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Access type: UnknownAuthor: search.filters.author.Guillén, Henry

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    Creencias, actitudes y valores relacionados a la infancia y trabajo infantil en madres de Lima Metropolitana
    (Pontificia Universidad Católica del Perú. Fondo Editorial, 2020-02-25)
    The present research sought to identify and analyze the beliefs and attitudes towards childhood and child labor and the association with individual values of mothers from the districts of Villa El Salvador and San Juan de Lurigancho in Lima Metropolitana. Twelve mothers were interviewed using a semi-structured interview. Results indicate that participants link childhood with characteristics and activities related primarily to recreation and education. Likewise, they evaluate child labor in a negative and ambivalent way, which is influenced by living in an unsafe context. Their beliefs and attitudes towards childhood and child labor are rooted in values such as work, progress, responsibility and filiation.
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    Estudios sobre justicia, agencia y poder
    (Instituto de Desarrollo Humano de América Latina (IDHAL-PUCP), 2020)
    Este documento presenta algunas de las ideas y debates que desde el Instituto de Desarrollo Humano se proponen bajo la línea de investigación ‘Justicia, Agencia y poder’.
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    Constructing collective memories regarding Conflicto Armado Interno in Perú (1980-2000): psychology's role and contributions based upon experiences of collective reprocessing of memories in educational contexts
    (Routledge, 2021-01-01)
    The construction of collective memory with regard to Conflicto Armado Interno (Internal Armed Conflict CAI) -violence that occurred in Perú between 1980 and 2000- is still a challenge that produces disputes and tension. It has been studied mostly by social scientists, from the point of view of ‘memory’ studies. Despite the great explanatory power of Psychology in understanding these type of processes, its contribution has mainly focused on mental health. Education has been the least researched area, despite the role the Truth and Reconciliation Committee attributed to education in schools and universities, in constructing memories about war. In this context, we reflect on the role of Psychology on constructing collective memory in educational settings. Starting from Hallbach´s classic theory of collective memory, to contributions from cognitive psychology and post-traumatic growth studies, we analyze two experiences in educational contexts with the of proposing some guidelines for research and intervention.