Suchergebnisse

Este artículo propone la reedición como clave para comprender la permanencia de la estética de la sensibilidad dieciochesca, al mismo tiempo que el folletín francés se convirtió en el modelo de estilo literario en la prensa mexicana del siglo XIX. Les veillées du château (Las veladas de la quinta) de Madame de Genlis fue publicada en 1784, y gracias a su estilo y a la fama de la autora como educadora, rápidamente la obra se volvió bestseller, por ello se tradujo al inglés y al español. Propongo que las reediciones de la traducción al español de la novela fueron posibles debido a que esta fue incluida como parte del proyecto moderno para México, en el cual las mujeres debían ser esposas y educadoras. Por otra parte, el estilo romántico se instaló en el público mexicano por medio de dos periódicos importantes: El Siglo Diez y Nueve y El Monitor Republicano. Sue, Balzac, Hugo y sobre todo Dumas fueron traducidos y leídos, y se convirtieron en modelos de la nueva estética, en la cual se exhibían el crimen y las pasiones inmorales. La permanencia de la novela escrita por Madame de Genlis evidencia una práctica paralela de edición y de lectura: una pedagógica, privada y para educar una moral ciudadana en los hogares; otra de entretenimiento y para formar parte de la contemporaneidad. Ambas son diferentes aspectos de la modernidad en las prácticas de edición y de lectura del México del siglo XIX. ; This article proposes reedition as a key to the comprehension for the permanence of 18th sensibility aesthetic, while french feuilleton became the new hegemonic style in Mexican press. Les veillées du château (Tales of the castle…) by Madamede Genlis was first published in 1784, and because of its style and fame of the author as an educator, rapidly the novel turned into a bestseller, therefore it was translated to English and Spanish. The article proposes this novel reeditions of the Spanish translation in Mexico were possible. because it was appropriated by the modern political project in Mexico, where women were expected to become espouses and educators. On the other hand, the romantic style penetrated Mexican audiences through two main newspapers: El Siglo Diez y Nueve and El Monitor Republicano. Sue, Balzac, Hugo and overall Dumas were translated and read, therefore turned models for the new aesthetic, where crime and immoral passions were exhibited. The permanence of the novel by Madame de Genlis shows parallel printing and reading practices: pedagogical, private, as part of rising moral citizenship at home; for entertainment, and as part of a wide contemporary audience. Both different aspects of modernity in Mexican 19th printing and reading practices. ; Este artigo propõe a reedição como uma chave para compreender a permanência da estética da sensibilidade do século XVIII, ao mesmo tempo em que o serial francês se tornou o modelo do estilo literário na imprensa mexicana do século XIX. Les veillées du château (As Noites da Quinta) de Madame de Genlis foi publicado em 1784 e, graças ao seu estilo e à fama da autora como educadora, a obra rapidamente se tornou um bestseller, razão pela qual foi traduzida para o inglês e o espanhol . Proponho que a reedição da tradução espanhola do romance foi possível, porque foi incluída como parte do projeto moderno para o México, em que as mulheres seriam esposas e educadoras. Por outro lado, o estilo romântico se instalou no público mexicano por meio de dois importantes jornais: El Siglo Diez y Nueve e El Monitor Republicano. Sue, Balzac, Hugo e especialmente Dumas foram traduzidos e lidos, e se tornaram modelos da nova estética, na qual o crime e as paixões imorais eram exibidos. A permanência do romance escrito pela Madame de Genlis evidencia uma prática paralela de edição e leitura: uma prática pedagógica, privada e de educar uma moral cívica nos lares; outra de diversão e de fazer parte da contemporaneidade. Ambos são aspectos diferentes da modernidade nas práticas de publicação e leitura do México do século XIX. Palavras chave: Genlis, leitura, edição, século XIX, México.

RESUMOO presente texto apresenta os resultados das práticas pedagógicas desenvolvidas por um grupo de estudantes bolsistas do PIBID do curso de Licenciatura em Pedagogia, da Universidade da Integração Internacional da Lusofonia Afro-Brasileira – campus Malês/BA. Objetiva refletir sobre as experiências formativas desses discentes e a importância de práticas pedagógicas promotoras de uma educação antirracista e de inclusão e valorização das culturas africanas e afro-brasileiras no cotidiano escolar. O subprojeto interdisciplinar Letras e Pedagogia: Educação, Linguagens e práticas pedagógicas: um outro olhar para as identidades étnico-raciais teve como um de seus objetivos o desenvolvimento de atividades voltadas à aplicabilidade das leis 10.639/03 e 11.645/08 com vistas à formação de uma cidadania plena a partir da articulação da Educação para as Relações Étnico-raciais e as Culturas Africana e Afro-brasileira, bem como a promoção de práticas interdisciplinares entre as diferentes áreas do conhecimento, com vista a uma educação antirracista.Formação Inicial Docente. PIBID. Educação Antirracista. ABSTRACTThis text presents the results of the pedagogical practices developed by a group of PIBID scholarship students from the Pedagogy Degree course, from the University of International Integration of Afro-Brazilian Lusophony - Malês / BA campus. It aims to reflect on the training experiences of these students and the importance of pedagogical practices that promote an anti-racist education and the inclusion and appreciation of African and Afro-Brazilian cultures in school life. The interdisciplinary subproject Letters and Pedagogy: Education, Languages and pedagogical practices: another look at ethnic-racial identities had as one of its objectives the development of activities aimed at the applicability of laws 10.639 / 03 and 11.645 / 08 with a view to the formation of full citizenship based on the articulation of Education for Ethnic-Racial Relations and African and AfroBrazilian Cultures, as well as the promotion of interdisciplinary practices between different areas of knowledge, with a view to anti-racist education.Initial Teacher Education. PIBID. Anti-racist Education. RESUMENEste texto presenta los resultados de las prácticas pedagógicas desarrolladas por un grupo de becarios PIBID de la carrera de Pedagogía, en la Universidad de Integración Internacional de la Lusofonia Afrobrasileña - campus Malês/BA. Tiene como objetivo reflexionar sobre las experiencias de formación de estos estudiantes y la importancia de las prácticas pedagógicas que promueven una educación antirracista y la inclusión y valoración de las culturas africanas y afrobrasileñas en la vida escolar. El subproyecto interdisciplinario Letras y Pedagogía: Educación, Idiomas y Prácticas Pedagógicas: otra mirada a las identidades étnico-raciales tuvo como uno de sus objetivos el desarrollo de actividades encaminadas a la aplicabilidad de las leyes 10.639 / 03 y 11.645 / 08 con miras a la formación de ciudadanía plena basada en la articulación de la Educación para las Relaciones Étnico-Raciales y las Culturas Africanas y Afrobrasileñas, así como la promoción de prácticas interdisciplinarias entre las diferentes áreas del conocimiento, con miras a la educación antirracista.Formación Docente Inicial. PIBID. Educación Antirracista. SOMMARIOQuesto testo presenta i risultati delle pratiche pedagogiche sviluppate da un gruppo di studenti con borsa di studio PIBID del corso di laurea in pedagogia, presso l'Università di integrazione internazionale della lusofonia afro-brasiliana - campus di Malês/BA. Ha lo scopo di riflettere sulle esperienze formative di questi studenti e sull'importanza delle pratiche pedagogiche che promuovono un'educazione antirazzista e l'inclusione e l'apprezzamento delle culture africane e afro-brasiliane nella vita scolastica. Il sottoprogetto interdisciplinare Lettere e Pedagogia: Educazione, Lingue e pratiche pedagogiche: un altro sguardo alle identità etnico-razziali aveva come obiettivo lo sviluppo di attività finalizzate all'applicabilità delle leggi 10.639 / 03 e 11.645 / 08 in vista della formazione cittadinanza piena basata sull'articolazione dell'educazione alle relazioni etnicorazziali e culture africane e afro-brasiliane, nonché la promozione di pratiche interdisciplinari tra diverse aree di conoscenza, in un'ottica di educazione antirazzista.Formazione iniziale degli insegnanti. PIBID. Educazione antirazzista.

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de "Proinfância" en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a "Proinfância" como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

RESUMOA educação em direitos humanos é compreendida como um processo que orienta a formação do sujeito de direitos, articulando diversas dimensões. A psicologia, em qualquer campo de atuação, deve ser baseada no compromisso ético e nos direitos humanos e, portanto, pode contribuir enfrentamento da violência e da intolerância não apenas na escola, mas em toda a sociedade. Este artigo tem o objetivo de descrever e discutir a experiência docente desenvolvida na disciplina "Direitos humanos, ética profissional e cidadania", ministrada numa escola técnica no estado de Pernambuco, nos anos 2015 e 2016. Pode-se concluir que a experiência docente foi exitosa, contribuindo para a construção da proposta pedagógica da disciplina, bem como trouxe instrumentos de análise da realidade social para os/as alunos/as. Assim, o diálogo entre a Psicologia e os Direitos Humanos é fundamental para se construir uma sociedade mais justa e que tenha como princípio norteador o respeito à dignidade humana. Direitos humanos. Educação. Exercício profissional. Docência. Human rights, education and psychology: report of teaching experience ABSTRACT Education in human rights is understood as a process that guides the formation of the subject of rights, articulating several dimensions. Psychology, in any field, must be based on ethical commitment and human rights and, therefore, can contribute to confronting violence and intolerance not only in the school, but in the whole of society. This article aims to describe and discuss the teaching experience developed in the discipline "Human rights, professional ethics and citizenship", taught at a technical school in the state of Pernambuco, in the years 2015-2016. It can be concluded that the teaching experience was successful, contributing to the construction of the pedagogical proposal of the discipline, as well as brought instruments of analysis of the social reality for the students. Thus, the dialogue between psychology and human rights is fundamental for building a more just society and having as its guiding principle respect for human dignity.Education. Human rights. Professional exercise. Teaching. Derechos humanos, educación y psicología: informe de experiencia docente RESUMEN La educación en derechos humanos puede ser entendida como un proceso que guía la formación del sujeto de derechos, articulando varias dimensiones. La psicología, en cualquier campo de acción, debe basarse en el compromiso ético y los derechos humanos y, por lo tanto, puede contribuir a hacer frente a la violencia y la intolerancia no solo en la escuela, sino en toda la sociedad. Este artículo tiene como objetivo describir y discutir la experiencia docente desarrollada en la disciplina: "Derechos humanos, ética profesional y ciudadanía", impartida en una escuela técnica en el estado de Pernambuco, en los años 2015 y 2016. Se puede concluir que la experiencia docente fue exitosa, contribuyendo a la construcción de la propuesta pedagógica de la disciplina, así como aportando instrumentos de análisis de la realidad social para los estudiantes. Por lo tanto, el diálogo entre Psicología y Derechos Humanos es esencial para construir una sociedad más justa y que tenga como principio orientador el respeto a la dignidad humana. Derechos humanos. Educación. Practica profesional. Docencia. Diritti umani, educazione e psicologia: rapporto sull'esperienza di insegnamento SINTESE L'educazione ai diritti umani può essere intesa come un processo che guida la formazione della materia dei diritti, articolando diverse dimensioni. La psicologia, in qualsiasi campo d'azione, deve essere basata sull'impegno etico e sui diritti umani e, quindi, può contribuire ad affrontare la violenza e l'intolleranza non solo a scuola, ma nella società nel suo insieme. Questo articolo ha lo scopo di descrivere e discutere l'esperienza di insegnamento sviluppata nella disciplina: "Diritti umani, etica professionale e cittadinanza", insegnata in una scuola tecnica nello stato di Pernambuco, nel 2015 e nel 2016. Si può concludere che l'esperienza L'insegnante ha avuto successo, contribuendo alla costruzione della proposta pedagogica della disciplina, nonché fornendo strumenti di analisi della realtà sociale per gli studenti. Pertanto, il dialogo tra psicologia e diritti umani è essenziale per costruire una società più giusta che abbia come principio guida il rispetto della dignità umana. Diritti umani. Istruzione. Pratica professionale Insegnamento.

PhD thesis in Risk management and societal safety ; It is commonly assumed that the civic and moral virtues of democratic education can be a powerful and effective antidote to extremism and terrorism. The assumption here is that education can help young lives in the development of their political orientations and behaviours in support of human rights and peace. While this belief has underpinned much of Western education for millennia, we arguably do not understand enough about how education can prevent radicalisation and violent extremism, or the consequences of placing preventive responsibilities on education. This doctoral thesis studies the prevention of radicalisation and violent extremism in education. More specifically, the research objective is to explore the risks and practices of integrating counter-radicalisation efforts in education. It is a qualitative research, based on interviews with practitioners in Norway that have been studied through the framework of critical discourse analysis (CDA). The purpose has been to enhance our knowledge on the intersecting of security and education, particularly by studying what discursive practices are expressed by practitioners and, to analyse what are their potential consequences for social practice. This is an article-based thesis comprising four studies. The thesis provides a literary background, theoretical framework, methodology, research design, presentation and discussion of the four studies, an outline of the implications and limitations of the study, and a concluding summary, with suggestions for future research needs and priorities. Article I is a literature review of primary-data studies exploring the prevention of radicalisation and extremism in education. The study found that, while research remains inconclusive as to whether education can prevent extremism, there is a case for arguing that inclusive, student-centred and supportive educational relations may alleviate some of its causes. However, counter-radicalisation efforts tend to result in the use of harder preventive measures, which may impair inclusive education. Article II is a qualitative study of how educators understand and approach counter-radicalisation efforts in Norwegian schools. The study revealed that youth extremism is a limited problem in these schools, yet when faced with concerns, most educators draw on so-called therapeutic prevention strategies. These strategies conforms to the radicalisation discourse in global politics aimed at rehabilitating vulnerable students, and the study argued that this can be considered a form of pedagogical control that is implemented to maintain national security interests. Article III is a qualitative study, focusing on how young Muslims are sometimes framed by practitioners as vulnerable to being radicalised towards violent extremism. The study argued that this occurs because practitioners remain unaware of how the radicalisation discourse extends from the Global War on Terror, which may cause a practice of informal criminalisation of Islam. However, there is also evidence of hegemonic struggle in these educational discourses, as practitioners often state that the stigmatising portrayal of Muslims in politics can negatively affect educational inclusion in Norway; thus, they also express resistance towards the exclusionary effects of the radicalisation discourse. Article IV is a qualitative study that explored the integration of the radicalisation discourse in Norwegian education. The study found that counter-radicalisation policies circumvent ethical dilemmas by appealing to the educational ideal of citizenship and the safeguarding of vulnerable youth. Nevertheless, these policies have little applicational value for practitioners, and their suggested preventive measures tend to be seen as probabilistic, generic and de-contextualised, which does not correspond well to what we currently know about preventing terrorism. To summarise, this research provides both theoretical and empirical insight into the securitisation of counter-radicalisation efforts in education generally and Norwegian schools specifically. The main argument offered throughout this thesis is that prevention efforts carried out in schools must be grounded in genuinely good education. However, the securitisation paradigm that drives these efforts may undermine emancipatory, liberal and progressive education; thus, it risks making prevention efforts a practice of educational exclusion and stigmatisation.

This research has as its main goal analyzing the post-truth phenomenon and its influence in the conformation of a society whose type of collective identity assigns great value to its beliefs and emotions in the construction of public opinion. This phenomenon creates political polarization that degrades democracies in societies that exclude the opinion of those who does not think as the collective body, which takes place, especially in social networks. The method employed in this research is the hermeneutic one, given that it allows the analysis of some specific facts —that were recognized indifferently— to locate the post-truth concept in a political context that is conjunctural in several geographical spaces of the world. These spaces will be interpreted in the light of postmodern philosophy and critical reflection. One of the most important reflections that arise from this research is that the objectivity pretended by the traditional epistemology has rapidly weakened in front of the fact that the belief systems have demanded citizenship. These systems summarize certainties in the collective imaginary, in the realm and knowledge of reality, of facts, of feelings, and intentions of people independently of the fact that judgements correspond or not things themselves. Thus, this allows us to see hat these belief systems divert human beings, the common citizen, from objective reality, which also deviates hem from truly critical thinking. ; La presente investigación tiene como objetivo analizar el fenómeno de la posverdad y su influencia en la conformación de una sociedad, cuyo tipo de identidad colectiva otorga gran valor a sus creencias y emociones en la construcción de la opinión pública. Este fenómeno provoca polarizaciones políticas que degradan las democracias en sociedades que excluyen la opinión del que no piensa como el cuerpo colectivo, lo cual se genera especialmente en las redes sociales. El método que se utiliza en este trabajo es el hermenéutico, ya que permite analizar algunos hechos específicos —que se reconocieron desinteresadamente— con el fin de situar el concepto de posverdad en un contexto político y coyuntural en varios espacios geográficos del mundo. Estos espacios serán interpretados, a su vez, a la luz de la filosofía posmoderna y de la reflexión crítica. Una de las reflexiones más importantes que ha suscitado esta investigación es que la pretendida objetividad de la epistemología tradicional se ha debilitado aceleradamente ante el hecho de que los sistemas de creencias han cobrado carta de ciudadanía. Estos sistemas presumen certezas en el imaginario colectivo, en el dominio y conocimiento de la realidad, de los hechos, los sentimientos y las intenciones de las personas independientemente de que los juicios correspondan o no correspondan a las cosas. De esta manera, se permite entrever que estos sistemas de creencias desvían al ser humano, al ciudadano común, de la realidad objetiva, lo que lo aleja de un verdadero pensamiento crítico. ; Esta pesquisa tem como objetivo analisar o fenômeno da pós-verdade e sua influência na formação de uma sociedade, cujo tipo de identidade coletiva dá grande valor a suas crenças e emoções na construção da opinião pública. Esse fenômeno provoca polarizações políticas que degradam as democracias em sociedades que excluem a opinião dos que não pensam como o corpo coletivo, o que é gerado especialmente nas redes sociais. O método utilizado neste trabalho é o hermenêutico, já que permite analisar alguns fatos específicos — que foram reconhecidos sem intenção — com o objetivo de situar o conceito de pós-verdade em um contexto político e conjuntural em vários espaços geográficos do mundo. Por sua vez, esses espaços são interpretados à luz da filosofia pós-moderna e da reflexão crítica. Uma das reflexões mais importantes da pesquisa se refere à pretendida objetividade da epistemologia tradicional, enfraquecida de forma acelerada diante do fato de que os sistemas de crenças vêm ganhando força da cidadania. Esses sistemas resumem certezas no imaginário coletivo, no domínio e no conhecimento da realidade, dos fatos, dos sentimentos e das intenções das pessoas independentemente do que os julgamentos correspondam ou não às coisas. Dessa maneira, é permitido prever que esses sistemas de crenças desviam o ser humano, o cidadão comum, da realidade objetiva, o que o afasta de um verdadeiro pensamento crítico.

This dissertation studies how staffing decisions of firms shape labor market prospects of men, women and ethnic minorities and how governments can influence this be- havior in order to prevent socially undesirable outcomes. Chapter 1 introduces a new approach to investigate hiring discrimination. Drawing on fine-grained click data from Job-Room, the employment website of the Swiss public employment service, it analyses how recruiters search and select job candidates on the platform. The results show that, depending on the country of origin, ethnic minorities face 4–19% lower contact rates than otherwise identical natives. Consistent with theories of implicit bias, these ethnic penalties are larger during the hours just before noon and towards the end of the workday, when recruiters spend less time evaluating each CV. The chapter also finds that women face 7% lower contact rates in male-dominated professions while men face a similar penalty in female-dominated professions. This new methodology provides a widely applicable, non-intrusive, and cost-efficient tool to monitor hiring discrimination, adjudicate between different theories of discrimination, and inform approaches to counter it. Chapter 2 delves deeper into the topic of ethnic discrimination. Applying the methodology outlined in chapter 1, it shows that linguistic and cultural assimilation of ethnic minorities on Job-Room, e.g. the acquisition of German skills, does not significantly mitigate ethnic discrimination. The same holds for human capital in general. In line with theories of monopsonistic competition we find that discrimination decreases with labor market tightness. The evidence for attention discrimination, which postulates that recruiters allocate attention asymmetrically depending on the ethnicity of jobseekers, is mixed. While we find only limited evidence that natives and ethnic minorities differ with respect to unobservable skills—an assumption underlying models of statistical discrimination—the pattern of ethnic discrimination on the platform is more consistent with taste based discrimination or theories of ethnic hierarchies. Chapter 2 provides several pieces of evidence that discrimination measured on Job-Room prolongs unemployment of minority jobseekers. By drawing on the recruiter click data from Job-Room the third chapter explores the potential of naturalization to combat ethnic discrimination. It finds that obtaining a Swiss citizenship reduces the extent of hiring discrimination on the platform by around 75%. The positive effect of naturalization on the contact rate can be explained to a large extent by a reduction in statistical discrimination, i.e. by a decrease of the uncertainty with respect to the productivity of ethnic minorities. Chapter 4 investigates whether recruiters on Job-Room prefer full- or part-time workers. The chapter exploits that jobseekers have to state whether they search a full- or a part-time job when registering on Job-Room. The results show that recruiters on Job-Room have strong preferences for candidates searching for a full- time position over observationally equivalent candidates searching for a part-time job. This part-time penalty is much more pronounced for men than for women. The most likely explanation is that recruiters punish men who do not act according to gender roles. As a consequence, men face larger disincentives to reduce their working hours than women, which might prevent a more equal division of labor within the household. The fifth chapter investigates one of the most popular policies to avoid excessive layoffs during recessions. Short-time-work (STW) programs encourage firms to reduce the number of hours worked per employee instead of the number of workers by providing income support to the affected employees. The chapter assesses whether the Swiss STW scheme helped to prevent unemployment during and in the aftermath of the the Great Recession. It draws on an establishment-level panel dataset linking administrative records on firms that applied for short-time work with the unemployment register and other administrative data sources. Applying an event study Difference-in-Differences approach it finds that STW substantially reduced dismissals into unemployment. It also shows that the associated savings in unemployment benefit payments may have been large enough to compensate the total spending on STW.

Stjecanjem povlastica slobodnoga i kraljevskoga grada započelo je novo razdoblje osječke povijesti. Promjene su se ponajviše ticale funkcioniranja gradske uprave u novim pravnim i društvenim okolnostima. Dosadašnja rijetka istraživanja onovremene osječke upravne povijesti u pravilu su se zadržavala na ustrojstvu i nadležnostima tamošnje gradske općine. U ovom radu autori su se bavili pitanjem sastava i značajki prve uprave slobodnoga i kraljevskoga grada Osijeka, koja je s radom počela u kolovozu 1809. godine. Na temelju gradiva osječkoga poglavarstva autori daju povijesni i pravni kontekst izboru i imenovanju članova uprave te analizu njihovih sociodemografskih karakteristika zabilježenih primarno u evidencijama građana. ; When the city of Osijek received the charter of privileges and became a free and royal city in 1809, a new stage in its historical and legal development began. Although the citizens' request for the charter from the Emperor Francis I was probably mainly motivated by the presumed prospects of the economic development, as it arrived rather late, i.e. some four decades before the feudalism was abolished in the Habsburg lands, its effects were mostly of legal and administrational nature. This is probably why the few works that cover the topic of Osijek's municipal history in the first half of the 19th century mainly deal with issues such as legal status of the Free and Royal City of Osijek and its citizens, the organisation of the local authority, etc. Although these historical aspects are indeed crucial to understanding the role of the local authority in the broad system of public (state) administration, as well as in the community, there are others that could complement our knowledge in that respect, such as the influence of different political, ideological, demographic and cultural factors. Among them are sociodemographic characteristics of the members of the city government. Besides an overview of the historical events prior to the election and appointment of the first government of the Free and Royal City of Osijek, the legal context and its organisation, as well as the very process of election, the authors analyse the sociodemographic characteristics of its highest-ranking members. The analysis included 57 officials and administration officers, i.e. 7 members of the City Council (Magistrate), 40 members of the Elected Commune (Assembly) with its President, and 9 other heads and deputies of the most important offices and services. Characteristics recorded in the registries of Osijek's citizens that were in focus of the research were the nobility status, religion, profession and place of origin. Combining the results and the official criteria for the election of the local authority officials and officers, the authors suggest that the leading criteria were the education and former work experience in the public administration. This is, of course, related to the social standing of the individuals, because the elites traditionally had better education and better overall access to public positions. Consequently, the majority of nobles and intellectual workers among the citizens were elected or appointed to a position in the local authority. Two most represented groups (equal in numbers) were merchants and craftsmen, but if we look at the overall population of people with citizen status, there were three times more craftsmen than merchants, which means that the latter were, relatively speaking, more represented in the local administration, as their social status was generally better. The only two religious groups that could apply for Osijek's citizenship were members of the Roman Catholic and Eastern Orthodox communities. The latter, as a minority, was a slightly underrepresented, but within the limits of the obligatory one quarter of the representatives in the Elected Commune. The place of origin had little or no influence on the election and appointment of members of the local authority, but it clearly portrays the City of Osijek as a multi-ethnic and multi-cultural community in which the citizens that came from other parts of the Habsburg Monarchy or even outside of it were well integrated.

Introduction. Ivan Horbachevsky, native of the Ternopil region, is an outstanding figure in the Ukrainian history. Despite the fact that he had spent almost all his life in the foreign land, he was the faithful son of his Motherland. Ivan Horbachevsky was the first ethnic Ukrainian, who was appointed the health minister in the government of the Austro-Hungarian Empire. The name of Ivan Horbachevsky was being forgotten for a long time inequitably, even though his figure has high historical importance not only forGalicia, but also for wholeUkraine. It should be underlined, that his name has the same significance for Ukrainians as the famous names of Ivan Franko and Solomia Krushelnytska. Taking into account Horbachevsky's contibutions to our country, in 1992 Cabinet of Ministers of Ukraine took the decision to give the name of this great scientist to the Ternopil Medical Institute. And in this year I. HorbachevskyTernopilStateMedicalUniversity celebrates its 60th anniversary.The aim of the study – to highlight scientific achievements and outline the main milestones in the life of such outstanding person, as Ivan Horbachevsky. This will be the invaluable gift for both present and future generations.Conclusions. The life of Ivan Horbachevsky could be an example for all of us, for all contemporaries, and his scientific contributions will be alive forever and will be continued in the numerous works of his followers. No doubt that every scientist and student of the institution should not only know and remember him, but also followed working and citizenship position of our great compatriot Ivan Horbachevsky. ; Вступление. Иван Яковлевич Горбачевский, уроженец Тернопольской земли, является неординарной фигурой в украинской истории, ведь, проведя практически всю свою жизнь на чужбине, он навеки остался верным сыном своего Отечества. Иван Яковлевич был первым этническим украинцем, которого назначили министром здравоохранения в правительстве Австро-Венгерской империи. Это имя долгое время оставалось несправедливо забытым, хотя его фигура по исторической значимости для Галичины в том числе и для Украины в целом не уступает знаменитым Ивану Франко и Соломии Крушельницкой. Несмотря на немалые заслуги перед Родиной, имя знаменитого ученого увековечено в названии Тернопольского медицинского института в1992 г. по решению Кабинета Министров Украины. А именно в этом году Тернопольский государственный медицинский университет имени Ивана Яковлевича Горбачевского отметил свое 60-летие.Цель исследования – осветить научные достижения и наметить основные вехи становления такой величественной личности, как Иван Яковлевич Горбачевский, что является неоценимым подарком как сегодняшнему, так и будущему поколению.Выводы. Жизненный путь Ивана Яковлевича Горбачевского является образцом для подражания современниками, а его научные достижения навеки остаются с нами и продолжают свою жизнь в многочисленных трудах последователей. Без сомнения, каждый ученый и студент учебного заведения должен не только помнить, но и подражать как в трудовой, так и в гражданской позиции нашего великого земляка Ивана Яковлевича Горбачевского. ; Вступ. Іван Якович Горбачевський, уродженець Тернопільської землі, є неординарною постаттю в українській історії, адже, провівши практично все своє життя на чужині, він навіки залишився вірним сином своєї Вітчизни. Іван Якович був першим етнічним українцем, якого призначили міністром охорони здоров'я в уряді Австро-Угорської імперії. Це ім'я тривалий час залишалося несправедливо забутим, хоча його постать за історичною значимістю для Галичини зокрема і для України загалом не поступається славетним Івану Франкові та Соломії Крушельницькій. Зважаючи на чималі заслуги перед Батьківщиною, ім'я славетного вченого увіковічено у назві Тернопільського медичного інституту в 1992 р. за рішенням Кабінету Міністрів України. А саме в цьому році Тернопільський державний медичний університет імені Івана Яковича Горбачевського відзначив своє 60-річчя. Мета дослідження – висвітлити науковий доробок та окреслити основні віхи становлення такої величної особистості, як Іван Якович Горбачевський, що є неоціненним дарунком як теперішньому, так і майбутньому поколінню.Висновки. Життєвий шлях Івана Яковича Горбачевського є взірцем для наслідування сучасниками, а його наукові досягнення навіки залишаються з нами і продовжують своє життя в численних працях послідовників. Без сумніву, кожен науковець і студент навчального закладу повинен не лише пам'ятати, але й наслідувати як у трудовій, так і в громадянській позиції нашого великого земляка Івана Яковича Горбачевського.

The article examines persons who find themselves in difficult life circumstances in the context of their legal consolidation and research. It is emphasized that the current legislation does not define a clear and exhaustive list of persons in difficult life circumstances, which significantly complicates the work of relevant public authorities to identify them in a timely manner, and thus provide social or other assistance. The author analyzes the Law of Ukraine "On Social Services", noting that the same law provides for factors that can cause difficult life circumstances: a) old age; b) partial or complete loss of motoractivity, memory; c) incurable diseases, diseases that require long-term treatment; d) mental and behavioral disorders, including due to the use of psychoactive substances; e) disability; e) homelessness; f) unemployment, etc. The scientist considered the "Procedure for identifying families (persons) who are in difficult life circumstances, providing them with social services and providing social support to such families (persons)", which was approved by the Cabinet of Ministers of Ukraine dated November 21, 2013 № 896. and the classification of persons in difficult life circumstances, the author considers Article 3 of the Constitution of Ukraine and focuses on the fact that Ukraine is a social state. The article classifies persons who have found themselves in difficult life circumstances on various grounds, in particular: by legal relationship with the citizenship of Ukraine; by the number of persons (subjects); by subjects; according to the territorial principle in respect of which difficult life circumstances arose; by the level of income of the person; for objective reasons, which became a prerequisite for the emergence of a person or his family in a difficult life situation; for health reasons; by availability of housing, etc. Special attention is paid to the family as a separate social category. It is important, from the scientist's point of view, to study the family as a separate social category and which may include both a set of persons and a specific person who will fall into the category of persons in difficult life circumstances. ; У статті здійснено розгляд осіб, які потрапили в складні життєві обставини, у контексті їх нормативно-правового закріплення та наукового дослідження. Наголошено на тому, що чинним законодавством не визначено чіткого та вичерпного переліку осіб, які перебувають у складних життєвих обставинах, а це значно ускладнює роботу відповідних органів державної влади щодо своєчасного їх виявлення, а отже, й надання соціальної чи інших видів допомоги. Авторкою проаналізовано Закон України «Про соціальні послуги», зауважено, що цим же законом передбачені чинники, які можуть зумовити складні життєві обставини: а) похилий вік; б) часткова або повна втрата рухової активності, пам'яті; в) невиліковні хвороби, хвороби, що потребують тривалого лікування; г) психічні та поведінкові розлади, у тому числі внаслідок вживання психоактивних речовин; ґ) інвалідність; д) бездомність; е) безробіття тощо. Науковицею розглянутий «Порядок виявлення сімей (осіб), які перебувають у складних життєвих обставинах, надання їм соціальних послуг та здійснення соціального супроводу таких сімей (осіб)», який затверджений постановою Кабінету Міністрів України від 21 листопада 2013 р. № 896. Під час безпосереднього розгляду та здійснення класифікації осіб, які перебувають у складних життєвих обставинах, автором розглядається стаття 3 Конституції України та зосереджується увага на тому, що Україна є соціальною державною. У статті здійснено класифікацію осіб, які потрапили у складні життєві обставини за різноманітними підставами, зокрема: за правовим взаємозв'язком із громадянством України; за кількістю осіб (суб'єктів); за суб'єктами; за територіальним принципом; за рівнем доходу особи; за об'єктивними причинами, які стали передумовою виникнення в особи чи її сім'ї складної життєвої ситуації; за станом здоров'я; за наявністю житла тощо. Особливу увагу приділено сім'ї як окремій соціальній категорії. Важливим з погляду науковиці є дослідження сім'ї як окремої соціальної категорії, до складу якої можуть входити як сукупність осіб, так і конкретно визначена особа, яка підпадатиме під категорію осіб, які перебувають у складних життєвих обставинах.

ilustraciones a color, fotografías a color ; Con autorización de uso ; Esta tesis aborda el aprendizaje de la participación ciudadana (PC) en tres organizaciones de la sociedad civil (OSC) de Bucaramanga que defienden, promueven y ejercen sus derechos en el marco de una ciudadanía activa y responsable. Estas organizaciones, auto-identificadas como movimientos o colectivos, en su desempeño y sobre la marcha, van construyendo espontáneamente diversos aprendizajes bien sea en torno a las causas que persiguen (p. ej. la movilidad, el agua, el territorio .) como a la participación ciudadana; pues es justo esto lo que hacen al materializar sus luchas, participar. En este sentido dichas organizaciones son asumidas para este trabajo como comunidades de práctica (CdP) donde se vive un aprendizaje experiencial-social y situado de la PC. La investigación se valió de un estudio colectivo e instrumental de tres casos en los cuales se buscó analizar el qué y el cómo se aprende experiencial e informalmente la PC desde este tipo de grupos hoy. Como resultado del estudio, se reconoció que las personas llegan a una comunidad de práctica como las estudiadas, porque hay algo en ellas que despierta su atención, bien sea de manera superficial o profunda en relación con la causa y que tal interés se va transformando a medida que participan en la CdP. Dicha transformación hace que se despierte en algunos su compromiso por asumir un rol cada vez más activo, en otros casos desaparece. Con el fin de identificar qué y cómo se aprende la PC desde estos escenarios, se reconocieron varias experiencias vividas en los grupos y se interpretaron a la luz de tres ejes de participación que se establecieron para este ejercicio. Se aprecia cómo las experiencias cargadas de sentido y emoción propician que algunos individuos vayan conformando una identidad política de ciudadanos activos, solidarios y transformadores. Tales sentido y emoción no son propios de la experiencia per se sino de quien la vive, así que se intentó ilustrarlas como oportunidades para aprender ; "This thesis is about learning of citizen participation (CP) in three Civil Society Organizations (CSO) of Bucaramanga which defend, promote and exercise their rights into the framework of an active and responsible citizenship. These organizations, self-identified as movements or collectives, in their spontaneously performance build diverse learning round the causes they pursue, for example: mobility, water, territory, and also about citizen participation. This learning is achieved thanks to the work that the CSO do, which is precisely to participate. In this sense, these organizations are considered as communities of practice (CoP) for this work, inside them an experiential-social and situated learning of the CP is lived. The research used a collective and instrumental study of three cases to analyze what and how CP is experientially and informally learned inside this kind of groups today. As result, it was recognized that people arrive at a community of practice because there is something in them that catches their attention, superficial or profound way in relation to the cause, and that this interest is transformed while they participate in the CoP. This transformation would cause that the people enhance their interest on take an increasingly active role, or in other cases it interest disappears. In order to identify what and how the CP is learned in these scenarios, it was recognized several experiences lived in the groups; experiences that were understood through three lines of participation that were established for this exercise. It is appreciated how the experiences that are charged with meaning and emotion can encourage to some individuals to form a political identity of active, supportive and transforming citizens. Such meaning and emotion are not typical of experience but of who lives it, so even though the experiences do not generate the same for all people, it was tried to display them as opportunities to learn."--Tomado del Formato de Documento de Grado ; Tesis Doctor en Educación ; Tesis Doctorado en Educación ; Doctorado

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Until 2005, the protocols of the meetings of the Odesa Provincial Commission Extraordinary Committee were kept in the archive unit of the Office of the Security Service of Ukraine in Odesa oblast as "completely secret" and were not issued to researchers. In 2005, these documents were transferred to the Branch State Archive of the SBU. The archival and investigative cases, which are in temporary storage in the archival unit of the Ukrainian Security Service in Odessa Oblast, belong to two funds: "Main" and "Suspended".There are no descriptions of these funds, so the exact number of cases that they contain is unknown. Until 2015, the cases of the "Main" fund have not been available to researchers; access to the "Suspended" fund cases was limited and complicated. The main thesis of the article is that without the study of these archival materials, a comprehensive analysis of political terror is impossible.Of particular importance are the minutes of the meetings of the OHNK Board, which cover the period from February 28, 1920 to March 25, 1922.They include four main categories: "Present", "Reviewed", "Resolved" and "Marked as completed". The list of the present persons included the head of the OHNK, the secretary and members of the OHNK board. In the category "Reviewed", the full name, patronymic of the person, and their age were indicated.The obligatory attribute of this part of the protocol was the indication of what the particular person or group of individuals were accused of. The category "Resolved" contained the surname and initials of the person with their sentence. The last category, "Marked as completed" contained information on the implementation of the board decision.The basis of the sources are archival and investigative cases of the "Main" and "Suspended" funds, which include materials that were mandatory to be included in each case and variable materials. Almost without exception, each case has an arrest warrant. The ruling contained the charges against the arrested person. On the day of the decision statement, a questionnaire was filled in which were indicated the name, surname and patronymic, citizenship, nationality, place of residence, age or birth year, education, family composition, party affiliation, profession and membership in the trade union with indication of the number ticket, place of work, property status, when and by whom was arrested and the warrant number, place of arrest, when and by whom was questioned, whether the charges were brought, the place of residence before arrest, etc. As a rule, all archival and investigative cases contain protocols of interrogations of arrested persons and witnesses, sometimes confrontations.Of particular importance are personal archival and investigative cases, which were grouped into two group cases No. 14759-p and No. 27120-p, which show the consequences of the terror against the members of the "Polish military organization". And the cases 12006-p and 5522-p show how terror affected the members of the Odessa Committee of the RSDLP (m).The archival materials of the former punitive bodies of the communist regime form the basis of the study of political terror in 1920–1922, since they provide the opportunity to establish the surnames, names and patronymics of persons against whom the decisions were taken regarding capital punishment, imprisonment in concentration camps for varying periods, and other penalties and determine the total number of such persons. In addition, archival and investigative cases reveal the tragic fate of a each particular person and, at the same time, the tragedy of the entire Ukrainian people who find themselves in unnatural conditions of sociopolitical and economic existence. ; У статті аналізуються архівні матеріали, які знаходяться на тимчасовому зберіганні в Галузевому державному архіві СБУ та в архівному підрозділі УСБУ в Одеській області. Протоколи засідань колегії ОГНК дають можливість, зокрема, встановити прізвища, імена, по-батькові, вік осіб, щодо яких було прийняте каральне рішення, а також підстави для такого рішення та час його виконання. Архівно-слідчі справи, які належать до «Основного» та «Припиненого» фонду, дають можливість прослідкувати долі сотень осіб, які стали жертвами політичного терору.

Стаття присвячена питанню кількісних та якісних показників злочинності у сфері незаконного поводження зі спеціальними технічними засобами негласного отримання інформації. Зроблено чи не вперше детальний огляд існуючих показників за ст. 359 КК України, наглядно проілюстровано найбільш значимі цифри та надано розгорнуті коментарі за отриманими даними. У статті проаналізовано офіційну статистику та звітність Державної судової адміністрації України за період 2010–2018 рр. та Генеральної прокуратури України за 2013–2018 рр. щодо злочинів, пов'язаних із незаконним поводженням зі спеціальними технічними засобами негласного отримання інформації, передбачених ст. 359 КК України. Досліджено статистичні дані кількісних показників за облікованими справами, що перебувають у Службі безпеки України, по всіх злочинах в цілому та окремо за ст. 359 КК України, звернено увагу на амплітуду коливань кількості облікованих правопорушень в окремі роки та причини цього явища. Простежено кількість засуджених і виправданих осіб, структуру застосовуваних покарань та їх видів, проаналізовано окремі соціально-демографічні ознаки структури засуджених, таких як: громадянство, стать, вік, освіта, рід занять тощо. Отримані результати дозволяють скласти цілісне уявлення про стан криміногенної ситуації у сфері незаконного поводження зі спеціальними технічними засобами негласного отримання інформації та створити передумови протидії злочинності й удосконалення кримінального законодавства у вказаній сфері суспільних відносин. ; Статья посвящена вопросу количественных и качественных показателей преступности в сфере незаконного обращения со специальными техническими средствами негласного получения информации. Сделано чуть ли не впервые подробный обзор существующих показателей по ст. 359 УК Украины, наглядно проиллюстрировано наиболее значимые цифры и даны развернутые комментарии по полученным данным. В статье проанализированы официальная статистика и отчетность Государственной судебной администрации Украины за период 2010–2018 рр. и Генеральной прокуратуры Украины по 2013–2018 рр. относительно преступлений, связанных с незаконным обращением со специальными техническими средствами негласного получения информации, предусмотренных ст. 359 УК Украины. Исследована статистические данные количественных показателей по учетным делам, которые находятся в Службе безопасности Украины, по всем преступлениям в целом и отдельно по ст. 359 УК Украины, обращено внимание на амплитуду колебаний количества учтенных преступлений в отдельные годы и причины этого явления. Прослежено количество осужденных и оправданных лиц, структуру применяемых наказаний и их видов, проанализированы отдельные социальнодемографические признаки структуры осужденных, таких как: гражданство, пол, возраст, образование, род занятий и т. п. Полученные результаты позволяют составить целостное представление о состоянии криминогенной ситуации в сфере незаконного обращения со специальными техническими средствами негласного получения информации и создать предпосылки противодействия преступности и совершенствования уголовного законодательства в указанной сфере общественных отношений. ; The article is devoted to the issue of quantitative and qualitative indicators of crime in the area of illegal use of special technical means of secret information. Is it not done in the first detailed review of existing indicators under article 359 of the Criminal Code of Ukraine, clearly illustrated the most significant figures and provided detailed comments on the data received. The article analyzes the official statistics and reports of the State Judicial Administration of Ukraine for the period of 2010–2018. and the General Prosecutor's Office of Ukraine for 2013–2018, concerning crimes connected with the illicit handling of special technical means of the secret receipt of information provided for in art. 359 of the Criminal Code of Ukraine. The statistical data of quantitative indicators on accounting affairs, which are in the Security Service of Ukraine, for all crimes in general and separately according to art. 359 of the Criminal Code of Ukraine, attention was paid to the amplitude of fluctuations in the number of recorded offenses in some years and the causes of this phenomenon. The number of convicted and acquitted persons, the structure of the punishments used and their types were traced, certain socio-demographic features of the structure of convicts such as: citizenship, gender, age, education, occupation, etc. were analyzed. The obtained results allow to make an integral view of the state of the criminal situation in the area of illegal use of special technical means of secret information and create preconditions for combating crime and improve criminal legislation in this area of public relations.

RESUMEN : A partir de la observación de la baja participación estudiantil en los procesos democráticos dados dentro de la Institución, se piensa en la necesidad de fortalecer la participación en la escuela desde la formación política. Para ello se inicia con la aplicación de una encuesta exploratoria a 109 estudiantes de educación media, quienes plantean la necesidad de abrir nuevos espacios y escenarios en la escuela para la participación y el fortalecimiento de la democracia. Es así como, buscando el posicionamiento de los principios democráticos, se desarrolla el objetivo de la presente investigación enmarcado en diseñar una estrategia formativa y organizativa para los jóvenes escolares de la Institución Educativa Barrio Santander. En el presente informe se abordan tres categorías de análisis a partir de la revisión e interpretación de diversos autores, estas son la participación estudiantil, la democracia escolar y la ciudadanía de los jóvenes. El informe es el resultado de una investigación de tipo cualitativo, enmarcado en una perspectiva hermenéutica crítica y fundamentado en una tradición fenomenológica; los instrumentos empleados fueron la encuesta, la entrevista aplicada a los líderes escolares y la revisión documental de PEI. La investigación permite identificar la necesidad de generar espacios para movilizar los intereses y necesidades reales de los jóvenes escolares y la comunidad, para ello se recomienda la aplicación de la propuesta fruto de este trabajo de investigación que tiene como título "semillero juvenil de formación y participación política Santanderista" (SJFPP), cuyo objetivo es promover la organización y participación de los estudiantes en actividades para fortalecer la convivencia y la democracia escolar, que favorece la ampliación de la democracia como un elemento determinante en la construcción de un ciudadano local que responda y atienda las necesidades e intereses que se mueven en un mundo cada vez más global, es decir, que se avance a hacia la constitución de un ciudadano cosmopolita, que lea e interprete la realidad local, nacional e internacional y que tome decisiones informadas y racionales. ; ABSTRACT: From the observation of the low student participation in the democratic processes given inside the Institution, we think about the need to strengthen the participation in the school from the political education. So we applied an exploratory survey to 109 students of middle education, who raise the need to establish new participatory spaces and scenarios in school in order to strengthen democracy. As a result, in the search of positioning the democratic principles, the target of this research is defined and focused in designing a formative and organizational strategy for the young students from Institution Educative Santander. In this paper three analysis categories are tackled from the review and interpretation of different authors, these are: the student participation, the school democracy and the citizenship of the young people. The report is the result of an investigation of qualitative type, framed in a critical hermeneutic perspective and based on a phenomenological tradition. The used instruments were the survey, the applied interview to the school leaders and the revision of PEI review. The research allows to identify the need to generate spaces to mobilize the interests and real needs of the young students and the community. To this effect, it is recommended the application of the proposal fruit of this research work that takes as a title "Youth seedbed for training and political participation Santanderista" (SJFPP), whose target is to promote the organization and participation of the students in activities to strengthen the coexistence and the school democracy, which favors the enlargement of the democracy as a determinant element in the construction of a local citizen who answers and attends to the needs and interests that they move in a more and more global world. That is to say, that advances towards the constitution of a cosmopolitan citizen, who reads and interprets the local, national and international reality and who takes informed and rational decisions.