Job-related burnout is a significant concern for researchers, law enforcement administrators, and government authorities because of its broader effects on officer health, job performance, and service provided to the public. This topic is particularly relevant amidst a variety of complex challenges and heightened scrutiny surrounding law enforcement officers, their decisions, and relations with the public. Although much work has been conducted on burnout among police officers, the aim of this study is to build on the literature through analyzing survey data from roughly 13,000 sworn respondents representing 89 agencies throughout the United States to describe the extent of two components of burnout-emotional exhaustion and depersonalization. Then, based on Leiter and Maslach's (2004) six areas of worklife, this study uses multivariate analysis to identify the primary predictors of those two components of burnout and how they are shaped by the characteristics of the agencies and communities in which these officers work. The analysis indicates approximately 19% of

We analyze different methodological and conceptual contributions of anthropology and psychogenetic theory to the research of children's religious knowledge. We argue that for the study of children's points of view it is possible to build an approach that links aspects studied by both disciplinary fields. With this aim, we revise some of their basic theoretical assumptions and recent reviews as well as their methodological proposals. Then we review the core characteristics of ethnography and the clinical-critical method-proposed by Piaget's psychogenetic theory-with the goal of stressing their potentialities as well as their limitations in research. We argue that within an ethnographic approach, we must establish certain restrictions on the clinical-critical method following basic premises of social anthropology. This approach lets us demonstrate the importance of understanding children's constructions by placing them within social relations that children produce and update in everyday interactions.

<p>Históricamente, la relación entre los grupos indígenas y el Estado argentino ha sido compleja. En el marco de un modelo de escolarización estatal que no recuperó los conocimientos y experiencias de las poblaciones indígenas, diversas iglesias persiguieron objetivos propios, y reemplazaron, cuestionaron y apoyaron tareas del Estado. Aquí analizaremos los vínculos entre las iglesias (católica y evangélicas) y las poblaciones indígenas, centrándonos en los ámbitos educativos y, especialmente, en el proceso de alfabetización. Sistematizaremos aquellas acciones que, con propósitos diversos, pretendieron acercar a los pueblos tobas/qom y mbyá-guaraní (norte y noroeste de Argentina) al uso oral de la lengua oficial del Estado y a su escritura, así como al desarrollo de la escritura de las lenguas indígenas. En muchoscasos y aún con contradicciones, estas acciones representan un antecedente de la educación escolar intercultural poco estudiado. Metodológicamente, se recuperarán fuentes documentales y análisis teóricos, a la luz de exploraciones de campo etnográficas realizadas en la última década con dichas poblaciones.</p>

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RESUMEN

Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children's knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children's construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge.

Este artículo documenta el modo en que se ha aludido a la infancia indígena en las fuentes etnográficas argentinas. Con ese fin, se presenta un estado general sobre las etnografías que directa e indirectamente refieren a niños y niñas mbyà-guaraní de Misiones y tobas/qom del Gran Chaco y Buenos Aires. Gracias al análisis de dichos trabajos, se revisa cuál es el rol que ocupan los niños, cómo son presentados y qué espacio se destina a plasmar sus voces como interlocutoras del investigador/a-etnógrafo/a.

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