Tesis sobre el tema "Professional inequalities"

This thesis aims at examining the contribution of Vocational Education and Training (VET) to advancing Human Development (HD) and reducing inequality, using the example of Palestine as case-study rich in multi-layered inequalities, some of which are experienced in the region and worldwide, while others are specific to adverse conditions. The case of Palestine provides fertile ground for understanding inequality and human development, and for echoing the developed knowledge through to the understanding of VET and HD globally. The thesis contributes to the previous work on VET and HD introduced by McGrath (2012c) and shaped by many scholars, including McGrath and Powell, through the Capability Approach (CA). It uses Powell’s (2014) work on “aspiration” and capability lists (CL) and relates VET to human development within the Palestinian context. The thesis provides empirical evidence of the VET Learners’ and graduates’ capabilities and functions achievements through VET in the adverse conditions present in the Palestinian context. The thesis validates and develops the VET CL, integrating inequality elements and linking it to political economy theory. The thesis utilises Gender and Development Theory (GAD), complemented by the intersectionality approach. The research borrows Kabeer’s (1999) “empowerment framework”, based on the notion of “choice” in addressing disempowerment, to analyse how VET can contribute to reducing inequality. The thesis also engages with Political Economy arguments and specifically the work of Phillip Brown, Andy Green and Hugh Lauder (2001) on the need for “social transformation” to achieve the aim of a high skill society, suggesting an increased role for government and social partners and the political will for skills upgrading. In this regard, the thesis analyses how adopted policies are used to reduce or reproduce inequalities. The research used quantitative and qualitative methods, and engaged 1,240 people representing VET graduates, students, teachers, counsellors and management of VET institutes, in addition to policymakers on national and regional levels, as well as teachers and principals of general schools, employers, community representatives and government officials. 33 VET institutions were engaged representing the different VET providers being; governmental, non-governmental, semi-governmental and UN bodies. Selected institutes and consulted people presented different identified inequality elements. The Thesis presented empirical evidence on the increased value of VET for the marginalised, and for marginalised communities in adverse conditions. It presented that VET graduates’ achievements in employment, self-employment and different kind of work as well as in their speed in transiting to the World of Work (WOW) in comparison to their peers. Also presented their ability to generate income and other economic resources for poverty reduction and starting new families. In addition, it highlighted the empowerment achievements of the graduates and its link to achieving their aspirations. Confirming the transformation of the graduates through empowering the dis-empowered. Nevertheless, graduates were faced with internal and external structural challenges. Internal in social attitudes and institutional policies and measures, while the external is in the military occupation and its effects on mobility and socio-economic status. The structural challenges have clearly affected graduates functionings, and achievements of empowerment and aspirations. The thesis presented models of institutes and best-practices by others to support VET learners in overcoming some of the internal challenges, and highlighted the deficits in national policies and measures, it also highlighted a major international deficit. In addition, the thesis has presented the VET contribution to marginalised community resilience. The thesis presented methods of measuring empowerment, functionings and achievement of aspirations as voiced out from VET graduates and learners and triangulated with other resources. One of the main contributions of the thesis is in bringing in GAD to CA in HD approach to VET, and in linking them to political economy, providing a holistic framework to examine VET contribution to HD and reducing inequality. The thesis was able to link arguments about VET and inequality in an international context, and provided empirical evidence for the significance of the link between VET and empowerment in the reduction of inequality, thus indicating the importance of VET in the debate on inequality, and the importance of empowerment measures and goals for identifying the role of VET in reducing inequality and advancing human development.

Absolute value has often been taught procedurally. Many students struggle with solving absolute value equations and inequalities because they do not have an understanding of the underlying concepts. This study was designed to determine to what extent solving absolute value equations and inequalities by using the concept of distance on a number line is an effective method. The claim is that if students use the distance concept on a number line, they will develop the necessary conceptual understanding in addition to just a procedural knowledge that will lead to the success with and flexibility in the use of strategies for more challenging problems. The following questions were addressed in this study: How and to what extent can using a number line develop a conceptual understanding of absolute value equations and inequalities? What solution strategies do students tend to use to solve absolute value equations and inequalities? Does the strategy depend on the complexity of the problem? To what extent do they exhibit flexibility in their use of strategies? What extensions are students able to make? What misconceptions do they have? In this study, lessons and assessments were implemented based on the “best practice” of using multiple representations with a focus on conceptual understanding of absolute value. The lessons were consistent with current content standards. Students completed a pre and post assessment, and some students were selected to participate in a 15 minute interview based on their responses from their assessments. The results were analyzed qualitatively and show that students struggled with remembering the procedure for solving absolute value equations and inequalities. The results also show that students were more successful when using the distance concept on a number line.

The purpose of this study was to determine if gender inequalities existed during SportsCenter's™ highlight coverage of the 2007 Wimbledon Tennis Tournament. The morning episode of the Entertainment Sports Programming Network (ESPN) television show SportsCenter™ was videotaped daily during the Wimbledon Tennis Tournament. Variables analyzed included total highlight time and average time per highlight, total number of highlights, highlights in the introduction to SportsCenter™, highlights previewed preceding commercial, when each highlight occurred, and name gender marking. Statistical significances were seen in first name only (t=2.76, p=0.05) and last name only (t=1.81, p=0.04) name gender marking and highlights occurring in second third (t=2.48, p=0.01) of SportsCenter™. Current literature supports current study's results in that male participants received quantitatively greater highlight coverage, more highlights in the second third of SportsCenter™, and were referred to by their last name while female participants were referred to by their first name.

Le marché de l’aide professionnelle à domicile pour les personnes âgées dépendantes en France est régulé. L’APA solvabilise une partie de la demande d’aide professionnelle à domicile tandis que certaines structures d’aide professionnelle sont tarifées et ont l’obligation de répondre à l’ensemble des demandes qu’elles reçoivent. Ces politiques de régulation sont décentralisées au niveau des Conseils départementaux et ont pour objectif de réduire les inégalités financières et géographiques d’accès à l’aide professionnelle à l’intérieur de chaque département. L’objectif de la thèse est de déterminer si ces politiques de réduction des inégalités intra-départementales conduisent à des inégalités interdépartementales. Le premier chapitre de la thèse utilise une enquête menée au niveau des Conseils départementaux afin de déterminer si la décentralisation des politiques de régulation conduit à une forte hétérogénéité de politiques entre départements. Le deuxième chapitre de la thèse analyse l’impact de l’hétérogénéité constatée. Ce chapitre propose une estimation de l’élasticité au reste à charge de la demande d’aide à domicile des personnes âgées dépendantes, à l’aide d’une enquête nationale. Le troisième chapitre de la thèse analyse, à l’intérieur d’un département, la répartition des financements publics en fonction des revenus et son impact sur les écarts de consommation. Pour cela nous utilisons des données de facturation d’un service d’aide à domicile. Enfin le quatrième chapitre de la thèse propose un modèle théorique de marché mixte, étudiant les effets de l’obligation de service d’une partie des structures du marché sur la qualité de l’aide offerte
The professional home-care market for the disabled elderly in France is regulated. The APA partially reimburses the professional home-care demand and the price of some home-care producers are fixed by the regulator. These producers must serve every area on the territory. The departmental councils set up these regulation policies. Their goal is to reduce financial and geographical inequalities in terms of access to home-care inside each department. Our thesis tries to determine if reductions of inequalities inside each department increase inequalities between department. The first chapter uses a departmental survey to check if the decentralization of regulation policies creates a heterogeneity between department. The second chapter aims to estimate the effects of the heterogeneity observed in the previous chapter on the home-care consumption. We use a national survey to estimate the price-elasticity of the professional home-care demand. The third chapter uses firm’s billing data to analyze the distribution function of the public support according to personal income and its impact on consumption. Finally, the fourth chapter presents a theoretical model of a mixed market where two firms compete on a market, one of which has a ubiquity constraint. The model studies the effect of this ubiquity constraint on the quality

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O tema desta tese são os Institutos Federais, localizados na Região Norte do Brasil, como ato-res sociais executores da política pública de educação profissional. O objetivo foi contribuir para a compreensão do processo social de constituição dessas instituições, a partir da identifi-cação dos limites e possibilidades de sua contribuição para a integração regional, o desenvol-vimento local e o combate às desigualdades, em decorrência da pertinência de sua definição legal e dos efeitos práticos de sua ação social. Levando em consideração as condições estrutu-rais e de funcionamento dessas instituições, o estudo pretendeu investigar se elas podem real-mente corresponder às expectativas geradas em torno de sua criação, segundo a percepção de seus gestores. A partir da contextualização da educação profissional no país e da Rede Federal na Região Norte, contrasta os pressupostos de criação, objetivos e finalidades dessas institui-ções com as condições estruturais de seus processos de implantação e a realidade concreta em que estão inseridas. O problema investigado coloca em evidencia, junto aos gestores, o questi-onamento se essas instituições podem realmente atender às expectativas delineadas para sua função social, segundo os pressupostos da lei 11.892/08, e como podem fazê-lo. A fundamen-tação teórica buscou referências que, reconhecendo a diversidade dos contextos sociais e a complexidade das relações, dimensões e fatores inerentes à estruturação e à organização da vida em sociedade, permitam sustentar os argumentos e considerações acerca dos Institutos Federais e de suas ações. Assim, a complexidade e diversidade das questões envolvidas na si-tuação-problema e a própria dinâmica do contexto social puderam ser consideradas na ampli-tude de suas extensões, como variáveis que tanto podem ser influenciadas, quanto influenciar na dinâmica de funcionamento dessas instituições. Como procedimento metodológico foram selecionados três Institutos, como casos a serem estudados. Os dados foram coletados por meio da aplicação de questionário e realização de entrevista, sistematizados e considerados, segundo os procedimentos da análise de conteúdo. Nas considerações finais, é feito o reco-nhecimento das limitações deste estudo, consciente de que o assunto não foi esgotado, mas com a convicção de que os objetivos propostos foram alcançados, permitindo respostas consis-tentes à situação-problema. Chega-se à conclusão de que, entre as disposições legais e o dis-curso oficial, há um dilema posto para os Institutos Federais, em relação aos sentidos de sua função social: ou agem como escolas obedientes e atendem, em seus processos formativos, às demandas do processo produtivo, ou redimensionam suas ações e focalizam nas perspectivas do desenvolvimento humano. Nesse contexto, a possibilidade de realizar impactos sociais pe-los Institutos Federais é relativa, dependendo dos sentidos das ações de seus agentes sociais e da reciprocidade nos contextos interno e externo. O tema desta tese continua em aberto, pro-pício à realização de outros trabalhos, inclusive, com a participação de atores sociais ainda não considerados.
The theme of this thesis are Federal institutions located in the northern region of Brazil, as so-cial actors executors of public policy professional education. The objective was to contribute to the understanding of the social process of establishment of such institutions, from the iden-tification of the limits and possibilities of its contribution to regional integration, local devel-opment and the fight against inequality, due to the relevance of its legal definition and the practical effects of its social action. Taking into account the structural conditions and func-tioning of such institutions, the study sought to investigate whether they can actually meet the expectations generated around its creation, according to the perception of their managers. From the context of professional education in the country and the Federal Network in the North, contrasts the assumptions, goals and purposes of these institutions with the structural conditions of their deployment processes and the reality in which they are inserted. The prob-lem investigated puts in evidence among the managers, questioning whether these institutions can really meet the expectations outlined for its social function according to the assumptions of the 11.892/08 law and how they can do it. The theoretical foundation sought references that, recognizing the diversity of social contexts and the complexity of the relationships, di-mensions and factors involved in the structuring and organization of life in society, may sup-port the arguments and considerations of Federal Institutions and their actions. Thus, the complexity and diversity of the issues involved in the problem situation and the dynamics of the social context might be considered in the amplitude of their extensions, as variables that can be influenced, how much influence the dynamics of functioning of such institutions. As methodological procedure three institutes were selected as cases to be studied, the data were collected through questionnaires and conducting interview, systemized and considered in ac-cordance with the procedures of content analysis. In the final considerations is the recognition of the limitations of this study, aware that the subject was not exhausted, but with the convic-tion that the goals were achieved, enabling consistent answers to the problem situation. One arrives at the conclusion that, between the legal provisions and the official discourse there is a dilemma for the Federal Institutes in relation to the senses of its social function, or act as obe-dient and schools meet in their formative processes demands of the productive process, or resize your actions and focus on human development perspectives. In this context, the possi-bility of fulfilling the social function of the Federal Institutes is relative, depending on the di-rections of their social agents and reciprocity, in internal and external contexts. The theme of this thesis is still open, conducive to the realization of other works, including with the partici-pation of social actors have not yet considered.

Actuellement les gynécologues sont en France les professionnels de santé les plus impliqués dans le dépistage des cancers gynécologiques, mais les généralistes, qui voient l'ensemble de la population, sont les mieux placés pour dispenser des soins préventifs à tous et de façon équitable.Ce travail visait à comprendre la variabilité des pratiques de dépistage des cancers gynécologiques (par le frottis cervico-utérin et la mammographie) chez les femmes consultant en médecine générale, en fonction notamment de la position sociale des patientes et de l'organisation du cabinet de leur médecin.Il s'intègre dans une étude menée en 2005-06 sur les principaux soins préventifs destinés aux adultes des deux sexes. Sur une période de deux semaines, toutes les patientes de 50 à 69 ans de 59 généralistes franciliens tirés au sort (taux de participation des généralistes : 39 %) ont été incluses au fil des consultations. Les données ont été recueillies auprès des patients par téléphone et auprès des médecins en face-à-face à leur cabinet. L'essentiel des analyses a été réalisé avec des modèles logistiques mixtes à intercept aléatoire pour tenir compte de la structure hiérarchique des données.Au total, 66,7 % des patients éligibles (n=4106) ont participé à l'étude, sans différence selon le sexe des patients.Même parmi des femmes utilisant le système de santé, on observe des inégalités sociales, mais uniquement concernant le frottis (n=858). Un gradient de dépistage défavorable au bas de la hiérarchie sociale existe pour la profession (indice relatif d'inégalité = 2,3), le niveau d'études (IRI = 2,0) et les revenus (IRI = 3,0). L'analyse des contributions à ces gradients de diverses dimensions de la position sociale (logement, quartier, richesse du foyer, statut vis-à-vis de l'emploi, relations sociales et assurance santé) montre que la richesse du foyer, les caractéristiques du quartier et le type d'assurance santé expliquent entre 20 et 60 % de ces inégalités.L'investissement des généralistes dans le dépistage semble restreint comme en témoignent les taux de renseignement d'une date de dernier frottis ou de dernière mammographie dans les dossiers médicaux (23 % pour le cancer du col utérin et 38 pour le cancer du sein). Les praticiens semblent mieux renseigner les dossiers des patientes du bas de la hiérarchie professionnelle et les dossiers des femmes dont ils savent qu'elles ne sont pas suivies par un gynécologue.L'organisation des consultations apparaît centrale dans notre enquête. La participation des patients à l'étude était meilleure parmi les médecins proposant des consultations sur rendez-vous (OR = 2,12 pour les patients hommes et 3,38 pour les femmes). Cette organisation jouerait aussi sur les pratiques de soins : les médecins ayant des consultations plus courtes s'impliquent moins dans le dépistage du cancer du sein (n=898, OR = 0,65). Ces aspects organisationnels permettent d'expliquer environ un quart de la variabilité des pratiques entre les médecins.Ces résultats devraient inciter les généralistes à investir davantage les dépistages des cancers gynécologiques et peut-être à opérer des changements organisationnels. Ce travail, au croisement de la recherche en médecine générale et de l'épidémiologie sociale, a fait émerger une réflexion sur l'analyse de données provenant de patients suivis sur le long cours par des professionnels de santé. Il ouvre aussi des perspectives sur la mise en place d'interventions pour réduire les inégalités sociales observées dans les patientèles.

Le système scolaire français est en passe de réussir à mener près de 80% d’une classe d’âge jusqu’au niveau du baccalauréat. Cependant, cette démocratisation du système ne doit pas occulter la persistance de certaines inégalités. Le niveau du lycée semble être le lieu et le moment où certaines des ces inégalités se cristallisent. Le propos de ce travail est de montrer, dans un premier temps, que ces inégalités s’accroissent au lycée et en particulier au cours de l’année de seconde, qu’aux inégalités d’accès, s’ajoutent des inégalités de réussite. Dans un second temps, ce travail s’attachera à montrer que les pratiques d’enseignement, différentes d’un type de lycée à un autre, peuvent expliquer l’accroissement des ces inégalités. La première étude portera sur l’évolution des inégalités de réussite en mathématiques entre les élèves d’un lycée professionnel, ceux d’un lycée technique et ceux d’un lycée général. L’étude des progressions des élèves en fonction de leur classement initial montrera que les élèves n’ont pas les mêmes chances de réussite selon le type d’établissement dans lequel ils sont scolarisés. La deuxième étude portera sur les pratiques et les discours de 10 enseignants de trois établissements différents : LP, LT et LG. Une analyse quantitative et qualitative de leurs discours, en entretien et en classe, et de leur pratique nous permettra de caractériser ces dernières eu regard du lieu d’enseignement et de mettre ainsi en évidence ce que l’on peut appeler un habitus professionnel
Nearly 80% of a class age is to be taken as far as the baccalauréat by the French Educational School System. Yet, this democratization of the system should not hide the persistence of certain inequalities. It seems indeed, that some school inequalities crystallize at school. That’s why this work will aim at showing, at first, that these inequalities increase during the 1st year of high school (our seconde). Moreover, inequalities of access come on top of inequalities of success. Then, it will be demonstrated in that work that teaching methods (different from one school to another), could as well explain the increase of inequalities. The first study will mainly deal with the evolution of the success inequalities in mathematics between general, technical and professional French high schools. It will be demonstrated as well that pupils don’t have the same opportunities according to their initial rank and according to the school they’re in. The second study will deal with the teaching methods and interviews of 10 teachers, from different types of high schools (LP, LT, LG). A quantitative and qualitative analysis of their speech and practices through their interviews and during the class will help characterize their practices according to the place they teach. It will thus help highlighting what could be called a professional habitus

Cette thèse interroge la persistance d'un malaise professionnel, symptôme d'un « plafond de verre symbolique », au-delà du « plafond de verre » (hiérarchique), à travers les visions du monde de femmes cadres supérieures et dirigeantes. Par le biais du découplage potentiel entre les vécus hétéronomes de ces femmes et les pratiques managériales des trois entreprises observées, ce travail analyse également les raisons latentes de cette persistance, ainsi que la manière dont la protestation ou l'adaptation à ces situations de malaise, vécues par ces femmes, peuvent se manifester au sein des institutions. Trois hypothèses guident l'explication : vécu corporel, dimension culturelle et auto-plafonnement (autolimitation). Mobilisant une démarche phénoménologique, parfois avec des traits s'apparentant à une démarche praxéologique, cette recherche combine plusieurs types de matériaux et d'approches théoriques nourris par différentes disciplines. Les résultats montrent que, nonobstant l'enthousiasme égalitaire mis en avant par les entreprises analysées, elles semblent davantage préposées à améliorer leur image publique qu'à apporter des changements substantiels. La structure n'a pas véritablement changé malgré ce « maquillage politique » : ce sont les femmes qui se sont adaptées, en adhérant à la mobilisation de leur subjectivité et en acceptant de se conformer à la « neutralité masculine ». Si elles se sont appropriées hiérarchiquement du pouvoir, elles continuent cependant symboliquement à le subir, à travers notamment un processus d' « empowerment par procuration ». Alimentée par divers facteurs, la persistance d'un malaise professionnel bride les femmes cadres supérieures et dirigeantes dans une double contingence : à la fois capitaliste « cage d'acier » et patriarcale « corset invisible ». Dans cette situation professionnelle, pétrie de contraintes, de « shaming patriarcal » et d'autorisations de comportements sexistes accordées par la structure via un « pass misogyne », ces femmes se retrouvent coincées dans un mode de vie solidement établi, qu'elles ont consciemment créé et qui est conforme à la raison instrumentale qu'elles ont désirée. Elles n'ont pas d'autres possibilités que de s'adapter, en ayant recours à un « gender patchworking identitaire ». Quatre visions du monde découlent de cette adaptation : Caméléon, Ladyboss, Olympe et Cosette
This thesis examines the persistence of a professional malaise, symptomatic of a "symbolic glass ceiling", over and above the (hierarchical) "glass ceiling", through the worldviews of female senior managers and executives. Through the potential decoupling between the heteronomous experiences of these women and the managerial practices of the three companies observed, this work also analyses the latent reasons for this persistence, as well as the way in which protest against or adaptation to these situations of malaise, experienced by these women, may manifest themselves within the institutions. This thesis examins three hypotheses: bodily experience, cultural dimension, and self-ceiling (self-restraint). Using a phenomenological approach, sometimes with features resembling a praxeological approach, this research combines several types of material and theoretical approaches cultivated by different disciplines. Notwithstanding the egalitarian enthusiasm put forward by the companies analysed, the results show that the companies seem to focus more on improving their public image than to bring about substantial change. The structure has not really changed "political make-up". In fact, it is the women who have adapted, by adhering to the mobilisation of their subjectivity and accepting a mould of "masculine neutrality". Hierarchically they have appropriated power, but symbolically they continue to be subjected to these standards, notably through a process of "empowerment by proxy". Fuelled by a variety of factors, the persistence of a professional malaise traps female senior managers and executives in a double contingency; a capitalist "steel cage" and a patriarchal "invisible corset". In this professional situation, full of constraints and 'patriarchal shaming' as well as authorisations for sexist behaviour, granted by a "misogynist pass", these women find themselves trapped in a firmly established lifestyle, which they have consciously created, and which conforms to the instrumental reason they so desired. They have no choice but to conform, by resorting to "gender patchworking identity". Four worldviews emerge from this adaptation: Caméléon, Ladyboss, Olympe and Cosette
Questa tesi di dottorato esamina la persistenza di un malessere professionale, sintomatico di un "soffitto di vetro simbolico", al di là del "soffitto di vetro" (gerarchico), attraverso le visioni del mondo delle donne senior manager e dirigenti. Attraverso il potenziale disaccoppiamento tra le esperienze eteronome di queste donne e le pratiche manageriali delle tre aziende osservate, questo lavoro analizza anche le ragioni latenti di questa persistenza, nonché il modo in cui la protesta o l'adattamento a queste situazioni di malessere, vissute da queste donne, possono manifestarsi all'interno delle aziende. Tre ipotesi guidano la spiegazione: l'esperienza corporea, la dimensione culturale e l'autosoffitto (l'auto-limitazione). I risultati mostrano che, nonostante l'entusiasmo egualitario introdotto dalle aziende analizzate, questo sembra servire più a migliorare la loro immagine pubblica che a produrre un cambiamento sostanziale. La struttura non ha realmente cambiato "trucco politico", sono le donne che si sono adattate aderendo alla mobilitazione della loro e accettando uno stampo di "neutralità maschile". Si sono appropriate del potere gerarchico, ma simbolicamente continuano a subirlo, attraverso un processo di "empowerment per procura". Alimentata da una serie di fattori, la persistenza di un malessere professionale intrappola le donne dirigenti e manager in una doppia contingenza: la "gabbia d'acciaio" capitalista e il "corsetto invisibile" patriarcale in questa situazione professionale, piena di vincoli e di "shaming patriarcale" e di autorizzazioni a comportamenti sessisti, concessi dalla struttura attraverso un "pass misogino", queste donne si trovano intrappolate in uno stile di vita saldamente stabilito, che hanno consapevolmente creato e che si conforma alla ragione strumentale che hanno desiderato, non hanno altra scelta che adattarsi, ricorrendo al "gender patchworking d'identità". Da questo adattamento emergono quattro visioni del mondo: Caméléon, Ladyboss, Olympe e Cosette

La France est caractérisée par un bon état de santé global et d'importantes inégalités sociales de santé. Le renouveau d'intérêt pour ces dernières est l'occasion de questionner une définition univoque centrée sur les résultats au détriment des procédures, dans un pays qui a axé ses politiques de lutte sur le système de soins. La médecine générale y a une place particulière par son apparition récente en tant que spécialité universitaire et la nécessité de se définir qui s'ensuit. Elle est décrite tout à la fois comme pivot du système de soins, agent de santé publique ou chantre d'une relation inter-individuelle et d'une prise en charge globale. Si la médecine est fondée sur les données de la science, elle est aussi une profession prudentielle en ce qu'elle prend en compte des situations singulières, générant de l'incertitude dans la pratique. Parmi les sources de singularité, l'aspect social, tant du patient que du médecin, est à considérer. Dans sa pratique, ce dernier éprouve cependant une diversité de social. Tantôt obstacle à son activité professionnelle et vu comme extérieur au médical, tantôt élément apparenté aux données de la science par l'épidémiologie, il peut aussi être une brique de la construction individuelle du patient sur laquelle s'appuyer, conduisant parfois à une moralisation des conduites et des identités. Les caractéristiques sociales du médecin sont quant à elles souvent oubliées, comme s'il était neutre ou simple représentant de la science. C'est pourtant dans l'interaction entre ces deux mondes que se jouent aussi les inégalités sociales de santé et tout se passe comme si le médecin ne pouvait bien soigner que ses semblables
France is characterized by a good overall health status and high social inequalities in the health sector. The renewed interest in health inequalities is the opportunity to question a unique definition focused on results at the expense of processes, in a country where policies on tackling inequalities are based on the health care system. General practice has a particular position in this system, as a new academic speciality, which still needs to figure out how to define itself. It is described simultaneously as a heath care system gatekeeper, a public health officer or an advocate for inter-individual relationship and holistic care. While medicine is based on scientific evidence, it is also a prudential profession as it considers singular situations, generating uncertainty in practice. Among singular sources, social characteristics of both patients and doctors have to be considered. However, in their practice, physicians experience a diversity of social. Sometimes a barrier to the professional activity and considered external to the medical world, sometimes considered as part of scientific evidences by epidemiology, it could also be considered as a component of the individual construction of the patient on which the physician can rely, with the potential to lead to a moralization of behaviours and identities. The physician's social characteristics are often omitted, as if doctors were neutral or mere representatives of science. It is however in the interaction between these two worlds that social determinants of health inequalities can be found, and it seems that a physician could only provide good care to patients sharing the same similarities

Les expositions psychosociales au travail restent un problème de santé publique important en Europe. Il est nécessaire d'étudier le rôle de ces expositions dans l'association avec la santé en explorant les différences selon le genre, la position sociale et le pays. Le rôle de ces expositions dans l'explication des inégalités sociales du bien-être est presque inexploré. À ce jour, les concepts émergents d'expositions psychosociales au travail ont été souvent négligés.À l’aide des enquêtes européennes sur la qualité de vie 2007 (17 005 travailleurs) et sur les conditions de travail 2010 (33 443 salariés), les résultats ont montré que les inégalités sociales de santé perçue et du bien-être persistent en Europe. L'ampleur de ces inégalités diffère selon le genre et est plus élevé dans les pays qui ne sont pas dans l'Union européenne. Une forte demande psychologique, des faibles récompenses et une mauvaise conciliation travail-famille sont des facteurs de risque pour la santé perçue dans le modèle ajusté complet. Un certain nombre des facteurs psychosociaux au travail ont montré des associations significatives avec un faible bien-être. Presque aucune différence selon le genre, la profession et le pays n’a été trouvée dans ces associations pour les deux marqueurs de la santé. Les facteurs psychosociaux au travail contribuent à réduire les inégalités sociales de bien-être de 97% et plus selon le genre et la profession. Parmi eux, les facteurs liés à l’influence et au développement des compétences jouent un rôle important.Le genre, la position sociale et une grande variété de facteurs psychosociaux au travail doivent être considérés de manière plus complète dans les futures recherches et politiques de prévention. Les résultats de cette thèse pourraient être utilisés comme un élément fondamental pour mettre en œuvre des politiques de prévention au niveau européen
Psychosocial work exposures remain a public health issue in Europe. There is a need of studying the role of these exposures in the association with health outcomes exploring differences according to gender, social position and country at the same time. The role of these exposures in the explanation of social inequalities in well-being is almost unexplored. To date emergent concepts of psychosocial work exposures have been often neglected. Using European data coming from the European Quality of Life Survey 2007 (17005 workers) and the European Working Conditions Survey 2010 (33443 employees), the results showed that social inequalities in self-reported health (SRH) and well-being remain in Europe. The magnitude of these inequalities differed according to gender and was higher in countries that are not in the European Union. High psychological demands, low reward and work-life imbalance were risk factors for poor SRH in the full-adjusted model. A number and variety of psychosocial work factors showed significant associations with poor well-being. Almost no differences according to gender, occupation and country were found in the associations with both health outcomes. Psychosocial work factors reduced social inequalities in well-being by 97% and more according to gender and occupation studied. Factors related to influence and development at work played a substantial role.Gender, social position and a variety of psychosocial work factors should be considered more comprehensively in future research and policies. Findings of this thesis could be used as a fundamental element in implementing health prevention policies at a European level

A formação apresenta-se como um instrumento de capacitação de trabalhadores e das empresas no processo de adaptação aos desafios de qualificação e requalificação num contexto de forte aceleração das mudanças tecnológica e digital. Assume-se também como uma ferramenta que, pelo menos potencialmente, permite reduzir desigualdades de oportunidade e de competências no interior das empresas. A presente dissertação tem como tema as desigualdades de acesso à formação profissional e os seus impactos diferenciados em cinco empresas de média dimensão do setor automóvel do distrito de Setúbal. A problemática centra-se na forma como a formação profissional poderá reproduzir, ampliar ou mitigar as desigualdades sociolaborais nas empresas. A metodologia adotada é mista, na análise qualitativa, utiliza o método de análise de conteúdo, multi-caso, com a realização de 10 entrevistas a responsáveis de recursos humanos das empresas, bem como a representantes das comissões de trabalhadores e na análise quantitativa são investigadas as informações estatísticas dos dados do Inquérito à Formação Contínua (GEP/MTSSS). Os resultados obtidos na investigação permitem concluir que se verifica um universalismo em relação à carga horária da formação profissional. A obrigatoriedade leva a que as empresas tomem a iniciativa de fornecimento de formação. O tipo de formação adotado é não formal. A modalidade de formação adotada é inicial para novos trabalhadores e contínua de atualização para os restantes trabalhadores. Verifica-se desigualdade de acesso em relação a qualificações, profissão e tipo de contrato. Constata-se desigualdades de impactos na progressão de carreira e/ou mobilidade funcional e nos aumentos salariais.
Training is presented as an instrument to empower workers and enterprises in the process of adaptation to the challenges of qualification and requalification in a context of strong acceleration of technological and digital changes. It is also a tool that, at least potentially, allows reducing inequalities of opportunity and skills within companies. This dissertation has as its theme the inequalities in access to professional training and its differentiated impacts in five medium-sized enterprises in the automotive sector in the district of Setúbal. The problem focuses on how professional training may reproduce, amplify or mitigate socio-labor inequalities in firms. The methodology adopted is mixed, in the qualitative analysis, the content analysis method is used, multi-case, with the realization of 10 interviews to human resources managers of the companies, as well as to representatives of workers' committees and in the quantitative analysis the statistical information from the Continuing Training Survey data (GEP/MTSSS) is investigated. The results obtained in the research allow us to conclude that there is a universalism in relation to the workload of professional training. The obligation leads companies to take the initiative in providing training. The type of training adopted is non-formal. The type of training adopted is initial for new workers and continuous refresher training for the remaining workers. There is unequal access in relation to qualifications, profession and type of contract. There are unequal impacts in terms of career progression and/or functional mobility and salary increases.

Esta investigação enquadra-se nos estudos sobre o ensino regular e profissional, a educação, a formação e a inserção profissionais e as desigualdades sociais e escolares que lhe estão subjacentes. Parte dos alunos que frequentam uma escola profissional agrícola e pretende chegar às causas/razões e motivações que determinaram e os levaram a desistir do ensino regular e optar pelo ensino profissional. Para além da introdução e conclusão, a presente investigação divide-se em três partes estruturadas da seguinte forma: A primeira parte faz o enquadramento teórico-conceptual segundo três pontos, assentes numa base comum de discussão em torno das desigualdades sociais e escolares, a saber: ii) democratização e massificação da escolarização; ii) crise da escola e emergência de novas modalidades de regulação; iii) trajectórias escolares e inserção profissional. A segunda parte faz a contextualização do ensino, da educação e da formação profissionais em Portugal e na Europa, com uma breve abordagem ao ensino e à agricultura portuguesa. A terceira parte é dedicada à análise empírica. Começa pela opção metodológica adoptada e desenvolve-se em torno de três principais dimensões de análise: i) meio social de origem dos alunos; ii) trajectórias escolares dos mesmos; iii) expectativas e inserção profissional.
This investigation is fitted in the studies about regular and professional education, education, professional formation and insertion, and the social and scholar inequalities that are underlying to it. Part of the students that attend an agricultural professional school and intend to get to the causes/reasons and motivations that took them to give up from regular teaching and choose the professional education. Apart from the introduction and conclusion, the current investigation is divided into three structured parts in fllowing way: The first part does the theorical-conceptual framing according to three points established on a common base of discussion around the scholar and social inequalities to know: i) scholar democratization and influence; ii) school crisis and emergency of the new ways of regulation; iii) school trajectories and professional insertion. The scond part does the contextualization of teaching, education and professional formation in Portugal and Europe, with a brief approach to Portuguese agriculture and teaching. The third part is dedicated to the empirical analysis. Starts with the methodological option taken and develops around three principal analysis dimensions: a) student’s social origins; b) student’s school trajectories; c) expectations and professional insertion.

A crise do mercado de emprego juvenil reforçou a importância da escolaridade ao dificultar os percursos juvenis exteriores à escola, de entrada prematura e desqualificada no mercado de trabalho. Cada vez mais jovens percorrem o caminho escolar e académico, adiando a entrada no mercado de trabalho, mas muitos outros ingressam rapidamente na vida profissional, como é o caso deste grupo de jovens que, após ter concluído o 6.º e 9.º ano de escolaridade, decidiu pôr fim à sua relação com o sistema educativo, iniciando uma nova fase das suas vidas que alia a vontade de trabalhar, de ganhar dinheiro e de conquistar autonomia. A investigação procurou conhecer os percursos e os projetos de vida destes jovens, nomeadamente, a nível escolar e profissional. Os dados foram recolhidos através da recolha de dados em fontes diversificadas, que inclui uma entrevista semiestruturada a quinze jovens, com idades compreendidas entre os 23 e os 27 anos, naturais do concelho de Tarouca, cujo nível de escolaridade completo se encontra maioritariamente inserido no 3.º ciclo do ensino básico. A análise das entrevistas possibilitou saber que, os percursos escolares e o nível de educação alcançado influenciaram os trajetos profissionais dos jovens na medida em que, as experiências de insucesso escolar experienciadas contribuíram para o seu afastamento do sistema de ensino e incentivou-os a procurar o primeiro emprego e querer atingir a sua independência financeira.
The crisis of youth employment market reinforced the importance of education in hampering the juvenile paths outside school, like early and disqualified entry in the labor market. Increasingly young people go through school and academic courses, postponing the entry into the labor market, but many others quickly join in working life, such as this group of young people who after having completed grade 6 and 9, decided to end its relationship with the education system, initiating a new phase of their lives that unites the will to work, earn money and gain autonomy. The research tried to know the courses and projects of life of these young people, namely, at school and professional level. The data were collected through a data collection in diversified sources, which includes a semi-structured interview to fifteen young people between the ages of 23 and 27 years old, all natural from the municipality of Tarouca, whose complete schoolarship level is inserted, namely, in the lower secondary education. The analysis of the interviews made possible to know that, the school courses and the education level achieved influenced the youth’s career paths, insofar as the experiences of school failure experienced contributed to their withdrawal from the education system and motivated them to seek for the first job and to achieve their financial independence.

My diploma thesis deals with the relationship and more specifically with the boundaries and inequalities between scientific medicine and alternative medicine from the constructionistic and interactionistic point of view. It explores how the boundaries are constructed by the representatives of biomedicine on one side and the representatives of alternative medicine on the other side. This thesis is based on a qualitative research - semi-standardised interviews with members of both systems of medicine. The state and the role of alternative medicine in czech setting is presented to the reader and the construction of boundaries in this context is explored. The thesis shows that the representatives of biomedicine build boundaries mainly based on moral aspects, while the representatives of alternative medicine have larger and more varied repertoire of boundaries. The fact is probably given by structural conditions and the role of alternative medicine - while the representatives of biomedicine "only" want to maintain the status quo, the representatives of alternative medicine struggle to change their situation, which requires bigger effort.

Dissertação de Mestrado em Administração Educacional apresentada à Faculdade de Psicologia e de Ciências da Educação
Neste trabalho foram estudados os cursos e percursos dos alunos que finalizaram a sua escolaridade no Ensino Secundário Profissional Niv. IV relativamente a diferentes variáveis que possam determinar os percursos dos alunos, desde o histórico familiar, envolvimento e empenho, assiduidade, expectativas até à empregabilidade ou prosseguimento de estudos. Foi efetuada uma breve resenha histórica ao Ensino Profissional e as implicações da regulação e politicas publicas na evolução desta via de ensino, bem como a estrutura e funcionamento das escolas e cursos profissionais.Para melhor enquadramento do objeto de estudo, descreveu-se a escola onde se desenvolveu o estudo com ênfase às práticas desta escola com fortes ligações ao tecido empresarial local, privilegiando o saber fazer, estar e ser, a cidadania ativa, o respeito pela diferença , o desenvolvimento de competências, a promoção e o sucesso do aluno para o séc.XXI. Além do conhecimento in loco enquanto docente, foi utilizada uma investigação quantitativa por inquérito a 41 respondentes maioritariamente do sexo feminino e com uma média de idades à data do inquérito de 19 anos, idade ajustada quando finalizado o 12º ano com 18anos. Foi utilizada uma analise descritiva e inferencial dos dados e os principais resultados demonstram que os alunos escolheram um curso profissional por opção, afim de tirarem o 12º ano e ao mesmo tempo uma certificação profissional pois quando optam pelo ensino profissional fazem-no pelas saídas profissionais/empregabilidade, pelo ensino mais prático e pela Formação em Contexto de Trabalho. Pela analise dos resultados não se verificaram relações significativas entre a assiduidade dos alunos e as questões familiares ou económicas, a maioria dos alunos são assíduos, salientando que, aqueles que não o fazem referem-no ser pelo sistema facilitador de poder compensar essas faltas. Verificam-se ainda relações significativas em função de algumas variáveis salientando a entrada no curso pretendido pelo aluno, tornando-se muito importante ao próprio empenho e envolvimento deste nas atividades escolares, assiduidade e motivação, bem como nos resultados da empregabilidade/prosseguimento de estudos.Em síntese o ensino profissional não poderá ser rotulado para o mau aluno pois bons e maus alunos haverá em todas as vias de ensino, e apesar de todas as limitações cientificas, o aluno ao optar pelo ensino profissional sabe exatamente aquilo que quer havendo uma maioria de alunos que quando termina o seu estagio de imediato consegue trabalho na área do curso que tirou ou prossegue estudos, dependendo somente do curso e do percurso que cada aluno faz . Este estudo sistematizou a investigação existente e acrescenta mais valor à literatura disponível, dando uma perspetiva holística do ensino profissional, dos cursos e percursos do aluno e sua inserção à vida ativa.
In this work were studied the courses and paths of the students who finished their schooling in Niv Professional High School. IV regarding different variables that can determine the pathways of students, from family history, involvement and commitment, attendance, expectations to employability or continuation of studies. A brief historical review was made of Vocational Education and the implications of regulation and public policies in the evolution of this path of education, as well as the structure and operation of schools and professional courses.To better frame the object of study, the school was described with emphasis on the practices of this school with strong links to the local business fabric, privileging knowledge, being and doing, active citizenship, respect for difference, development of skills, promotion and success of the student for the XXI century. In addition to the knowledge in loco as a teacher, a quantitative survey of 41 female respondents was used, with an average age at the date of the survey of 19 years, age adjusted when finished the 12th year with 18 years. A descriptive and inferential analysis of the data was used and the main results show that the students chose a professional course by choice, in order to take the 12th grade and at the same time a professional certification because when they choose professional teaching they do it through professional outlets/employability, more practical teaching and Work Context Training. By analyzing the results, there were no significant relationships between the attendance of students and family or economic issues, most students are assiduous, stressing that those who do not do so refer to it as the facilitator system of being able to compensate these absences. There are also significant relationships depending on some variables highlighting the entry into the course intended by the student, becoming very important to his own commitment and involvement in school activities, attendance and motivation, as well as the results of employability / pursuit of studies.In summary, professional education cannot be labeled for the bad student, because good and bad students will be in all learning paths, and despite all scientific limitations, the student who opts for professional education knows exactly what he or she wants, and when he or she finishes his or her internship, the majority of students immediately get work in the area of the course they have taken or continue their studies, depending only on the course and the path each student takes. This study systematized the existing research and adds more value to the available literature, giving a holistic perspective of the professional education, the courses and paths of the student and their insertion into active life.

Face às recentes transformações societárias, torna-se premente perceber como é que os Assistentes Sociais se situam enquanto agentes construtores da justiça social na representação do Estado e da sociedade, perante os cidadãos. No fundo, pretende-se perceber de que forma as práticas dos assistentes sociais podem estar a contribuir para uma sociedade mais igual/desigual; identificar de que forma estas práticas são elas mesmas influenciadas pelas motivações e valores de cada assistente social e ainda perceber se existe uma relação entre as suas e a reprodução do fenómeno da exclusão que aos mesmo tempo contrariam os princípios da justiça social. Para tal, a análise das práticas profissionais e os seus referenciais será também ela crucial para este entendimento. A questão norteadora consiste em perceber como é que os assistentes sociais operacionalizam, nas suas práticas profissionais quotidianas, os princípios de justiça social.
Due to the recent society transformations, it became mandatory the understanding of how the social assistants place themselves within constructor’s agents of social justice in the representation of the state and the society, towards the citizens. Really and truly, it is intended to understand in which way do the practices of the social assistants are contributing to a more equal/unequal society; identifying the manner these practices are influenced by the motivations and valour’s of each social assistant and still attempt to understand if there’s a relation between them and if its reproduction of the exclusion phenomenon at the same time contradict the principles of social justice. On that matter, the analysis of the professional’s practices and its referential are also crucial to its understanding. The guiding question consists on the understanding of how the social assistants operate, on the professional’s practices on the regular basis, the principles of social distance.

O setor da educação em Angola tem vindo nos últimos anos exercer grandes esforços e transformações no sentido de promover, cada vez mais, uma educação de qualidade e equidade para todas as crianças. Não obstante, essas transformações para ampliar a eficiência do sistema educativo, para controlar as taxas de insucesso, das interrupções e de abandono escolar constante, ainda prevalecem grandes desigualdades educativas, carecendo de uma análise atenta sobre as condições económicas e sociais das famílias. É, nes-te contexto, que se propôs realizar esta investigação, no sentido de dar o nosso humilde contributo, com objetivo de entender se as desigualdades sociais, e o envolvimento das famílias influenciam, ou não, o desempenho escolar dos seus filhos, assim como, conhecer as aspirações e as expectativas escolares e profissionais dos alunos. Feita a recolha dos dados, através da aplicação de um inquérito por questionário a alunos do 1º ciclo de ensino secundário de uma escola da província de Benguela (Angola), e a respetiva análise foi possível constatar que: 1) Existe uma relação fundamental entre a escolaridade das famílias e o desempenho escolar dos alunos inquiridos; 2) As famílias com condições sociais mais desfavorecidas têm maior envolvimento na vida escolar mas os seus filhos obtém sempre os piores resultados escolares do que os filhos de famílias socialmente mais favorecidas. As suas aspirações e expectativas escolares e profissionais também se revelam ambiciosas, embora inseguras em não poderem realizar o que idealizam.
The education sector in Angola has in recent years exerted great efforts and transformations in order to increasingly promote a quality and equity education for all children. Nevertheless, these transformations to increase the efficiency of the educational system, to control failure rates, interruptions and constant school dropouts, still prevail great educational inequalities, lacking a careful analysis of the economic and social conditions of families. It is in this context that we proposed to carry out this research in order to make our humble contribution to understanding whether social inequalities, and the involvement of families, influence their children's performance at school or not, as well as to knowing the aspirations and professional expectations of students. The data was collected by applying a questionnaire survey to 1st cycle pupils in a school in the province of Benguela (Angola), and its analysis showed that: 1) There is a fundamental relationship between the schooling of the families and the school performance of the surveyed students; 2) Families with more disadvantaged social conditions are more involved in school life, but their children always get the worst school results than children from socially disadvantaged families. Their school and professional aspirations and expectations are also ambitious, although they are insecure about not being able to accomplish what they idealize on the part of those in more disadvantaged families.

A presente investigação enquadra-se nos estudos sobre as alternativas educativas e/ou formativas ao ensino regular, incidindo em particular nas expectativas profissionais dos jovens que frequentam estas vias de ensino. Os objectivos que orientaram este trabalho foram: conhecer as trajectórias escolares dos jovens de forma a compreender as suas escolhas formativas actuais e a sua opção por percursos escolares alternativos ao ensino regular, compreender se os motivos que levaram os jovens a escolher percursos escolares alternativos estão associados às escolhas profissionais futuras, e também analisar de que forma a opção formativa actual prepara os jovens para a entrada no mercado de trabalho. O estudo foi enquadrado teoricamente focando os temas das Desigualdades Sociais e Exclusão Social em contexto escolar, bem como a análise de percursos escolares alternativos. Foram entrevistados jovens que frequentam o 3º Ciclo do Ensino Básico em turmas CEF e PIEF numa escola do concelho de Sintra. Analisaram-se as condições socioeconómicas destes, bem como as suas trajectórias escolares anteriores e actuais à entrada na presente modalidade de ensino e as suas perspectivas profissionais futuras. Os jovens apresentaram um percurso escolar marcado pelo insucesso e abandono escolar. Contudo, após entrarem nesta modalidade de ensino, passaram a valorizar a educação, aspirando prosseguir com a escolarização ao nível secundário e profissionalizante, adiando assim a sua entrada no mercado de trabalho.
The present investigation sets itself on studies on educational alternatives and/or formative alternatives to Regular School, focusing in particular as youngsters’ employment expectations. We may consider as goals of the study: to know the Scholar paths of the youngsters in order to understand their present formative choices and their option for alternative choices from those offered by Regular School; to learn if the motives that have led these youngsters to choose alternative scholar courses are connected to their future professional choices and to analyze in which way the present formative choice prepares the youngsters to succeed on their first job or on the Labour Market. The theoretical frame of the study was designed taking in mind not only the Social Inequalities and Exclusions on Educational Environments; but also bearing in consideration the analysis of alternative scholar courses. Were interviewed youngsters who attend 3rd Grade, pre-secondary students through CEF and PIEF classes in a school from Sintra. Their social and economical situations were analyzed as were their scholar backgrounds and all their learning information and job expectations prior to their CEF and PIEF attendance. The youngsters show a scholar background associated to failure and drop out but, nevertheless, once they have started to attend these Educational Programs they started to enhance Education and recognize its importance, aspiring to proceed their studies via Secondary or Professional Courses with the goal of starting their professional lifes on Labour Market.

Corria o ano de 2006 quando o Ensino Profissional entrou na minha vida profissional. Marcou-me profundamente. Essa marca é o que mais se pretende explanar no presente relatório reflexivo. Entrou, no ano de 2004, o ensino profissional nas nossas escolas secundárias, embora as primeiras escolas profissionais tenham nascido em 1989. Um Ensino diferente, para alunos diferentes e, claro, para professores diferentes. Um verdadeiro desafio de uma modalidade de ensino que foge aos cânones tradicionais do sistema de ensino regular. Expõe-se aqui a descoberta deste “novo mundo” para mim, enquanto docente. Assim, inicia-se uma breve reflexão do paradigma de escola ideal e eficaz; o perfil de professor a traçar para construir essa mesma escola, seguindo-se uma profunda reflexão do que é o Ensino Profissional, enquanto modalidade de ensino especial que nem todos conseguem nem entender, nem sintonizar e nem, tão pouco, aceitar. Este olhar diferente será realçado pelas vivências, enquanto docente, desta via de ensino nos últimos sete anos. Deste quotidiano profissional resulta uma outra imagem e impacto de outra via de ensino, a dos cursos profissionalizantes, para aqueles que no ensino regular não se revêem nem identificam. O que verdadeiramente ressalta é que o ensino de excelência não é apanágio de algumas modalidades de ensino, escolas e/ou ofertas educativas. O sucesso resulta da atitude profissional que cada professor é capaz de imprimir no sentido de fazer aprender os seus alunos.
During 2006 Vocational Education came into my professional life. It marked me deeply. This mark is what I intend to explain all over this reflective report. During 2004 the vocational education becomes available in our secondary schools, despite first professional schools started in 1989. A different school for different students and of course, for different teachers. A real challenge for a teaching that eludes the traditional canons of mainstream education. Here exposes himself the discovery of this “new world” for me as a teacher. Thus begins a brief reflection of the paradigm ideal and effective school; , the teacher profile plotting to build that same school , followed by a deep reflection of what the Vocational Education while special teaching modality that not everyone can neither understand nor tune, nor so little, accept. This look is highlighted by different experiences while teaching this type of curriculum in the last seven years. This follows another everyday professional image and impact of other means of education, the vocational courses for those in regular education does not revise or identify. What really stands out is that teaching excellence is not the hallmark of some types of education, schools and / or educational offerings. The apparent success of the professional attitude that every teacher is capable of printing in order to learn their students.