Suchergebnisse

The expansion of sugarcane monoculture for the production of agrofuels since the early 2000s has caused territorial reconfigurations in the Brazilian countryside. This territorial reordering represents both a lucrative way of employing idle capital and the geographical expansion of capital domains. In the process, new markets are created and leveraged by discourses of environmental conservation while air, soil, and water are depredated and indigenous people, peasants, and quilombolas are dispossessed and dragged into new circuits of accumulation. Linked to the continuous search for new fronts of accumulation and the increasing commodification of nature, Brazilian agrofuel production may be understood as an expression of the logic of coloniality. A expansão da monocultura açucareira com vistas a produção de agro combustíveis tem causado reconfigurações territoriais na área rural brasileira. Implementada desde o princípio dos anos 2000, essa reordenação territorial apresenta ao mesmo tempo o emprego lucrativo do capital ocioso e a expansão geográfica do domínio do capital. Nesse processo, novos mercados são criados e alavancados por discursos ambientalistas, enquanto ar, solo e água são devastados. Demais, a população indígena, os campesinos e os quilombolas sofrem destituição e são forçados a integrar novos circuitos de acumulação. Relacionados à busca de novas frentes de acumulação e à comercialização da natureza, a produção brasileira de agro combustível pode ser compreendida como expressão da lógica da colonialidade.

There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: "Political-and educational orientations for the establishment of a system of academic credits for Latin America". The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.

Frontmatter -- Contents -- List of Figures -- Introduction -- Part I Reconstructing the History of Atlantic Modernity -- 1 The American Divergence, the Modern Western World and the Paradigmatisation of History -- 2 The Limits of Recognition: History, Otherness and Autonomy -- 3 On Being in Time: Modern African Elites and the Historical Challenge to Claims for Alternative and Multiple Modernities -- 4 The Sublime Dignity of the Dictator:1 Republicanism and the Return of Dictatorship in Political Modernity -- 5 The Luso-Brazilian Enlightenment: Between Reform and Revolution -- Part II Comparing Trajectories of Modernity in the South -- 6 Inconsistencies between Social-democratic Discourses and Neo-liberal Institutional Development in Chile and South Africa: a Comparative Analysis of the Post-authoritarian Periods1 -- 7 HIV/AIDS Policies and Modernity in Brazil and South Africa: a Comparative Critical Analysis -- 8 Land and Restitution in Comparative Perspective: Analysing the Evidence of Right to Land for Black Rural Communities in Brazil and South Africa -- Part III Claims for Justice in the History of Modernity and in its Present -- 9 An Unsettled Past as a Political Resource -- 10 Injustice at Both Ends: Pre- and Post-apartheid Literary Approaches to Injustice, Sentiment and Humanism in the Work of C. Louis Leipoldt, Pumla Gobodo-Madikizela and the Film Invictus -- 11 The Student Movement in Chile 2011-12: Rearming the Critique of Capitalism -- 12 Indignation and Claims for Economic Sovereignty in Europe and the Americas: Renewing the Project of Control over Production -- Notes on the Contributors -- Index