Search results

RESUMEN Este artículo analiza las narrativas e imaginarios geográficos del Antropoceno en torno a dos hitos hidroeléctricos en la Patagonia argentina: la construcción del complejo Chocón-Cerros Colorados (1968-1977) y las represas Cóndor Cliff-La Barrancosa (desde 2013). A partir de perspectivas de la Ecología Política y los Ecofeminismos Latinoamericanos, problematizamos los entrelazamientos energéticos entre trabajo, naturaleza y desarrollo en la Patagonia centrándonos en la hidroenergía. El análisis realizado, a partir de cortometrajes estatales, empresariales y sindicales y producciones artísticas y artivistas, permite identificar las condiciones situadas que caracterizan el Antropoceno en la Patagonia, marcado por el origen y persistencia del imaginario "Patagonia-energía" y su signo civilizatorio-desarrollista. Finalmente, ponemos de relieve un frente de resistencia en la región que se despliega desde la lucha obrera del Choconazo en 1969 a la resistencia indígena y los frentes ecofeministas actuales contra el Terricidio.

.

La presente investigación es de carácter pedagógico en la línea socio-crítica y de investigación acción educativa (IAE), por esta razón, ella se fundamenta teóricamente en autores como Paulo Freire, Peter McLaren, Henry Giroux, Moacir Gadotti, Marco Raúl Mejía, Lola Cendales, Willfred Carr y Stephen Kemmis; el primer apartado expone el contexto de la investigación que se implementó en el municipio de Nobsa – Boyacá, en la Institución Educativa Técnico Nacional, en el curso 10C en el año 2013. El sistema de referentes despliega los fundamentos teóricos que sustentan el discurso pedagógico del enfoque socio-crítico desde la perspectiva de Paulo Freire, así como el concepto de persona que esta de fondo en el enfoque, del mismo modo, se expone la crítica que se le ha hecho al autor referente, para finalizar, se consideran los aspectos legales que desde la normatividad colombiana favorecen e impiden el desarrollo de pedagogías críticas. Dentro del sistema metodológico se presenta, en primer lugar, los fundamentos teóricos que sustentan la metodología de investigación acción educativa, luego, los aspectos metodológicos que caracterizan el enfoque crítico de la IAE. En el capítulo dedicado al análisis de los datos obtenidos en la práctica pedagógica realizada en el campo, se triangulan los aspectos teóricos, metodológicos y los datos obtenidos allí, así como se relacionan los resultados con los objetivos propuestos para la investigación. ; This research is of a pedagogical nature in the socio-critical line and educational action research (IAE), for this reason, it is theoretically based on authors such as Paulo Freire, Peter McLaren, Henry Giroux, Moacir Gadotti, Marco Raúl Mejía, Lola Cendales, Willfred Carr and Stephen Kemmis; The first section sets out the context of the research that was implemented in the municipality of Nobsa - Boyacá, in the National Technical Educational Institution, in course 10C in 2013. The system of referents unfolds the theoretical foundations that support the pedagogical discourse of the socio-critical approach from the perspective of Paulo Freire, as well as the concept of the person who is in the background in the approach, in the same way, the criticism that is has made the author a reference, finally, the legal aspects are considered that, from the Colombian regulations, favor and impede the development of critical pedagogies. Within the methodological system, first, the theoretical foundations that support the educational action research methodology are presented, then the methodological aspects that characterize the critical approach of the IAE. In the chapter dedicated to the analysis of the data obtained in the pedagogical practice carried out in the field, the theoretical and methodological aspects and the data obtained there are triangulated, as well as the results are related to the objectives proposed for the research. ; CRAI-USTA Tunja

The agrarian policy of national governments and EU, practiced for decades, was part of a growthoriented industrialization and economic policy. This had lead, among other things, to the loss of diversified rural landscapes, which had developed in the course of history; sites and utilization, both in area and time, tend to be standardized. As a consequence, not only habitats had been lost, which is documented by an increasing number of wildlife species threatened by extinction, but also a considerable number of domestic animal and plant species have become misplaced of their natural context, in despite of some of them have been artificially maintained last decade by compensatory issues of new "environment oriented" CAP. Authors look upon two examples of threatened landscape process in three rural communities of Trás-os- Montes: (1) the vanishing punctual, linear and spatial wooded structures of agricultural matrix, and (2) the flocks' itinerancy of native sheep and goats. In the first case, the reduction in punctual (since 1950 by -50 percent) and linear (since 1950 by -75 percent) wooded structures, as a result of functional lack such as fencing, animal forage, summer sheltering, handcraft tools, etc could have consequences in many landscape ecological process (soil loss, hydrological disturbance, seed bank removal, fragmentation, etc.). In the second case, new perennial plantations of olives and chestnuts, resulting in several constraints to animals' circuits and forage resources availability, have disrupted traditional cereal open fields and spatial rotation. Implications for relationships of process on patterns in landscape dynamics, and incoherent consequences of financial support of some productions are discussed. The landscape scale has allowed the identification of some conflicts among environmental CAP issues for specific natural resources protection and the landscape functions in the farming system.

Este texto tem como objetivo central evidenciar aspectos da temática"violência contra a mulher" como temática privilegiada para se trabalhar no Ensino Superior, particularmente no Curso de Direito, mediante artigos de jornal. Tal formulação é decorrente da reflexão sobre a árdua tarefa da mediação do conhecimento que impõe desafios, algumas vezes desanimadores, sobretudo quando o peso da tradição dá o tom, ou quando os responsáveis pelo ensino encontram-se refratários às mudanças didáticas (necessárias?) no seio de alguns cursos superiores. Como postura de uma nova didática, a proposta de se trabalhar com artigos de jornal, sobretudo quando trabalhada com temáticas como a privilegiada neste artigo, revela as possibilidades de aproximação das reflexões sobre questões do cotidiano com aspectos da dogmática, muito valorizada, sobretudo, nos Cursos de Direito.