Suchergebnisse

This paper aims at analyzing the centrality of the Other in human ontogeny, by highlighting its ontological role in the development of self, values, and democracy. Inspired by Streib's thoughtful contributions I argue for the intrinsic relations between wisdom, ethics, and values, as well as how those relations can become an important venue in the cultural construction of democratic societies. By assuming a dialogical cultural approach, I stress the role of affective-semiotic processes in promoting individuals' ethical sensibility toward others, and values' openness to different perspectives and wisdom, stressing the role of education in this process.

Cover -- Series page -- Cultural Psychology of Human Values -- Library of Congress Cataloging-in-Publication Data -- Contents -- Editors' Introduction: Values as Culture in Self and Society -- Part I: Sociocultural Ecology of Values -- Chapter 1: Values, Virtues, Citizenship, and Self From a Historical and Cultural Approach -- Chapter 2: Cultural Practices and Value Constructions -- Chapter 3: The Cultural Ecology of Human Value -- Part II: Values in the Field: Framing of Actions -- Chapter 4: Values Internalization on the Move -- Chapter 5: Making Sense of the Bindi -- Chapter 6: The Semiotic Construction of Values of Violence in the Colombian Context -- Part III: Values and Prejudices: Marking the Borders of Approach-Av oidance Dynamics -- Chapter 7: Persons Living Race in Culture and Society -- Chapter 8: Diversity and Inclusion as Central Values in the Construction of a Democratic World -- Part IV: Inclusion and/or Exclusion: Cultural Ambivalences -- Chapter 9: Education, Peace, or Jail Culture? -- Chapter 10: Between Freedom and Captivity -- About the Contributors.

Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach—a master teacher working with a teacher trained in Brazilian Sign Language (BSL)—was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs.

Visitors are amazed by their first impressions of Brazil. Foreigners have always received a warm welcome. Ethnic mixture has taken place with a frequency & intensity incomparable to that of other countries. The same language is spoken nationwide. During Carnival, people from all socioeconomic classes dance & frolic together without distinction. Cordiality, informality, & spontaneity appear to be Brazilian traits. But this is only a part of a bigger, more complex picture that, unfortunately, also encompasses a variety of serious problems, some easily detected by a visitor & some demanding a deeper analysis of the socioeconomic context of the country. In contrast to idealized images, often reinforced by state-subsidized advertising, there are difficulties that demand crucial analysis & efficient political & cultural actions. This article uses the template suggested by de Rivera (2004/this issue) to make an analysis of Brazil's culture of peace. Although our analysis is mostly qualitative, whenever possible we refer our observations to the template's objective indicators. 17 References. Adapted from the source document.

From a sociocultural constructivist perspective, this paper analyses the sociocultural processes involved in children's participation in criminal organizations in Rio de Janeiro, and in other violent and armed environments. The analysis is based on the work of Dowdney (2003, 2005), and the work of the Slum Monitoring Center (Observatorio de Favelas, 2006). The article discusses the concept of childhood, and identifies the major factors affecting child development within such contexts: the strategies used by adults to induct children into a criminal organization and to keep them there. It highlights the role of school and work, two environments universally present in the research participants' own narratives. To study the topic demands a systematic approach so as to account for the variety of factors at work, from the historicosocial forces revealed in the social practices and the collective culture of gangs, to issues such as autonomy and social responsibility. The paper stresses the need to create collective spaces for expressing and coconstructing meanings, which may encourage social and personal reflection, and so promote healthy developmental contexts for both the individual and society.