The aim of this paper is to present the results of a study called Bonding of adolescents under rights restoration processes. The objective was to describe and evaluate the bonds of teenagers who have been placed for adoption and are now at a protection institution. The investigation was biographical in nature with life stories, interviews and bonding relationships maps, with four adolescents selected from a theoretical sampling. Data were processed through Content Analysis. The conclusion was that the adolescents had built different bonds with the original family depending on their stories and the meanings and qualities of the bonding. Household educators and godfathers became subsidiary bonding figures from the daily care they provide to the adolescents.

This study was managed to investigate on the meanings built by children, family parents and teachers about the childhood, the family and the school in the context of the globalization. A survey was applied at a group of 73 children and girls, 52 family parents and 52 teachers that were linked to several school institutions of the city of Bogotá. The results showed convergences and divergences among the three groups of participants concerning their current meaning about the childhood and the school and family interactions. In general, it was observed that the children and, in smaller grade, the family parents tend to a positive valuation of the changes associated with the globalization, while the teachers incline toward more critical postures. The socioeconomic stratum served as variable moderator in some of the meanings expressed by the three groups of participants in the study. In the discussion the implications of these results are analyzed, making special emphasis in the demands and challenges that the school confronts in the frame of the globalization