Literaturnachweis - Detailanzeige
| Autor/inn/en | Campos Monteiro, Julieta M.; und weitere |
|---|---|
| Titel | An Ethnographic Study of the Kids on the Streets of Fortaleza, Brazil: Family, School, Peer and Community Life, Self-Concept. |
| Quelle | (1995), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Children; Early Adolescents; Ethnography; Foreign Countries; Homeless People; Participant Observation; Poverty; Poverty Programs; Preadolescents; Qualitative Research; Triangulation; Brazil |
| Abstract | Depiction of the problem of children living in the streets in third world countries emphasizes the extent to which they are victims (as statistics have shown them as numbers on the streets or killed by "death squads") or victimizers who affect an economy (e.g., by robbing tourists). Both descriptions suggest that one-dimensional portrait of the street kid as a burden to society (Campos Monteiro & Dollinger, 1995). This ethnographic study explored and described the life experiences of a purposive sampling of the kids on the streets (kids temporarily on the streets) as opposed to street kids (kids permanently in the streets) of Fortaleza, Ceara, Brazil with regard to their family, school, peers, community experiences, and self-concept. The perceptions of the participants concerning their life experiences as kids on the streets of Fortaleza provided the information for this investigation. Such perceptions were collected through interviews and by examining pictures taken by them to answer the question "Who are you?" [Ziller's (1990) technique of autophotography.] Qualitatively analyzed (using triangulation method), the content form the interview and pictures of 20 kids on the streets who were participating in a preventive program in Fortaleza suggested impressions of their physical environment (including images of their poverty, street life, lack of boundaries); their social environment (implicating the collectivism of their culture and views of parents); and humanizing images of their occupational, sexual, and personal identities. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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