The Dialogic Inclusion Contract (DIC) consists in an agreement between the scientific community and social agents to define successful actions aimed at overcoming social exclusion in highly underprivileged areas. Taking the case of a Spanish neighborhood that is generating important transformations, this article explores the process of defining these successful actions by the means of contrasting the scientific community knowledge and the one arising from the experiences of the people living and working in that particular neighborhood. The contrast is analyzed through three principles that are part of the Critical Communicative Methodology (CCM): communicative rationality, elimination of the interpretative hierarchy, and considering people as transformative social agents.

Nosso objetivo neste texto é retomar pontos centrais da análise de conteúdo na perspectiva de Bardin (2002), entendida como caminho para a construção de revisões críticas da produção científica na área de humanas, mais especificamente na revisão bibliográfica sistemática na área de educação, uma vez que ela é bastante citada nas produções brasileiras, frequentemente sem maior detalhamento dos procedimentos realizados. Buscando contribuir para a produção de pesquisas de revisão desenvolvemos um ensaio demonstrativo, no qual apresentamos os passos descritos por Bardin (2002), bem como os conceitos envolvidos na análise de conteúdo, ilustrando-os com exemplos advindos de uma pesquisa que objetivou analisar a produção recente da área de Psicologia que visa a contribuir para o ensino e a aprendizagem instrumental. São apresentadas discussões acerca das contribuições, características e obstáculos inerentes à pesquisa de revisão de literatura, bem como a definição de conceitos relacionados à produção científica de conhecimento (como método e metodologia). Ao final, ao afirmar que a contribuição de Bardin (2002) continua efetiva para propor caminhos rigorosos no desenvolvimento de pesquisa bibliográfica em ciências humanas, apresentamos sugestões aos jovens pesquisadores que iniciam seu trabalho.

Research on preventive socialization of gender violence has contributed abundant empirical evidence that attraction to violence is common among adolescents. This has meant that “bad guys,” or those who reflect the Dominant Traditional Masculinity (DTM) model, are chiefly perceived as appealing, while “good guys” are perceived as good friends but not desirable. The mainstream media tends to reproduce this traditional model of affective-sexual relationships, which has harmful effects on young girls concerning gender and sexuality. However, New Alternative Masculinity men are challenging this traditional and unsatisfactory model of affective-sexual relationships. The 2010 Spanish version of the movie Three Steps above Heaven, a good example of this kind of media product, has proven to greatly impact communicative acts among adolescents. This article explores how this influence on adolescents is because the communicative acts about Hache – the main character in the movie – are full of the language of desire, and his own communicative acts are full of violence. On the one hand, we analyze how Three Steps above Heaven employs communicative acts to enhance the attractiveness of DTM. On the other hand, based on the evidence gathered in a communicative focus group (CFG) addressed to 15- and 16-year-old female adolescents, we analyze how New Alternative Masculinity men are demystifying Hache and the idea of having a “Three Steps Above Heaven” by demonstrating with the powerful language of desire that men like him employ farce strategies. The article includes evidence from interventions with adolescents where discussion of movies like this, with the involvement of New Alternative Masculinity men and grounded in the language of desire, can transform the perception about the sexual-affective relationship in the movie, thus counteracting their negative influence in terms of attraction to violence.

Child sexual abuse is a social problem that concerns our societies. The sustainable development goals have highlighted the eradication of child sexual abuse as one of the highest-priority goals of this century. Breaking the silence within religious communities is an essential step going forward. Therefore, establishing a dialogue between people of different religions is crucial to achieving this goal. The purpose of this article is to explore whether there are current interreligious dialogue initiatives based on scientific recommendations to prevent child sexual abuse. The method used herein is a qualitative document analysis of the selected initiatives. The results indicate that interreligious dialogue initiatives include scientific recommendations in their prevention programs. Furthermore, these successful initiatives connect religious values and the need to support victims and to break their silence. Based on these results, it can be concluded that interreligious initiatives for child sexual abuse prevention programs based on scientific evidence are crucial in order to eradicate child sexual abuse.

Resumo Os autores deste ensaio bibliográfico dedicam-se a oferecer argumentos para uma reflexão crítica sobre a relação professor (a)-estudante-conhecimento no contexto da cultura digital. Paulo Freire é nosso interlocutor, por meio de suas obras pós-exílio, sobretudo a “Pedagogia da Esperança” e a “Pedagogia da Autonomia”. A “Pedagogia da Esperança” retoma as bases epistemológicas presentes na “Pedagogia do Oprimido, enquanto a “Pedagogia da Autonomia” sintetiza o ato de ensinar em diálogo direto com educadoras e educadores. Concluímos que a relação entre professor (a) e estudantes, em torno do conhecimento, pode ser reconfigurada nos tempos da cultura digital a partir destas contribuições. Não se trata apenas de denúncia, mas também do anúncio: transformar dificuldades em possibilidades.