Epistemología e instrumentación en ciencias humanas / J.P. Pourtois, H. Desmet ; tr. por Montserrat Kirschner.
ABSTRACT Traducción de: Épistémologie et instrumentation en scienceshumaines Obra que propone una integración y complementación de las metodologías cuantitativas y las cualitativas, a través de una equilibrada dosificación de experimentación, observación, interpretación, valoración, etc. Mediante la procedimientos más acreditados -observación participativa, entrevista no directiva, historias de vida, juego del rol, etc.- los autores buscan mostrar la viabilidad del enfoque.
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ABSTRACT: The frontier between the south of Spain and Portugal is established by the river Guadiana. Lying next to the sea, the cities of Ayamonte (Spain) and Vila Real de Santo António (Portugal) face each other on opposite banks of the river. The research that feeds into this paper is focused on these two cities. We study specifically how identity is built in this cross-border area. To do this, in a first phase of this study we organized eight focus group interviews. In the second phase of this research we conducted biographical interviews to deepen some of the analytic categories we were dealing with. These results lead us to state that the territory, and the views that people hold on this territory, are still very important in identity building. This includes both culture and identity as strategic elements in the construction of both development and educational processes. Additionally, one has to ask where people learn the elements that determine these processes. The images of ourselves and the images of the other – that make up stereotypes of both the Spanish and the Portuguese – are built in what kind of contexts and through what types of educational processes? We will try to answer these questions and, finally, provide some idea of the importance of adult education in these processes of identity building, and of the attempt to construct more fluid relationships between the southern Portuguese and Spanish.European Journal for Research on the Education and Learning of Adults. 01/2011; 2(2):151-163.
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ABSTRACT: Determining the subjective construction of psychosocial factors affecting pregnancy in adolescents in a sample of students. 68 students who had become pregnant during their adolescence were selected after reviewing their files and sampling by logical criteria. The implications of pregnancy on personal, family and academic conditions were analysed by means of life stories and in-depth interviews. Crises and adjustments appeared in family and affective structure during the first trimester of pregnancy which culminated in them accepting motherhood as part of their life project, thereby reproducing the single-mother stereotype. Accompaniment of the pair occurred mainly during the first months, followed by abandonment. Although prejudiced, the university community's support had a bearing on interest in personal and academic development and in the baby. Specialised referents were consulted which scared the girls due to their pathological emphasis, thereby leading to them consulting family sources. The pregnant girls' mothers provided ongoing support for their daughters; this was not true of the fathers with whom constant conflict was presented. The services offered by the university were little used even though their importance was recognised. Forming integral students require programmes preparing students to be responsible for motherhood and fatherhood. Prevention was conveyed as promoting healthy affective links and strengthening family and social communication.Revista de salud publica (Bogota, Colombia) 12/2009; 11(6):988-98.