investigação psicossocial em comunidade, na perspectiva da Psicologia Social Comunitária Latino-Americana

Liderança escolar : a magia de ensinar "está no truque de liderar"

Este relatório de atividade profissional intitulado Liderança escolar. A magia de a magia de ensinar "está no truque de liderar" tem como principal finalidade apresentar uma reflexão teoricamente fundamentada sobre a liderança escolar e a escola como organização educativa. Remete-nos para uma reflexão sobre a questão da liderança e a eficácia tendo em conta o enquadramento teórico e a experiência profissional de uma professora, com especial ênfase para a sua participação, num cargo de liderança intermédia, no âmbito da administração e organização escolar, neste caso em particular o cargo de diretora de turma, exercido durante dois anos letivos consecutivos, numa escola da Região Autónoma da Madeira. Apresenta ainda uma reflexão sobre como é que a escola como organização influencia ou poderá influenciar a atividade profissional e a liderança do diretor de turma.This professional activity report entitled School Leadership: The magic of teaching "is in the trick of leading" aims to present a theoretically grounded reflection on school leadership and school as an educational organization. It makes us reflect on the question of leadership and effectiveness, taking into account the theoretical context and the professional experience of a teacher with special emphasis on his/her involvement in an intermediate leadership position in the field of school administration and organization, in this particular case, of class director throughout two consecutive years in a school in the Autonomous Region of Madeira. This report also presents a reflection on how school, as an organization, influences or can influence the professional activity and leadership of the class director

Youth and adult education, popular education and awareness processes: intersections in daily life

This article presents relationships between popular education and Youthand Adult Education (YAE). It also names some possibilities of contributionfrom community social psychology to educators’ practice, in his/hereducational/literacy work at the present days. Common epistemologicalorigins are identified since the sixties, when literacy works, awareness andsocial movements started. Gradually, some differentiation among those twoareas happened, while the country entered in its redemocratization period.Similarities, differences and intersections are identified among those twoareas, especially some ‘reflections’ direct to educators’ practice, which arebased on Paulo Freire’s philosophy and popular emancipation practices andguided by community social psychology works. The text is followed by apsychosocial analysis of tensions and paradoxes that appear in educators’practice and analyses the psychosocial repercussions and impacts that cancontribute to progresses or backwards in the awareness processes, both inrelation to educators and students. At the end, some suggestions are presentedto the educators’ formation according to a perspective of awareness andparticipation in daily life.O presente artigo discorre sobre as relações entre a educação popular, aEducação de Jovens e Adultos (EJA) e algumas possibilidades de contribuiçãoda psicologia social comunitária para a prática dos educadores, hoje, noseu trabalho de educação/alfabetização. Identificam-se origens epistemológicascomuns, quando do início dos trabalhos de alfabetização e conscientização edos movimentos sociais, a partir dos anos 60. Paulatinamente, vai acontecendouma diferenciação entre estes dois campos à medida que o país entrano período da redemocratização. São identificadas semelhanças, diferenças eintersecções entre estes dois campos, destacando-se algumas “reflexões”para a prática dos educadores, à luz da filosofia de Paulo Freire e das práticasde emancipação popular, orientadas pelos trabalhos da psicologia socialcomunitária. Procede-se a uma análise psicossocial das tensões e paradoxosque surgem na prática dos educadores, analisando as repercussões e impactospsicossociais que podem contribuir para avanços ou recuos nos processosde conscientização, seja dos educadores, seja dos educandos. Ao final,são apresentadas algumas sugestões para a formação de educadores dentrode uma perspectiva da conscientização e participação na vida cotidiana.Palavras-chave: EJA e educação popular; EJA e processos de conscientização;vida cotidiana e educação popular; processos de conscientização e educação

Docência, vida cotidiana e mundo contemporâneo: que identidades e que estratégias de sobrevivência psicossocial estão sendo construídas?

O presente trabalho objetiva fazer uma análise a respeito das repercussões psicossociais que os desafios e dilemas, vividos cotidianamente pelos docentes em suas práticas profissionais e em suas relações, têm em sua vida profissional, familiar e pessoal, considerando-se em especial o processo de construção de identidade e as alternativas de enfrentamento para tais dilemas. Para isso, far-se-á o percurso seguindo três eixos complementares. O primeiro refere-se à identificação de alguns elementos que nos permitem compreender como está a vida concreta dos docentes, não apenas na dimensão macro-social, mas considerando os aspectos micro-sociais que possibilitem uma configuração ampla sobre o quadro atual cotidianamente vivido pelo docente em seus locais de trabalho. Num segundo momento realiza-se uma comparação a respeito destas condições com aquelas relativas à trajetória de constituição desta profissão há alguns anos. Encaminha-se, então, a discussão para uma análise sobre os processos psicossociais presentes nas relações entre docente, produto de seu trabalho e realidade na qual vive, com vistas a elucidar os diferentes paradoxos com os quais têm de lidar dia a dia, ao mesmo tempo em que lhe é exigido um desempenho que referende uma identidade social prescrita, mas nem sempre coerente e viável às condições de vida e de formação. E, finalizando, far-se-á uma discussão sobre possibilidades de sobrevivência psicossocial diante deste quadro de naturalização e conformismo para com a vida cotidiana. Lecturing, everyday life and contemporary world: which identities and strategies of psychosocial surviving are being built? Abstract Under the psychosocial perspective, this work presents a discussion about the challenges and dilemmas that are experienced daily by teachers, resulting of a complex components assemblage linked thet start on the work conditions, passing through the relations established with their work subject, and their knowledge field, even how these teachers perceive themselves during this process, and what kind of meaning they assign to it along their lives. Following the social psychology theoretical shape, under the materialism basis, focused on the mans psychosocial construction departing from his life, and his interactions stablished with another social actors. Recently data related to the teaching work relationships are presented, in terms of the work admission and stability according to the gender, age, and career experience, and also how does this reflect over the development process of his identity and social awareness. This analysis indicates the paradoxes existence, contemporarely tough by the changings occured in the works world, and which inflences brought self-image results that the teacher builts on his own, and in what kind of interaction he establishes with his peers. The analytic proposals allow to identify teachers five daily life conflicts related to interaction and expectation between gender and social demands, relationship among teacher as a social actor and the nature of his work subject, school culture, teachers culture, and the otherculture, prescribed work and feasible work, and solidified identity and ongoing change identity. It is discussed the process of building the teacher identity in front of the current challenges and paradoxes that teachers are compelled to experience and face everyday in their work and personal relationships, such as violence, abuse, low incomes, as well as personal and professional depreciation. It is intended a consideration in terms of searching alternatives that could be regarded also during the future teachers process of graduation and professional formation

A pesquisa participante e a intervenção comunitária no cotidiano do Pibid/CAPES

O artigo analisa as dimensões psicossociais do processo de participação e formação de um grupo de alunos da licenciatura de pedagogia, filosofia e ciências sociais, junto ao projeto Interdisciplinar-Pedagogia, no Programa Institucional de Bolsa de Iniciação à Docência (PIBID)/CAPES-UFPR. A atuação dos graduandos em duas escolas da rede pública de Curitiba-PR privilegiou a construção e a implementação conjunta de um plano de ação em direitos humanos e redes de solidariedade na comunidade. Os trabalhos de intervenção foram desenvolvidos apoiados na proposta de pesquisa participante de Orlando Fals Borda, nos aportes filosóficos da educação conscientizadora de Paulo Freire e na perspectiva teórico-metodológica da psicologia social comunitária latino-americana. Foram realizadas, com os participantes do projeto, reuniões e oficinas semanais de capacitação, grupos focais temáticos e conversações críticas avaliativas. As informações obtidas foram sistematizadas e submetidas à análise de conteúdo, nos seguintes eixos: razões para ingresso no projeto Pibid; atividades realizadas e metodologias para formação e sensibilização; e dificuldades sentidas nas atividades e geração dos produtos. O desenvolvimento das atividades contribuiu para um envolvimento e compromisso com a realidade educacional, colaborando para a quebra de mitos a respeito dessa realidade, com a diminuição de receios e eliminação de preconceitos sobre as escolas públicas. Observou-se que as práticas participativas, comunitárias e educacionais fortaleceram uma proximidade entre universidade e escola, colocando a docência como possível escolha futura desses estudantes e, consequentemente, colaborando para o reconhecimento social do trabalho do professor

Formação em pesquisa na pós-graduação: possibilidades e desafios a partir da orientação

O debate a respeito da Pós-Graduação stricto sensu no Brasil tem focalizado a questão da qualidade no processo de produção de conhecimento, em especial a partir dos três últimos Planos Nacionais da Pós-Graduação. Considerar este tema significa também levar em conta os aspectos relativos às condições objetivas e subjetivas dos trabalhos na pós-graduação. O artigo discute as relações entre pesquisa, formação e produção de conhecimento presentes no trabalho de orientação, nos cursos de pós-graduação stricto sensu. Foram registradas, sistematizadas e submetidas a uma análise qualitativa, informações oriundas de orientações realizadas no período de 1995 a 2017, ao nível de mestrado e doutorado, em Programas de Pós-Graduação em Educação, Educação Musical e Psicologia. Foram analisadas as relações entre as condições objetivas de desenvolvimento do trabalho na pós-graduação e os impactos na formação dos pós-graduandos através da pesquisa. São tecidas considerações sobre os efeitos psicossociais gerados no processo de orientação, que podem afetar, positiva ou negativamente, não só a produção de conhecimento como também a qualidade das interações nesse tipo de atividade. São feitas algumas reflexões sobre uma agenda que considere o ofício da orientação como um processo, também, de formação