Suchergebnisse

Most studies find a positive correlation between family cultural capital and educational achievement. As compelling as the evidence on the advantages of family cultural capital for educational achievement is, most studies have focused on countries characterized by having a large middle class and high levels of income, not addressing societies with high levels of social inequality. Importantly, few studies have examined whether schools interact with families in determining the relationship between cultural capital and educational achievement. The goal of this article is to examine how cultural capital is associated with achievement in Brazil, one of the most unequal countries in the world. Using data from the 2006 Program for International Student Assessment (PISA), results from multilevel models show that the science and reading achievement gaps associated with cultural capital are magnified in Brazilian schools, an important finding given that the country is an already highly stratified society.

To inform social work practice with adolescents who may consume alcohol, we examined if alcohol use among Chilean adolescents varied as a function of their mothers' and their own religiosity and spirituality. Data were from 787 Chilean adolescents and their mothers. Adolescent spirituality was a protective factor against more deleterious alcohol use. Parental monitoring and alcohol using opportunities mediated the associations. The practice of religious behaviors by themselves without meaningful faith were not associated with alcohol use among adolescents. Implications for social work practice are discussed.

El presente Documento de Trabajo contiene los resultados de la administración de diversas escalas de actitudes a estudiantes de cuarto y sexto grado de primaria y cuarto grado de secundaria durante la evaluación nacional del rendimiento estudiantil organizada por la Unidad de Medición de la Calidad Educativa (UMC) del Ministerio de Educación a fines del 2001. Las escalas están referidas al gusto, autoeficacia y utilidad del estudiante frente a la lectura, la escritura y la matemática. Adicionalmente se incluyó una escala de actitudes de respeto hacia las lenguas vernáculas y las personas que las hablan. El estudio de las actitudes de los estudiantes peruanos es un tema relevante, tanto como el estudio del rendimiento en las áreas académicas. De hecho lo uno y lo otro está presente en el currículo vigente. De los resultados aquí presentados se pueden sacar lecciones que deberían sugerir políticas educativas que ayuden a conseguir mejores logros tanto en lo cognoscitivo como en lo afectivo, ya que es indudable que ambos aspectos están relacionados. El presente Documento de Trabajo es resultado de un esfuerzo conjunto de investigadores de GRADE y la UMC.

Background: Although much is known about the higher prevalence of anxiety and depressive disorders among adolescent females, less is known about the differential item endorsement due to gender in items of scales commonly used to measure anxiety and depression. Aims: We conducted a study to examine if adolescent males and females from Chile differed on how they endorsed the items of the Youth Self Report (YSR) anxious/depressed problem scale. We used data from a cross-sectional sample consisting of 925 participants (mean age = 14, SD 1.3, 49% females) of low to lower-middle socioeconomic status. Methods: A two-parameter logistic (2PL) IRT DIF model was fit. Results: Results revealed differential item functioning (DIF) by gender for six of the 13 items, with adolescent females being more likely to endorse a depression item while males were found more likely to endorse anxiety items. Conclusions: Findings suggest that items found in commonly used measures of anxiety and depression symptoms may not equally capture the true levels of these behavioural problems in adolescent males and females. Given the high levels of mental disorders in Chile and the surrounding countries, further attention should be focused on increasing the number of empirical studies examining potential gender differences in the assessment of mental health problems among Latin American populations to better aid our understanding of the phenomenology and determinants of these problems in the region.

Ensinar a conviver pacificamente é um grande desafio para docentes, pois os conflitos relacionais fazem parte da convivência humana. Situações que vão de indisciplina até as de violência, para serem pedagogicamente aproveitadas com aquele fim, requerem de docentes um manejo eficaz e corriqueiro na sala de aula e na escola. Este artigo apresenta a Pedagogia Institucional (PI) como alternativa para a gestão educadora de conflitos. Após breve apresentação teórica da PI, interpretamos uma situação de conflito relacional registrada há alguns anos durante projeto de extensão universitária que acompanha instituição de Educação Infantil na capital da Paraíba. Os dados foram extraídos de anotações de diário de campo e interpretados segundo a teoria winnicottiana. Os resultados mostram que a gestão dos conflitos relacionais na escola por meio da aplicação de leis e limites, instituídos a partir de dispositivos envolvendo lugares e o recurso à fala para resolver conflitos e estabelecer regras para o bem coletivo, favorece o crescimento emocional, a capacidade de cuidar dos outros e a aprendizagem de valores a isso vinculados, capacidades indissociáveis à construção de uma cultura de paz na escola. Palavras-chave: Conflitos relacionais na escola. Intervenção docente. Pedagogia Institucional. Teoria Winnicottiana. Cultura de Paz.