Suchergebnisse

The Maritime Spatial Planning (MSP) for continental Portugal was approved in December 2019 and has established a novel framework for those players that carry out maritime activities. In light of this challenge, our work addresses the current status of the fishing activity in the north-western region of Portugal, where relevant small-scale fisheries (SSF) are still well established. Based on official statistical data and a stakeholder survey, structural, economic, and social issues that significantly influence the sustainability of this industry were studied. Throughout the 2012–2019 pre-COVID-19 period, the price revalorization of primary products in first-sale markets was the key aspect that allowed fisheries to partially counteract the loss of economic value associated with the decreased fishing production (a decline of 46% of the total nominal catches). Regarding the regional fishing trade network, the fact that a given species reaches a wide range of prices in closely located major landing ports (Matosinhos, Póvoa de Varzim, and Viana do Castelo) constitutes, nonetheless, an issue that deserves attention and optimization. A survey conducted among training professional fishers confirmed a deeply rooted family/regional tradition but revealed concerns about the future generational replacement. The trainees demanded stronger support from the government, a modernization process for fishing activity, as well as higher social salary standards. Moreover, they assigned a high relevance to the sustainability of aquatic resources. In conclusion, the results shown in the present study reveal a noticeable ability of the regional fishing industry to overcome the challenging economic circumstances that have occurred in the last few years. Against the new scenario decisively influenced by the MSP, a generation of future regional fishers that pursue high social and environmental standards is certainly a solid basis for an optimistic future performance of this activity. For that purpose, a firm commitment to the use of technology seems like a key strategy to adopt in order to further the sustainability of the fisheries in the north-western region of Portugal.

O estudo investiga as Representações Sociais da Mulher Negra universitária sobre os Sentidos de ser mulher negra e identidade social, com base te­órica das Representações Sociais de Moscovici (1978; 2005) Jodelet (2001) (re)construídas a partir da Teoria Ego – Ecológica de Zavalloni (1980) Atrela a discussão do autorreconhecimento de cor-raça da mulher marajoara negra aos debates de autores como Munanga (2006) Akotirene(2019) e Gomes ( 2012) sobre a identidade da negritude. Os dados obtidos por meio de entrevistas semi estruturadas apresentam como resultados parte da categoria da Identidade Conhecida estudada pela Teoria Ego-ecológica em três fases. Provocam a partir dos discursos das participantes representações sociais acerca de uma identidade social construída numa base familiar e em um ambiente universitário, havendo a necessidade de representações de cada sujeito acerca de si mesmo para que se perceba como resultado do meio.

Este artículo aborda cuestiones relevantes a la publicidad en el ámbito mediático y las estrategias que favorecen los procesos de subjetivación. Tomamos como objeto de análisis los discursos visuales y lingüísticos de la línea Natura Ekos, desde la construcción de un paradigma de belleza femenina que reproduce estereotipos, sin embargo, pretende cambiarlos. Nuestro corpus empírico estuvo formado por siete catálogos demostrativos de productos que corresponden a los ciclos 10 a 16, vigentes entre los meses de mayo y septiembre de 2021. Observamos que las piezas analizadas forman tramas discursivas que funcionan como trampas que nos seducen diariamente y nos enseñan cómo debemos vernos y contarnos dentro de una matriz de regularidades.

ABSTRACT: This article brings forward the discussions about the images about the paths that lead to Rural Schools in the Paraense Amazon. For such, the meanings constructed by children in early childhood education about the paths that are taken to school were analyzed. The theoretical foundation is based especially in Caldart (2004), Molina and Sá (2011) and Hage (2005). Methodologically, it presents a qualitative approach in the psychosocial field, in a dialectical movement that involves the objective and subjective world, as a constituent process of images and constructed meanings. For the analysis, the contexts surrounding the reality of Rural Education Education experienced by children from a municipality in the Amazon region of Pará were considered, as were the meanings that the children studied attribute to this path based on their drawings and the arguments that justifythe images of the paths that lead to school. The revealed results the intersubjective dialectical movement, constituent and constructor of the reality of values that imprint a rupture of the dynamics between nature and the school's artificial world in the reality of the Paraense Amazon, highlighting the importance of considering the subjectivity of the rural subjects as a political act to propose their training and educational policies. ; ABSTRACT: This article brings forward the discussions about the images about the paths that lead to Rural Schools in the Paraense Amazon. For such, the meanings constructed by children in early childhood education about the paths that are taken to school were analyzed. The theoretical foundation is based especially in Caldart (2004), Molina and Sá (2011) and Hage (2005). Methodologically, it presents a qualitative approach in the psychosocial field, in a dialectical movement that involves the objective and subjective world, as a constituent process of images and constructed meanings. For the analysis, the contexts surrounding the reality of Rural Education Education experienced by children from a municipality in the Amazon region of Pará were considered, as were the meanings that the children studied attribute to this path based on their drawings and the arguments that justifythe images of the paths that lead to school. The revealed results the intersubjective dialectical movement, constituent and constructor of the reality of values that imprint a rupture of the dynamics between nature and the school's artificial world in the reality of the Paraense Amazon, highlighting the importance of considering the subjectivity of the rural subjects as a political act to propose their training and educational policies. ; RESUMEN: Este artículo presenta las discusiones sobre las imágenes de los caminos que conducen a las Escuelas del Campo en la Amazonía Paraense. Para esto, analiza los significados construidos por los niños en Educación Infantil en los caminos que los conducen a la escuela. La base teórica se basa, especialmente, en Caldart (2004), Molina y Sá (2011) y Hage (2005). Metodológicamente, presenta un enfoque cualitativo en el campo psicosocial, en un movimiento dialéctico que involucra el mundo objetivo y subjetivo, como un proceso que constituye imágenes y significados construidos. Para el análisis, se consideraron los contextos que rodean la realidad de la Educación en Educación Rural, experimentada por los niños de un municipio en la región amazónica de Pará, y los significados que los niños encuestados atribuyen a este camino a partir de sus dibujos y los argumentos que justifican imágenes de los caminos que conducen a la escuela. Los resultados revelaron el movimiento dialéctico intersubjetivo, que constituye y construye la realidad de los valores que impresionan la ruptura de la dinámica entre la naturaleza y el mundo artificial de la escuela en la dinámica de la realidad de la Amazonía Paraense, destacando la importancia de considerar las subjetividades de los sujetos en el campo como un acto político para proponer sus políticas de formación y educación. ; ABSTRACT: This article brings forward the discussions about the images about the paths that lead to Rural Schools in the Paraense Amazon. For such, the meanings constructed by children in early childhood education about the paths that are taken to school were analyzed. The theoretical foundation is based especially in Caldart (2004), Molina and Sá (2011) and Hage (2005). Methodologically, it presents a qualitative approach in the psychosocial field, in a dialectical movement that involves the objective and subjective world, as a constituent process of images and constructed meanings. For the analysis, the contexts surrounding the reality of Rural Education Education experienced by children from a municipality in the Amazon region of Pará were considered, as were the meanings that the children studied attribute to this path based on their drawings and the arguments that justifythe images of the paths that lead to school. The revealed results the intersubjective dialectical movement, constituent and constructor of the reality of values that imprint a rupture of the dynamics between nature and the school's artificial world in the reality of the Paraense Amazon, highlighting the importance of considering the subjectivity of the rural subjects as a political act to propose their training and educational policies. ; Este artigo traz à tona as discussões sobre as imagens dos caminhos que levam às Escolas do Campo na Amazônia Paraense. Para isso, analisa os sentidos construídos pelas crianças da Educação Infantil sobre os caminhos que as conduzem à escola. A fundamentação teórica está baseada, especialmente, em Caldart (2004), Hage (2005) e Molina e Sá (2011) Metodologicamente apresenta abordagem qualitativa no campo psicossocial, num movimento dialético que envolve os mundos: objetivo e subjetivo como processo constituidor das imagens e dos sentidos construídos. Para análise foram considerados os contextos que contornam a realidade da Educação do Campo, vivenciada pelas crianças de um município da Amazônia Paraense, e os sentidos que as crianças pesquisadas atribuem a esse caminho, a partir de seus desenhos e dos argumentos que justificam as imagens dos caminhos que levam a escola. Os resultados revelaram o movimento dialético intersubjetivo, constituidor e construtor da realidade de valores que imprimem a ruptura das dinâmicas entre a natureza e o mundo artificial da escola na dinâmica da realidade da Amazônia Paraense, destacando a importância de considerar as subjetividades dos sujeitos do campo como um ato político para propor sua formação e as políticas educacionais. Palavras-chave: Educação do Campo, Infância e Escola, Realidade amazônica. Pictures of Rural Education: images about the paths that lead to schools in Paraense Amazon ABSTRACT: This article brings forward the discussions about the images about the paths that lead to Rural Schools in the Paraense Amazon. For such, the meanings constructed by children in early childhood education about the paths that are taken to school were analyzed. The theoretical foundation is based especially in Caldart (2004), Molina and Sá (2011) and Hage (2005). Methodologically, it presents a qualitative approach in the psychosocial field, in a dialectical movement that involves the objective and subjective world, as a constituent process of images and constructed meanings. For the analysis, the contexts surrounding the reality of Rural Education Education experienced by children from a municipality in the Amazon region of Pará were considered, as were the meanings that the children studied attribute to this path based on their drawings and the arguments that justifythe images of the paths that lead to school. The revealed results the intersubjective dialectical movement, constituent and constructor of the reality of values that imprint a rupture of the dynamics between nature and the school's artificial world in the reality of the Paraense Amazon, highlighting the importance of considering the subjectivity of the rural subjects as a political act to propose their training and educational policies. Keywords: Rural Education, Childhood and School, Amazon Reality. Fotos de Educación del Campo: imágenes sobre los caminos que conducen a la escuela en la Amazonia paraense RESUMEN: Este artículo presenta las discusiones sobre las imágenes de los caminos que conducen a las Escuelas del Campo en la Amazonía Paraense. Para esto, analiza los significados construidos por los niños en Educación Infantil en los caminos que los conducen a la escuela. La base teórica se basa, especialmente, en Caldart (2004), Molina y Sá (2011) y Hage (2005). Metodológicamente, presenta un enfoque cualitativo en el campo psicosocial, en un movimiento dialéctico que involucra el mundo objetivo y subjetivo, como un proceso que constituye imágenes y significados construidos. Para el análisis, se consideraron los contextos que rodean la realidad de la Educación en Educación Rural, experimentada por los niños de un municipio en la región amazónica de Pará, y los significados que los niños encuestados atribuyen a este camino a partir de sus dibujos y los argumentos que justifican imágenes de los caminos que conducen a la escuela. Los resultados revelaron el movimiento dialéctico intersubjetivo, que constituye y construye la realidad de los valores que impresionan la ruptura de la dinámica entre la naturaleza y el mundo artificial de la escuela en la dinámica de la realidad de la Amazonía Paraense, destacando la importancia de considerar las subjetividades de los sujetos en el campo como un acto político para proponer sus políticas de formación y educación. Palabras clave: Educación Rural, Infancia y Escuela, Realidad Amazónica.