Abstract Abdelmalek Sayad has undeniably contributed to a greater understanding of migration by bringing together history, sociology and anthropology. For him, this meant that it was scientifically unthinkable to look at countries producing exiles and receiving exiles separately. Studying immigration and immigrants, which are two different categories, can only find its (best) conditions of accomplishment if we reflect, in the same act, on what they have done when we examine, in practice and theory, populations deprived of a public voice; in other words, deprived, partly by law, of political speech. The sociology of Abdelmalek Sayad has opened up new epistemological perspectives. This methodological singularity was also deployed in his reflective practice. All his texts show this, in one form or another. history anthropology him separately immigrants categories best (best reflect act examine theory voice words law speech perspectives another

Résumé Abdelmalek Sayad a indéniablement contribué à une plus grande intelligence du fait migratoire en tenant ensemble histoire, sociologie et anthropologie. Cela signifiait qu’il était scientifiquement inenvisageable, pour lui, de penser séparément pays producteurs d’exil et pays d’accueil des exilés. Etudier l’immigration et les immigrés, qui sont-là deux catégories différentes, ne peut trouver ses (meilleures) conditions d’accomplissement que si l’on réfléchit, dans le même acte, sur ce que l’ont fait lorsqu’on examine, en pratique et en théorie, des populations dépossédées d’une parole publique ; autrement dit, dessaisies, en partie par le droit, d’une parole politique. La sociologie d’Abdelmalek Sayad a ouvert des perspectives épistémologiques inédites. Cette singularité méthodologique se déployait aussi dans sa pratique réflexive. Tous ses textes le montrent, sous une forme ou sous une autre. histoire anthropologie quil qu il inenvisageable lui dexil d exil daccueil accueil exilés limmigration l immigration immigrés sontlà sont là différentes meilleures (meilleures daccomplissement accomplissement lon on réfléchit acte lont ont lorsquon lorsqu examine théorie dune dit dessaisies droit politique dAbdelmalek inédites réflexive montrent autre

Resumo O objetivo do presente estudo foi conhecer como se constituíram as vivências na família de origem de homens envolvidos em relações conjugais violentas. Trata-se de pesquisa qualitativa exploratória. Foram entrevistados nove homens autores de violência doméstica, respondendo a processos judiciais com base na Lei º 11.340/2006 (Lei Maria da Penha). Utilizou-se análise temática como método de análise de dados, sendo abordados três temas neste trabalho: negligência afetiva, exposição à violência física na infância e figura masculina de referência. Os resultados foram analisados sob a perspectiva da Teoria Bioecológica do Desenvolvimento Humano. Conclui-se que a construção das masculinidades desses homens sofreu influência de suas vivências anteriores, pautadas por modelos parentais severos, abusivos e negligentes. A figura de referência masculina também é vista como ausente e rígida, exercendo controle sobre o microssistema familiar. Essas experiências podem revelar a construção de um modelo no qual o homem acredita que seu papel também deva ser desempenhado por controle e domínio baseados na violência. Desta forma, isso pode ser considerado um fator de risco para o envolvimento em relações conjugais violentas, já que revela a fragilidade na construção do vínculo de confiança e reverbera nos relacionamentos vividos durante a vida adulta. É importante que esses homens tenham espaços de reflexão sobre suas ações em âmbito conjugal, a fim de ressignificar as experiências de abuso sofridas na infância.

Abstract The aim of this study was to know how the experiences in the family of origin of men involved in intimate partner violence was constituted. Nine male perpetrators of domestic violence were interviewed, responding to lawsuits based on the Brazilian Federal Act 11,340 of 2006 (as known as the Maria da Penha Law). Results were examined using thematic analysis. In this paper, three themes will be presented: affective neglect, exposure to physical violence in childhood and male reference figure. The results were analyzed from the perspective of the Bioecological Theory of Human Development. It was concluded that the construction of the masculinities of these men was influenced by their previous experiences, ruled by severe, abusive and negligent parental models. The male reference figure is also seen as absent and rigid, exercising control over the family microsystem. These experiences may reveal the construction of a model in which men believe that their role must also be played through control and domination based on violence. In this way, this can be considered a risk factor for involvement in intimate partner violence since it reveals the fragility in the construction of the trust bond and reverberation in the relationships lived during the adult life. It is important that these men have spaces for reflection on their actions in the marital intimate context, in order to resignify the experiences of the abuse suffered during childhood.

Resumen El objetivo del presente estudio fue conocer cómo se constituyeron las vivencias en la familia de origen de hombres involucrados en relaciones conyugales violentas. Se trata de una investigación cualitativa exploratoria. Se entrevistó a nueve hombres autores de violencia doméstica, que respondían a procesos judiciales con base en la Ley Brasileña 11.340 de 2006 (conocida como Ley Maria da Penha). Se utilizó el análisis temático como método de análisis de datos, y se abordó tres temas en este trabajo: negligencia afectiva, exposición a la violencia física en la infancia y figura masculina de referencia. Los resultados fueron analizados bajo la perspectiva de la teoría bioecológica del desarrollo humano. Se concluye que la construcción de las masculinidades de estos hombres sufrió influencia de sus vivencias anteriores, pautadas por modelos parentales severos, abusivos y negligentes. La figura de referencia masculina también es vista como ausente y rígida, ejerciendo el control sobre el microsistema familiar. Estas experiencias pueden revelar la construcción de un modelo en el que el hombre cree que su papel también debe desempeñarse por medio del control y el dominio basados en la violencia. De esta forma, esto puede ser considerado un factor de riesgo para la participación en relaciones conyugales violentas, ya que revela la fragilidad en la construcción del vínculo de confianza y reverbera en las relaciones vividas durante la vida adulta. Es importante que estos hombres tengan espacios de reflexión sobre sus acciones en el ámbito conyugal, a fin de resignificar las experiencias de abuso sufridas en la infancia.

Bullying is an important risk factor for mental health of children and adolescents. Bullying is a subset of aggressive behavior, generally defined as an act intended to inflict injury or discomfort upon another student. There is considerable evidence for emotional problems (such as, depression, anxiety, and low self-esteem) among children and young people who experience bullying or peer victimization, and between bullying and behavioral problems (aggression, antisocial behavior, and substance use), but cross-sectional studies cannot explore the direction of the relationship. Besides, longitudinal studies are crucial to explore stability of being victim and being aggressor. There are no many studies that has attempted to do this. In Latin American countries, such as Argentina, longitudinal studies are very scarce in this respect. Exploring the direction of the link between victimization and emotional problems is vital to identify targets of victimization in adolescents and reducing cost of victimization. So, the purpose of this research was examining stability of victims and aggressor in three-time points and determine the direction of the relationship between emotional problems (depression and anxiety) and victimization, on one hand, and between behavioral problems (antisocial behavior and aggression), on the other hand. To this end, data were obtained from a sample of 485 students from two secondary schools attending first course, second and third in Parana, Entre Rios. A 58% was female and 42% was males; Mage = 13.6. They were examined in May (Time 1, T1), August (Time 2, T2), and November (Time 3, T3). To measure victimization, they completed Olweus Bully/ Victim Questionnaire (tapping verbal, physical, relational, and cybervictimization and these kind of bullying), Kovacs Child Depression Inventory for depression, Rosenberg Psychosomatic Symptom Scale for anxiety, and aggressive behavior and antisocial behavior from Achebanch and Rescorla ASEBA (2001), and some sociodemographic questions. Confidentiality and anonymity were ensured. Date was set up with Statistical Package for Social Sciences version 22 and AMOS 16 to set up structural equation modeling (SEM). Results suggested that 15%,16%, and 18% were victims in T1, T2, and T3. As regarding being aggressor, the percentages were 9%, 10%, and 9%. With respect to stability of victim status in each of the three times, a 39% was victim in the three times; as regarding aggressor status, a 57% was aggressor in the three times. An autoregressive cross-lagged with index of victimization, scores on depression and anxiety in T1, T2, and T3 indicated an adequate model fit: CFI = .99, TLI = .96 and RMSEA =.08. Victimization at T1 predicted victimization at T2 and T3. Regarding the links between victimization and emotional problems, this relationship was reciprocal with respect to depression: victimization predicted depression at T2 and T3 and depression predicted victimization in both times, as well. The links between victimization and anxiety was non-significant. Reciprocal links between depression and anxiety were found. With respect to bullying, antisocial behavioral and aggression model, results indicated a good model fit: CFI = .99, TLI = .96, and RMSEA = .06. Findings suggested reciprocal links between bullying and aggression. Links between bullying and antisocial behavioral were non-significant. These results suggested stability in victim status and aggressor status, but also change in only a period of six month. Besides, results showed that the link between victimization and depression was reciprocal: depression was an antecedent but a consequence of victimization, as well; the same happened for bullying and aggression. So, these results are in line with a vast literature suggesting reciprocal effects. In the discussion, we provided further explanation of the results, considering domination theory among others. Finally, limitations and suggestion for carrying out future studies are provided.

El objetivo de este trabajo fue explorar la estabilidad del ser víctima y ser agresor en tres puntos en el tiempo y la direccionalidad de la causalidad entre la victimización y los problemas emocionales, por un lado, y entre la agresión y los problemas de conducta en adolescentes, por el otro. Se constituyó una muestra intencional de 485 alumnos de dos escuelas secundarias de Paraná, Entre Ríos. Un 42% correspondió a alumnos varones; la media de edad fue de 13.6 años. Los participantes contestaron un cuestionario sociodemográfico, el Cuestionario de Agresores/Víctimas de Olweus (que mide bullying verbal, físico, relacional y cyberbullying), el Inventario de Depresión de Kovacs, la Escala de Síntomas Psicosomáticos de Rosenberg para ansiedad y las escalas de conducta antisocial y agresividad del ASEBA de Achenbach y Rescorla (2001). Los resultados indicaron que un porcentaje similar era víctima en cada uno de los tres tiempos (15%, 16% y 18%). Con respecto al ser agresor, también se hallaba un porcentaje similar en los tres tiempos (9% 10% y 9%). Considerando el grupo que era victimizado en el tiempo 1, un 39% lo era también en los tiempos 2 y 3, mientras que dentro del 9% que era agresor en el tiempo 1, un 57% lo era en los dos tiempos subsiguientes. Un modelo autoregressive cross-lagged indicó que existían efectos bidireccionales entre la victimización y la depresión. También se hallaron efectos bidireccionales para el bullying y la agresividad. Estos resultados indican estabilidad, pero también cambio en el ser victimizado y ser agresor. En la discusión se analizan estos hallazgos a partir de diversos aportes teóricos para explicar tanto la estabilidad como el cambio. Finalmente, se proveen limitaciones y sugerencias para futuros estudios.

RESUMO É realizada a análise de dois dos documentos produzidos, visando regular e orientar a formação inicial de profissionais da educação básica (Resolução CNE/CP Nº 1/06 e o Parecer CNE/CP Nº 2/15). Toma-se as noções de racionalidade tecnológica e de pseudoformação, formuladas por Marcuse e Adorno, para examinar o modelo de formação docente estabelecido pelos membros do Conselho Nacional de Educação (CNE). Também são cotejadas informações de ambas as fontes tendo em vista a reflexão sobre as principais tendências presentes na formação de professores no Brasil. Se a racionalidade tecnológica produz disposições que exprimem a maneira como a dominação se consubstancia na sociedade administrada e se a pseudoformação é a forma de socialização predominante, refletindo a alienação que caracteriza a relação dos indivíduos com homens, coisas e natureza, a análise permite afirmar que as contradições, características de sociedades marcadas pela desigualdade e opressão, o que, por sua vez, produz incertezas sobre a função da escola, estão presentes nos dilemas implicados na docência. O modelo de formação inicial para o magistério prioriza a formação técnica em detrimento da articulação entre educação, formação docente e política; e os recursos mobilizados para isso estão estreitamente ligados ao caráter instrumental conferido à profissionalização dos professores, com a redução do ato de ensinar à técnica didática e da teoria a um conjunto de conhecimentos a serem aplicados no processo pedagógico, contanto que certos princípios sejam corretamente observados.

ABSTRACT This is an analysis of two documents produced to regulate and guide the initial formation of basic education professionals (CNE/CP No. 1/06 and the CNE/CP No. 2/15). Based on Notions of technological rationality and semi-formation, formulated by Marcuse and Adorno, are used to examine the teacher education model established by members of the National Education Council. Both sources are considered in order to reflect on major trends that characterize the teacher formation in Brazil. If technological rationality produces layouts which express how domination takes place in the administered society, if semi-formation is the predominant form of socialization, reflecting the alienation that characterizes the relationship of individuals with people, things and nature, the analysis allows us to claim that the typical contradictions of societies marked by inequality and oppression, that in turn create uncertainties about the function of the schools, are present in the dilemmas implicated in teaching. The initial formation model prioritizes technical education at the expense of articulation between instruction, teacher formation and political education, and the resources called into play for this are closely linked to the instrumental character conferred on the professionalization of teachers, by reducing the act of teaching to didactic technique and theory to a knowledge set to be applied in the educational process in accordance with certain principles that must be properly observed.

Diepsee: 'n Keur uit die verhale van E. Kotze(2014) refocuses our attention on Kotze's short story collections which immortalised the sea and the littoral spaces of the West Coast in Afrikaans literature. This study comprises an ecocriticial investigation of the title story in Halfkrone vir die Nagmaal (1982), with attention to the manner in which distancing takes place from the conventional Western way of thinking by which is presumed that human-nature differences may serve to vindicate human domination of, or misconstrue the relationship with, the natural world. Differences between human and nonhuman nature in this narrative is integrated with details which clearly bring the human-nature relationship to light, as well as ideas of connectedness with nature. This leads me to an exploration of the representation of the sea and the natural sea environment as a literary demonstration of an alternative view of nature as the Other. The investigation centres on the discovery of characteristics of anotherness-characteristics in contrast to those of the Other in the dualistic human-nature view in which the key concepts of alienation and objectification still function to defend Western hierarchical power relationships. The alternative model of otherness, with anothernessas key concept, has its origins in Mikhail Bakhtin's theory concerning the term "relational otherness". This model has been applied to the field of ecocriticism by Patrick Murphy who describes anothernessas a perception of otherness that respects difference without using it to justify domination or prohibit connection. Murphy emphasises that anotherness proceeds from a heterarchichal-that is, a non-hierarchical-sense of difference. The application of this alternative model of otherness, in the ecocritical context, to "Halfkrone vir die Nagmaal" leads to the discovery of a respectful approach to human-nature differences, where principles of domination or distancing do not apply, but rather those of relations and human-nature interaction. In voicing another nature, Kotze's acts as "I-for-another" (Bakhtin's expression) for the earth; her narrative becomes an act of responsibility towards a coastal strip that nowhere else in Afrikaans literature is captured so expansively and poignantly as in her work.