Una anàlisi sociològica de l'atenció a la diversitat

El artículo presenta los resultados de un estudio realizado en cuatro escuelas secundarias de una localidad catalana durante el periodo 1996-1998. El estudio ha aplicado la teoría del dispositivo pedagógico de Basil Bernstein al análisis del tratamiento de la diversidad en la Educación Secundaria Obligatoria. Para elfo ha investigado los procesos de recontextualización oficial y pedagógica de este principio educativo, así como su influencia sobre las prácticas docentes en el aula. Las hipótesis sugieren que este proceso de recontextualización ha inducido a las escuelas a individualizar, normalizar y reprofesionalizar la noción de diversidad. Los discursos oficial, pedagógico y docente reflejan los dos primeros efectos, pero el profesorado se ha desentendido bastante de las propuestas oficiales y pedagógicas dirigidas a la reprofesionalización.Cet article présente les résultats d'une étude réalisée auprés de quatre écoles secondaires d'une loca lité catalane pendant la période alfant de 1996 á 1998. Cette étude a appliqué la théorie du dispositif pédagogique de Basil Bernstein á f'analyse du traitement de la diversité au niveau de f'Éducation Secondaire Obligatoire. A cette fin, on a étudié les processus de recontextualisation officielfe et pédagogique de ce éloigné principe éducatif ainsi que son influence sur les pratiques d'enseignement dans la salfe de c/asse. Les hypothéses suggérent que ce processus de recontextualisation a mené les écoles á individualiser, normaliser et «reprofessionnaliser » la notion de diversité. Les discours officiel, pédagogique et d'enseignement reflétent les deux premiers effets mais le professorat s'estassez des propositions officielfes et pédagogiques dirigées á la «reprofessionnalisation».The article reports the findings from a study carried out in four secondary schools in a Catalan town between 1996 and 1998. Basi/Bernstein's «pedagogic device » pro vides the framework for an analysis of the way in which educational diversity has been included among the principies of the new system of compulsory secondary education in Spain. The research focuses on how «diversity» underwent both an official and a pedagogic recontextualisation, as welf as how these processes impinged upon classroom practices. The analysis tests the hypothesis that schoo/s have eventually individualised and normalised «educational diversity» in line with both official and pedagogic discourses. However, although these discourses proposed that teachers should also redefine their profession by incorporating diversity-related skilfs, it is apparent that they have failed to do so

Delinquência juvenil: ausência de vínculos e adopção de comportamentos desviantes

Trabalho apresentado à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção da avaliação do grau de Licenciada em CriminologiaO presente projecto intitula-se de “Delinquência juvenil: Ausência de Vínculos e Adopção de Comportamentos Desviantes”. Divide-se em duas etapas, inicialmente possui uma pesquisa bibliográfica em que se pretende dar-se a conhecer algumas das teorias explicativas da delinquência juvenil e simultaneamente compreender-se de que forma a ausência de vínculos poderá ser um factor de risco fulcral na adopção de comportamentos desviantes. Numa segunda fase deste projecto, encontra-se planificado um programa de intervenção e de prevenção, através do qual se pretende combater a Delinquência juvenil. Trata-se de um programa direccionado para jovens institucionalizados, partindo-se do pressuposto de que estes manifestam vínculos afectivos mais frágeis que os jovens vivendo em família nuclear de origem e estes factores são, de facto, factores propulsores da adopção de comportamentos desviantes. Pretende-se assim agir no sentido de incentivar à criação de vínculos e ao estabelecimento de relações afectivas, havendo um reforço dos factores de protecção da Delinquência juvenil e combatendo-se assim este fenómeno em constante desenvolvimento. This project is entitled the "Juvenile Delinquency: Missing Attachments and Adoption of Deviant Behavior." It is divided into two stages, the first one contains a review of literature which intends to show some of the explanatory theories of juvenile delinquency and simultaneously clarify how the absence of ties may be a key risk factor in the adoption of deviant behavior. In the second segment of this project is a planned program of intervention and prevention, through which it seeks to combat juvenile delinquency. This program focuses itself in institutionalized teenagers, and arises from the assumption that these youngsters tend to express more fragile emotional ties that young people living in nuclear families of origin and that these factors are indeed favorable to the adoption of deviant behavior. Therefore, the main purpose of this program is to encourage the creation of emotional bonds and to reassure the establishing of strong and satisfactory relationships, focusing in the enforcement of protective factors of Juvenile Delinquency and thus combating this phenomenon which is in constant development

Pedagogía social y la atención y educación a la primera infancia

En este trabajo se pone en relación la Pedagogía Social (PS) con la Atención y Educación a la Primera Infancia (AEPI). Nos interesa conocer las conexiones y puntos de contacto que se producen entre ellas y entre los principios pedagógicos que las rigen. Pretendemos saber hasta qué punto tiene sentido el hecho de que algunos países consideren a la AEPI dentro de las prácticas de la PS. Se describen las características y principales modelos metodológicos de los dos planteamientos pedagógicos que nos lleva a concluir que ambas manifiestan importantes coincidencias; tanto en relación al modelo ideológico que las inspira como a los planteamientos pedagógicos que utilizan. Hay que apuntar sin embargo que la complejidad de la AEPI ha llevado a numerosos países a incluirla en la institución escolar restando protagonismo en ella a otros agentes e instituciones. Esto contribuye a alejarla de los planteamientos holísticos que sigue la PSIn this paper, we make a link between Social Pedagogy (SP) and Early Childhood Education and Care (ECEC). We are interested in learning the connections between them and the pedagogical principles that govern their practice. We want to discover to what extent it is logical for some countries to consider ECEC within the practices of SP. The description of the characteristics and main methodological models of the two pedagogical approaches leads us to conclude that they present striking similarities. These similarities concern the ideological model that inspires them and also the pedagogical approaches they use. It should be pointed out, however, that the complexity of ECCE has led many countries to include it in schools by reducing the role of other agents and institutions. This helps to move it away from the holistic approaches that SP follow

Study of lactic acid polycondensation and lactide production

Projecto realizado em Eidgenössische Technische Hochschule ZürichTese de mestrado integrado. Engenharia Química. Universidade do Porto. Faculdade de Engenharia. 201

Regulation of Port Charges in Spain: Global versus Local Competition

This article examines the determinants of traffic volumes and the revenues per tonne generated by Spain?s port authorities. The interest of the study lies on the strong differences between port authorities in a context of strict regulation but that provides some scope for price competition. We estimate a pricing and demand equation system using instrumental variables. We find that port charges influence the amount of traffic that a port is able to generate. Furthermore, we find clear evidence of local price competition and report mixed results for global competition. Revenues per tonne are higher in ports operating more international regular lines and with multinational terminal operators, while they are lower in ports with nearby competing facilities and where the market share of the dominant shipping firm is high

Les curses de braus en el marc legislatiu actual

Descripció del recurs: 13 abril 2011.Treball presentat a la Facultat de Veterinària de la Universitat Autònoma de Barcelona.Treball presentat a l'assignatura de Deontologia i Veterinària Legal (21223