Resumo: O nosso artigo baseia-se num projecto de investigação e avaliação da oferta gastronómica na comarca da Ulloa, no centro da Galiza, uma micro-região, atravessada pelo denominado Caminho Francês de Santiago de Compostela, que reúne os Concelhos de Antas de Ulla, Monterroso e Palas de Rei. O projecto foi realizado, em equipa, seguindo a proposta de uma associação de desenvolvimento local e de promoção dos caminhos de Santiago de Compostela-Associação Cultural "Os Lobos". Esta proposta tinha como o objectivo criar um guia gastronómico que permitisse reforçar uma estratégia de "slow food" (www.slowfood.it), promover os produtos locais e fazer, simultaneamente, um diagnóstico dos problemas da oferta gastronómica da zona, no que concerne ao turismo. O nosso trabalho representou a base para a criação de uma imagem turística, partindo da realidade dos próprios estudados-algo tido poucas das vezes em conta.
The educational institution is considered to be one of fundamental means of social integration. Therefore, within these are generated responses and are built images about groups and collectives. In view of this situation, this research is located in two Nursery and Primary schools in the city of Vigo; they have been chosen because a big proportion of immigrant pupils are concentrated in these schools. Our interests are to show how is build the academic performance through socio-educational dynamics and their impact in the images of these students. The research has been carried out through an ethnographic perspective, which is based on participant observation as strategic. The exploratory conclusions are centred, mainly, in that the educational institution is not able to generate dynamics of positive effect towards social integration because it has no impact in the social debate and, in addition, it approaches more to the reproduction of stereotyped and stigmatized images which end up creating risky situations and, even though, vulnerability.
ResumenLa institución escolar se concibe como uno de los medios fundamentales de integración social y, por lo tanto, en el seno de éstas se generan respuestas y se construyen imágenes sobre los colectivos. Ante esta situación, se realiza una investigación en dos centros de educación infantil y primaria en la ciudad de Vigo, que han sido elegidos porque en ellos se concentra una mayor proporción de alumnado de origen inmigrante. Nuestros intereses son mostrar cómo se construyen los rendimientos académicos a través de las dinámicas socioeducativas y el impacto que tienen éstas en las imágenes de este alumnado. La investigación ha sido desarrollada mediante una perspectiva etnográfica basada en la observación participante como estrategia. Las conclusiones de tipo exploratorio que arroja se centran, principalmente, en que la institución escolar no es capaz de generar dinámicas de vinculación positivas de cara a la integración social porque no incide en los discursos construidos socialmente y, además, se acerca más a la reproducción de imágenes estereotipadas y estigmatizadas que acaban generando situaciones de riesgo e, incluso, vulnerabilidad.
Dinámicas socioeducativas y construcción de imágenes del alumnado de origen inmigrante
This article presents the characteristics of the impact of the financial cutbacks implemented by the Spanish neoliberal government after the onset of the 2008 financial crisis on families. In this context, the results are obtained from 22 interviews and 35 questionnaires submitted to all social workers in the province’s community social services. These results corroborate that cutbacks have had a high impact on families, both for individual family members and for the family typology itself.
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