This article aims to analyze the occurrence of the process of security outsourcing and its implications for theory/practice. This task is based on the security decisions made by the Colombia neighbours countries to, between 2000-2011. The article also takes in account their internal realities on border areas stricken from non-traditional threats of armed conflict and the spread of drug-trafficking networks. Adapted from the source document.
The political relations between Turkey and Armenia are unavoidably linked to the dispute on whether the massacre of the Armenian community by the Turkish authorities in 1915, still under the Ottoman empire, should be defined as a genocide. However, there has been some recent progress in the attempt to normalize the political relations between the two countries. Based on Hannah Arendt's theory about forgiveness and politics, it is this paper's aim to analyze one of those progresses, namely the Zurich protocols. We argue that, in spite of some positive factors, the decision to include in the protocols an historical evaluation of the 1915 events condemns them to failure, since, according to Arendt's theory, any result of this investigation could harm the reconciliation procedure. Adapted from the source document.
Com o reconhecimento inquestionável da falência das tentativas de Transição do capitalismo ao socialismo representadas pelo socialismo soviético e pela socialdemocracia européia, para muitos autores foi também definitivamente enterrada a possibilidade de superação do capitalismo. Neste artigo, veremos que não foi assim para outros. É nosso objetivo apresentar alguns elementos fundamentais sobre o significado atual da Transição tanto do ponto de vista da Teoria Democrática, como daTeoria Marxista. A análise aqui desenvolvida fundamenta-se, principalmente, na última obra de István Mészáros – Beyond Capital. Towards a Theory of Transition. ; The definitive death of the attempted Transitions from capitalism to socialismrepresented by Soviet socialism and European social-democracy also brought,for many authors, the burial of any possibility of going beyond capitalism. Inthis article, we will see that this is not the case for other authors. Our objectiveis to present some fundamental aspects of the current meaning of theTransition, from the point of view of Democratic Theory, as well as MarxistTheory. This analysis is based principally on the most recent work by IstvánMészáros, Beyond Capital. Towards a Theory of Transition.
In this work, we will analyze the routines and protocols, as well as the agents and the organizations, that are decisive in the agenda-setting and in the formulation of government policies at the Executive Branch. The analysis is based on two cases: the Ministry of National Integration (MI) and the Ministry of Social Development (MDS). We use documents and data collected in 28 semi-directive interviews with members of top-level positions in each Ministry and in the Presidency of the Republic. We argue that the agenda-setting is divided into two parts: the President's priority agenda and ministers' agenda. However, the policy formulation - including the priority - almost always takes place at the ministerial level. The bureaucracy of experts is indispensable to formulate any policy but acts through political delegation, not by their own. Ministers play a pivotal role in setting the agenda, but the ideological intra-coalition conflict - manifested by parties with heterogeneous preferences - is no obstacle to the President, who can push ahead with the agenda of his interest.
This article presents reflections on the Pedagogical Course Project (PPC) which challenges the participatory and interactive teaching-learning process among its agents to act in a complex, conflicting and diverse world. It argues that training in Architecture and Urbanism must combine technical training and scientific and critical reasoning with a view to solving old and new problems, in an inter and transdisciplinary way. Based on the necessary approaches for acting and coping with the contemporary world, the article is organized around three axes that also guided the construction of the PPC: 1. coping with the formation of the student as a technical-scientific and professional reflexive political subject, 2. the intersection of "little boxes" guiding the student's experience and structuring through a plot constructed by (i) agglutinating axes that favor the intersection of content and knowledge; (ii) integrated ateliers and studios mixing content, approaches and practices and (iii) transversal crossing lines, events that sew new forms of knowledge production and 3. themes, integrating contexts and experiences that extrapolate practices into activities beyond of classrooms, which aim towards the path of extension. In this environment, new student attitudes flourish, which advocate a more active role in the collective construction, not only of the training School, but of society in constant formation, within a general framework in permanent transformation, in which technology and imbalances constitute a constant and changing theme, in the search for another and necessary sense of the world for all of us. ; Este artigo apresenta reflexões sobre o Projeto Pedagógico de Curso (PPC) que tem como desafio o processo de ensino-aprendizado participativo e interativo entre seus agentes para atuarem em um mundo complexo, conflituoso e diverso. Defende que a formação em Arquitetura e Urbanismo, deve aliar capacitação técnica e raciocínio científico e crítico com vistas a resolver velhos e novos problemas, de modo inter e ...
The main objective of this article is to contribute to the discussion about the formation of suburbs in Brazil and its unfolding, bringing it closer to the context of Palmas city, capital of Tocantins, with an emphasis on the movements of the struggle for housing understood as subjects peripheral politicians. A compendium of analytical concepts and dimensions is presented, which is understood as key to the interpretation of the periphery in the contemporary city, followed by the presentation of a brief viewpoint about the creation of the Palmas city and the instantaneity of its periphery. As an arrival point, it is proposed an interpretation of the main aspects that underlie the predominance and persistence of the model of exclusionary urbanization under which it is constructed, based on the discourses found in field work and interviews with different agents of the production of the urban space, including representatives of local struggles for housing, subjects of urban conflicts involving the suburbs of the city. ; O presente artigo tem como objetivo principal contribuir com o debate acerca da formação das periferias no Brasil e seus desdobramentos, aproximando-o do contexto da cidade de Palmas, capital do Tocantins e com ênfase na atuação dos movimentos de luta pela moradia, entendidos enquanto sujeitos políticos periféricos. Apresenta-se, inicialmente, um compêndio de conceitos e dimensões analíticas que se entende como chave para a intepretação da periferização na cidade contemporânea, seguido pela apresentação de um breve panorama acerca da criação da cidade de Palmas e a instantaneidade da sua periferia. Como ponto de chegada, propõe-se uma interpretação dos principais aspectos que fundamentam a predominância e persistência do modelo de urbanização excludente sob o qual a mesma se constrói, tomando como base discursos encontrados em trabalho de campo e entrevistas realizadas com diferentes agentes da produção do espaço urbano, incluindo representantes de movimentos de luta por moradia locais, sujeitos de conflitos urbanos envolvendo as zonas periféricas da cidade.
What is the status of the concept of "my nature" in Descartes' Metaphysical Meditations? That is the inquiry of this article. In order to answer it, the present study is divided into two moments. In the first part of the work, I intend to investigate the concept of "my nature" as it appears specially in the first two meditations, namely, as the nature of the common sense; which needs to be overcome in order to give rise to a theory of knowledge accordingly to the natural light of reason. In the second part of the work, notably through the analysis of the sixth meditation, I try to elucidate that, despite its impertinence to a theory of knowledge, the notion of "my nature" is, conversely, the fundamental building bloc of a Cartesian practical philosophy. And this, however, entails some cost for Cartesian metaphysics in general. Surely, Descartes' theory of knowledge is wholly based on a priori elements (i.e., necessity, universality and innatism); but his practical philosophy, in turn, and this is the point to be stressed, since founded on the mixture of reason and senses, must be constructed almost entirely in a contingent and experimental soil.
[ES] El Plan Tecnológico de Educación, donde se incluye el programa, e.escolinha, aunque sometido a un juicio social y político, es el programa educativo más audaz en lo que respeta la modernización tecnológica en Portugal. La ejecución del plan se centra en tres dimensiones diferentes si bien complementarias: I) medida estructural de base tecnológica que se aplicará en todas las escuelas, II) diseño de una red de desarrollo y distribución en línea de contenidos educativos y servicios, III) aplicación de programas didácticos para consolidar los conocimientos en Tecnologías de la Información e la Comunicación de alumnos y profesores. La grandeza del programa se comprueba en la intención política de poner a Portugal en los cinco primeros países europeos con la mayor y mejor infraestructura tecnológica de su red escolar. Para lograr este osado objetivo, el plan abarca tres objetivos operativos anunciados para el año 2010: (I) la velocidad de conexión a Internet (48 Mbps), (II) dos alumnos por ordenador con conexión a Internet, (III) 90% de los maestros con certificación en las TIC. Se presenta como objetivo primordial la necesidad de "lograr un uso efectivo de ordenadores portátiles en el contexto de aprendizaje, en particular en la aula". Es en este panorama de aceptación por parte de la sociedad civil de su materialización, paralelamente con la popularidad que ganó el ordenador Magalhães entre los alunos que es importante reflejar y poner a prueba las perspectivas para el cambio a que las escuelas de hoy son obligadas. El estudio se centra, aunque en una amplia gama de agentes, sobre todo en la reflexión que este cambio va a acarrear en los docentes como agentes operantes de las políticas y de las prácticas educativas, pero también percibir el impacto del programa en las prácticas pedagógicas y en el aprendizaje de los alumnos. ; [EN] The Education Technology Plan, which includes the program, e.escolinha, though subject to a social and political judgment, is the boldest educational program in what respects the technological modernization in Portugal. Implementation of the plan focuses on three different but complementary dimensions: I) technology-based structural measures to be implemented in all schools, II) network design development and online distribution of educational content and services, III) application educational programs to consolidate knowledge in Information Technology and Communication of students and teachers. The program greatness is found in the political intention of putting Portugal in the first five European countries with the highest and best technological infrastructure of their school network. To achieve this bold goal, the plan covers three operational objectives announced for the year 2010: (I) the Internet connection speed (48 Mbps), (II) two students per computer with Internet access, (III) 90% of certified teachers in ICT. It occurs as a primary objective the need to "make effective use of laptops in the learning environment, particularly in the classroom." It is in this context of acceptance by civil society to materialize, in parallel with the popularity gained among alunos Magalhães computer it is important to reflect and test the prospects for change that schools today are required. The study focuses, but in a wide range of agents, especially in the reflection that this change will result in teachers as agents of political operative and educational practices, but also feel the impact of the program in teaching practices and learning of students.
The purpose of this theoretical essay is to revisit, in a didactic and non-exhaustive way, the main ideas of Enrique Dussel and his Philosophy of Liberation, exploring the main concepts and categories elaborated by the author. The positive basis of this philosophy puts the challenge of breaking with the silence of the voices of the oppressed, exploited or victims who were not considered relevant agents in the construction of modern society (women, indigenous population, slaves, peasants, etc.). The Philosophy of Liberation is based on the concepts of Totality, Exteriority, Alienation, Mediation, Proximity and Liberation. Totality, based on the conquering pretension of the colonizers, is obtained from an ontological dimension that reveals truth as what stems from those who consider themselves superior by their technological or economic domination. This discourse resulted in the exteriority of those who do not originally integrate this public, excluding them from the system and attributing to them the alienation, which is the denial of their subject status. We confirm the colonization of the Administration when we substitute critical consciousness of the administration for the reading of popular business media, for rhetoric of the consultants and for the belief of a free market where, naturally, there are resources only for those who are to prosper in a scenario of uncertainties. The classic theory of economy makes the competition and the exteriority natural, however, we can organize ourselves to meet popular needs in a more inclusive, democratic way, respecting the limits of the environment. Proximity and liberation are a fundamental thought for overcoming such vision. ; La propuesta de este ensayo teórico es revisar, de manera didáctica y no exhaustiva, las principales ideas de Enrique Dussel y su filosofía de la liberación, pasando por los principales conceptos y categorías elaborados por el autor. La base positiva de esta filosofía nos desafía a romper con el silencio de las voces de los oprimidos, de los explotados o de las víctimas que no fueron considerados agentes relevantes en la construcción de la sociedad moderna (mujeres, indios, esclavos, campesinos, etc.). La filosofía de la liberación se basa en los conceptos de totalidad, exterioridad, alienación, mediación, proximidad y liberación. La totalidad, fundamentada por la pretensión conquistadora de los colonizadores, se da a partir de una dimensión ontológica que revela la verdad como la que deriva de aquellos que se juzgan superiores por su dominio tecnológico o económico. Este discurso resultó en la exterioridad de aquellos que no integran originalmente ese público, excluyéndolos del sistema y atribuyéndoles la alienación, que es la negación de su status de sujeto. Afirmamos la colonización de la Administración cuando sustituimos la conciencia crítica de la administración por la lectura de medios populares de negocios, por la retórica de las consultorías y por la creencia de un libre mercado en el que, naturalmente, no habrá recursos para todos, sino solo para aquellos que prosperen en un escenario de incertidumbres. La teoría clásica de la economía naturaliza la competencia y la exterioridad, sin embargo, podemos organizarnos para atender a las necesidades populares de manera más inclusiva, democrática y respetando los límites de la naturaleza. La proximidad y la liberación son la clave del pensamiento teórico para la superación de esa visión. ; A proposta deste ensaio teórico é revisitar, de modo didático e não exaustivo, as principais ideias de Enrique Dussel e sua Filosofia da Libertação, passando pelos principais conceitos e pelas categorias elaboradas pelo autor. A base positiva dessa filosofia nos desafia a romper com o silêncio das vozes dos oprimidos, dos explorados ou das vítimas, que não foram considerados agentes relevantes na construção da sociedade moderna (mulheres, índios, escravos, sertanejos etc.). A Filosofia da Libertação se baseia nos conceitos de totalidade, exterioridade, alienação, mediação, proximidade e libertação. A totalidade, fundamentada pela pretensão conquistadora dos colonizadores, dá-se a partir de uma dimensão ontológica que revela a verdade como aquela decorrente dos que se julgam superiores por sua dominação tecnológica ou econômica. Esse discurso resultou na exterioridade daqueles que não integram originalmente esse público, excluindo-os do sistema e atribuindo a eles a alienação, que é a negação do seu status de sujeito. Afirmamos a colonização da Administração quando substituímos a consciência crítica da Administração pela leitura da mídia popular de negócios, pela retórica das consultorias e pela crença de um livre mercado em que, naturalmente, não haverá recursos para todos, mas apenas para aqueles que prosperarem em um cenário de incertezas. A teoria clássica da economia naturaliza a competição e a exterioridade, entretanto, podemos nos organizar para atender às necessidades populares de modo mais inclusivo, democrático e respeitando os limites da natureza. A proximidade e a libertação são a chave do pensamento teórico para a superação dessa visão.
In this paper, the author summarizes his theory of development and underdevelopment, and he presents some ideas about the dependency relation, expressed in the center-periphery system, based on the concept of social surplus and its forms of appropriation and utilization. The paper states the frustrations of a reformist: Protectionism, that was justifiable in a first phase of industrialization, was maintained too long in Latin America; on the other hand, the populist risk was always present, while the real social problems related to a high level of income concentration were not solved
This paper aims to raise some arguments used by Habermas in his Postmetaphysical Thinking so that we can from this make a critical assessment of the role he claims to the problem of subjectivity in the light of his thesis of individuation by socialization. First, we will present the theoretical and historical assumptions on which the Habermasian project is based, for example, Habermas' use of Mead's social theory, and then compare it to the tradition to which it was opposed. We will then try to clarify certain trends of the time, reinforced mainly by Habermas' theory, such as the notion of reducing subjectivity to socialization, comparing them with the main elements of the metaphysical theories of subjectivity that had dominated the discourse of modernity. As we will see, the midpoint that bifurcates both perspectives will be the attitude with which each one behaves in the face of problems arising from the reflexive circle of subjectivity, thematizing the possibility of a non-propositional knowledge.
Lately there have been works that show that Kant bases human rights on innate freedom as the only innate right that man has by virtue of his humanity. However, innate freedom cannot justify a theory of human rights because it is only an innate right over my inner self that allows for empirical possession, and although a human right is inalienable, it must be renounced in order to enter the world; Moreover, the four analytical derivations of innate freedom generate consequences that are incompatible with a human rights doctrine, for as human rights refer to all, innate equality and innate independence apply to a limited number of people; Finally, there is a differentiation in the interpretation of humanity's formula in law and ethics, because, subjectively, treating humanity as an end requires the agent to consider that the end of humanity is the motive of his action in ethics, but in law it is only required that its external behavior be in accordance with the end of humanity, and objectively, in law, treating humanity as an end produces criminal law contrary to human rights and the law of humanity requires that innate integrity be suspended during the period of condemnation, furthermore, this differentiation in the idea of humanity becomes explicit in innate imprehensibility, for in ethics lie is the greatest violation of the duty of humanity in his person, but in law only violates the right of humanity if it causes harm to others.
In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed. ; En los últimos años, Brasil ha registrado un aumento significativo en la tasa de incidencia de personas diagnosticadas con trastorno del espectro autista (TEA). Este fenómeno se acompaña del creciente número de políticas y fascículos inclusivos para educadores y agentes de salud, con propósito de orientar sobre prácticas interventoras que garanticen la educación / tratamiento de estas personas en contextos escolares y no escolares. Siguiendo la metodología de investigación de revisión bibliográfica, asociada a la investigación documental, el objetivo de este estudio fue analizar documentos de consulta, difundidos por el Ministerio de Salud y Educación, que abordan prácticas de intervención para personas con TEA, publicados en los últimos 20 años. Los resultados del análisis de los 6 documentos identificados sugieren que la conceptualización del trastorno, las prácticas sugeridas y la definición del perfil profesional de quienes atienden a esta población no siempre se alinean con los protocolos validados empíricamente. Se discuten alternativas para la producción, difusión y mejora de Prácticas Basadas en Evidencia (PBE) para estudiantes con TEA. ; O Brasil registra, nos últimos anos, aumento significativo da taxa de incidência de indivíduos diagnosticados com Transtorno do Espectro Autista (TEA). Esse fenômeno vem acompanhado do crescente número de políticas inclusivas e de cartilhas para educadores e agentes de saúde, com vistas a orientar sobre práticas interventivas que garantam a educação/tratamento desses indivíduos em contextos escolares e não escolares. Seguindo-se a metodologia de pesquisa de revisão sistemática da literatura, associada à pesquisa documental, o objetivo desse estudo foi analisar documentos consultivos, disseminadas pelo Ministério da Saúde e da Educação, que abordam práticas interventivas para indivíduos com TEA, publicados nos últimos 20 anos. Os resultados da análise dos 6 documentos identificados sustentam que a conceituação do transtorno, as práticas sugeridas e a definição do perfil profissional dos que atendem essa população nem sempre se alinham aos protocolos empiricamente validados. Alternativas para a produção, disseminação e aprimoramento de Práticas Baseadas em Evidências (PBE) para educandos com TEA são discutidas.
ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. ; ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. ; RESUMEN. La investigación tiene como objetivo reflexionar sobre el Sistema Modular de Organización de la Enseñanza (SOME) a partir de un estudio de caso en la Escola Rui Barbosa, Medicilândia, Pará. Centrándose en la oferta y operación, además de comprender el proceso de aceptación del Sistema Educativo Interactivo (SEI) por la comunidad. El enfoque fue cuali-cuantitativo, con entrevistas, recolección y procesamiento de datos secundarios e investigación documental. La educación secundaria en esta comunidad es el resultado de la lucha social colectiva, con un aumento en el número de matrículas de 2003 a 2019, así como una disminución en el número de abandonos. A pesar de los desafíos de asegurar la oferta de asignaturas, docentes e infraestructura, SOME fue defendido por la comunidad escolar para garantizar el acceso a la educación secundaria en el campo. La comunidad local no apoya el reemplazo por el SEI presentado por el gobierno estatal como una propuesta piloto, considerando que habrá una pérdida en la calidad de la educación y una devaluación de los docentes. La participación popular en la definición de políticas públicas educativas no es una prioridad para los agentes públicos, quienes continúan definiéndolas sin discusión con la sociedad. ; ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. ; A pesquisa tem como objetivo refletir sobre o Sistema de Organização Modular de Ensino (SOME) a partir do estudo de caso na Escola Rui Barbosa, Medicilândia, Pará. Buscou-se sistematizar parte da trajetória do ensino médio modular das escolas do campo no município, com enfoque na oferta e funcionamento, além de compreender o processo de aceitação do Sistema Educacional Interativo (SEI) pela comunidade. A pesquisa tem ancoragem na abordagem quali-quantitativa com a realização de entrevistas, coleta e tratamento de dados secundários e pesquisa documental. O ensino médio nessa comunidade é fruto da luta social coletiva, ocorrendo o aumento no número de matrículas de 2003 a 2019, assim como a diminuição do número de alunos evadidos. Apesar dos desafios de assegurar a oferta das disciplinas, professores e de infraestrutura, o SOME foi defendido pela comunidade escolar por garantir o acesso ao ensino médio no campo. A comunidade local não apoia substituição pelo SEI apresentado pelo governo estadual como proposta piloto, considerando que haverá perda na qualidade da educação e desvalorização dos docentes. A participação popular na definição de políticas públicas educacionais não é prioridade dos agentes públicos, que continuam definindo-as sem a discussão com a sociedade. Palavras-chave: educação do campo, ensino médio, ensino modular. The challenges of educational systems adopted in Modular High School in the countryside at Rui Barbosa School, Medicilândia, Pará ABSTRACT. The research aims to reflect on the Modular Teaching Organization System (SOME) based on a case study at Escola Rui Barbosa, Medicilândia, Pará. Focusing on supply and operation, in addition to understanding the process of acceptance of the Interactive Educational System (SEI) by the community. The approach was quali-quantitative, with interviews, collection and processing of secondary data and documentary research. Secondary education in this community is the result of collective social struggle, with an increase in the number of enrollments from 2003 to 2019, as well as a decrease in the number of dropouts. Despite the challenges of ensuring the supply of subjects, teachers and infrastructure, SOME was defended by the school community for guaranteeing access to secondary education in the countryside. The local community does not support replacement by the SEI presented by the state government as a pilot proposal, considering that there will be a loss in the quality of education and a devaluation of teachers. Popular participation in the definition of public educational policies is not a priority for public agents, who continue to define them without discussion with society. Keywords: rural education, high school, modular teaching. Los desafíos de los sistemas educativos adoptados en la Escuela Secundaria Modular en el campo en la Escuela Rui Barbosa, Medicilândia, Pará RESUMEN. La investigación tiene como objetivo reflexionar sobre el Sistema Modular de Organización de la Enseñanza (SOME) a partir de un estudio de caso en la Escola Rui Barbosa, Medicilândia, Pará. Centrándose en la oferta y operación, además de comprender el proceso de aceptación del Sistema Educativo Interactivo (SEI) por la comunidad. El enfoque fue cuali-cuantitativo, con entrevistas, recolección y procesamiento de datos secundarios e investigación documental. La educación secundaria en esta comunidad es el resultado de la lucha social colectiva, con un aumento en el número de matrículas de 2003 a 2019, así como una disminución en el número de abandonos. A pesar de los desafíos de asegurar la oferta de asignaturas, docentes e infraestructura, SOME fue defendido por la comunidad escolar para garantizar el acceso a la educación secundaria en el campo. La comunidad local no apoya el reemplazo por el SEI presentado por el gobierno estatal como una propuesta piloto, considerando que habrá una pérdida en la calidad de la educación y una devaluación de los docentes. La participación popular en la definición de políticas públicas educativas no es una prioridad para los agentes públicos, quienes continúan definiéndolas sin discusión con la sociedad. Palabras-clave: educación rural, escuela secundaria, enseñanza modular.
The division found between the international and domestic structures in the definition of the states' international conduct has marked a significant part of the debate on international relations theory. Realism has been the target of criticism on the part of other approaches that tend to associate Realism with perspectives that are based essentially on the international sphere, in detriment of the domestic structure. New Realist perspectives, ranging from Statism to Structural Realism and Neoclassical Realism strive to oppose it, by attempting to extend to the domestic sphere the normative and empirical principles of the Classical Realism and the Neorealism. Adapted from the source document.
