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The social-philosophical research of a phenomenon of urban memory is presented in the article. The basic is the memory concept. Defining essence of individual and collective memory in their interrelation and development, the author has created the platform for conceptualization of urban memory. Concepts "memory figures", "reminiscence modes", "а subject of urban memory" "an object of urban memory", "the place of memory", "cultural forms", development of typology of cultural forms of the urban landscape and the concept "substitution" have allowed to create complete idea of urban memory.Urban memory is treated as one of forms of collective memory. It is carried out by the city as social community and collective historical identity in relation to itself, to the famous historical figures and products of the sociocultural development who personify the historical past and the present of the city, are uniform for members of urban society, are included in a context of personal memory and are reproduced in individual memoirs.Urban memory is changeable and substituted (from Latin – substitutio) because in development there is a replacement of one objects of memory with others. It is substantially caused by transformation of an urban cultural landscape and can be interpreted as natural development of the city and memory. On the example of Vitebsk the author has shown dependence of transformation of urban memory on change of an urban cultural landscape. The multilayered substitutability of the city and its memory is as a result revealed.

"This book explores the incentives for e-Participation using social media technologies; the strategies followed by policy-makers and public managers to enhance citizen participation, and the challenges and risks that can be enhanced by e-Participation using social media technologies"--

Las ideas sociales argentinas -- Historia de las ideas sociales en la República Argentina -- Las relaciones de Echeverría con Sarmiento -- Echeverría y el sansimonismo -- Alberdi y el historicismo -- Vicente F. López y la filosofía de la historia -- Sarmiento y el naturalismo histórico

Through a critical document-based methodology, the research analyses the essence of social risks as the object of public administration, proposes their classification, tests the need for interconnection of social and fiscal policies, bases the structure of the financial and budgetary mechanism for public management of social risks and, consequently, proposes to improve it by increasing investment in human capital to prevent social risks. It is concluded that the orientation of the social protection system to countervailing measures in relation to certain groups of the population seeks to solve the problem of poverty by strengthening tax distributional processes, increasing the amount of social spending on total state spending, but if it fails to increase the effectiveness of social programmers, the main social problems will not be solved. It is established that the main direction of improvement of the public social risk management tax mechanism should be the minimization of the compensatory nature of the financial provision of the consequences of social risks and, the activation of the application of investment tools for the prevention of their occurrence.

Comprend : Autres auteurs : Labadie, Francine ; Appartient à l'ensemble documentaire : BnSP000

Inclusive education in Latin America and its models of attention to diversity establish three areas: inclusion, equity and quality, the last, orientate the educational system on vectors to inclusion: relevance, belonging and coexistence. Historically, the region has a bias in intercultural education with indigenous peoples, and in special education towards people with disabilities, with variations derived from socioeconomic inequalities that are added to the administration of differences. In the perspective of the intercultural paradigm, the hermeneutical analysis of political discourse is imperative, forming a conceptual basis that allows criticism of the so-called soft concepts of international organizations and explaining the absence of the subject in the narrative of educational policy. This leads to asking: Why making the different ones visible, with the recognition of the differences? How to reach an education relevant for inclusion in diverse socio-cultural contexts? The intercultural approach in education implies giving way to otherness, managing the exercise of the right to education, recognition of differences and inequalities for inclusion, coexistence and intercultural dialogue. ; La educación inclusiva en Latinoamérica y sus modelos de atención a la diversidad establecen tres ejes: inclusión, equidad y calidad, ésta última, orienta el sistema educativo sobre vectores para la inclusión: pertinencia, pertenencia y convivencia. Históricamente, la región registra un sesgo en la educación intercultural con los pueblos indígenas, y en la educación especial hacia las personas con alguna discapacidad, con la incorporación de temáticas derivadas de las desigualdades socioeconómicas que se suman a la administración de las diferencias. En la perspectiva del paradigma intercultural es imperativo el análisis hermenéutico del discurso político, conformar una base conceptual que permita una crítica a los llamados conceptos blandos de los organismos internacionales y explicar la ausencia del sujeto en la narrativa de la política educativa. Esto conlleva a preguntar ¿Por qué visibilizar a los diferentes, sobre el reconocimiento de las diferencias?, ¿Cómo arribar a una educación pertinente para la inclusión en contextos socioculturales diversos? El enfoque intercultural en la educación implica dar cauce a la alteridad, gestionar el ejercicio del derecho a la educación, el reconocimiento de las diferencias y las desigualdades para la inclusión, la convivencia y el diálogo intercultural.

El presente trabajo pretende contribuir a la reflexión escolar de lo ambiental en el escenario del debate entre la modernidad y la posmodernidad. ¿Qué principios han de orientar la educación ambiental en la escuela considerando esta confrontación discursiva? Desde la reflexión teórica-bibliográfica nos atrevemos a afirmar que una de las mayores apuestas de la educación ambiental en la escuela contemporánea es que sea concebida como una práctica política, social, crítica, humanista y que además tome en cuenta las implicaciones éticas y la configuración epistemológica derivadas de la transferencia de conceptos científicos generados en otros dominios epistemológicos. De aquí, el interés de algunas instituciones de enseñanza superior en insertar la temática de la educación ambiental en la formación de maestros. Así, este escrito reflexiona sobre una práctica educativa ya existente que demuestra la emergencia del saber ambiental para una interpretación crítica de los problemas que repercuten en la cotidianidad de la escuela. ; The following paper pretends to contribute to the school reflection of environmental issues in the context of the debate between modernity and pot modernity. What principles should orientate environmental education in schools considering this discoursive confrontation? From the theoretical-bibliographical reflection we dare to affirm that one of the biggest bets of environmental education in contemporary schools is for it to be conceived as a political, social, critical and humanist practice and that it also take into account the ethical implications and the epistemological configuration derived from the transfer of scientific concepts generated in other epistemological domains. This is way some high-school institutions are interested in inserting the topic of environmental education in the education of teachers. This way, this essay reflects on an educational practice already existing that shows the emergency of environmental knowledge for a critic interpretation of the problems that have a repercussion in daily school. ; 487-494 ; gmarianela@ula.ve ; costan@cantv.net