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The prevalence & increase, specially in recent years, of diverse problems (social, economic environmental) particularly in Latin America have led various sectors to question globalization as a convenient model for the development of these countries. In this article we present & analyse, in general terms, some notions, characteristics & implications of globalization, from two antagonistic versions: The first of them refers to the notion of globalization from the point of view of its creators & adepts, while the second one is based on the version ellaborated by its oponents. In this regard, we present some similarities between the first version with the dominant paradigm in science & between the second one with emergent paradigms. Thus, in the first version globalization is understood as the unique, universal, undeniable & irreversible reality, whereas in the second one various constructions regarding globalization, which signify this phenomenon as culturally & historically constructed & hence dynamic, are formulated. This second version serves us as base for analysing the impact of globalization on economically deprived communities in our continent & simultaneously for illustrating the potentialities of these communities, empowered through the contributions of community social psychology, for resisting unfavourable effects of globalization upon them.

Communication is the area of study that, when merged with education, demarcates the interdisciplinary field: called Edu-communication, with studies mainly in Brazil. After the 90s, Aníbal Quijano and Víctor Silva Echeto, invited to question the political, cultural and social epistemological paradigm that originated especially in Ecuador and Bolivia from the notion of "good living": sumak kawsay in Quechua and suma qamaña in aymara. This article focuses on the theoretical perspective of Edu-communication through a study on social organizations and cultural groups in the region of La Araucanía that methodologically makes use of Participatory Action Research and the Lexical Graph analysis of semantic maps. It begins with a preliminary study (2016), which addressed 13 groups and here, exclusively, the case of the Red de Semillas Libres is presented as a group that problematizes the food industry in the context of the globalization of non-traditional seeds. The actions of this group, as well as their speeches, make it possible to demarcate the territory of struggle in the first person that is established before the hegemony of the markets and the circulation of seeds: What are the ideas proposed by the communities after the consumption of traditional and non-traditional seeds? What significant contributions to reflection does the questioning of the legitimacy of the seeds origins we consume imply? How is the discourse of good living installed in these reflections? These are some questions that we propose to discuss here. ; La comunicación es el área de estudio que al fusionarse con la educación demarca el campo interdisciplinar: denominado Educomunicación, con estudios principalmente en Brasil. Por su parte, Aníbal Quijano y Víctor Silva Echeto, después de los '90, invitan a cuestionar el paradigma epistemológico político, cultural y social que se originó especialmente en Ecuador y Bolivia desde la noción del "buen vivir": sumak kawsay en quechua y suma qamaña en aymara. El presente artículo se enfoca en la ...

Tourism has the potential to empower women, particularly in rural areas. However, little is known about whether it can have the same effect in Andean communities, mainly because the traditional social and cultural structures of those communities have limited women's ability to empower themselves through traditional economic activities. Through interviews with residents participating in agritourism development in seven communities across the Cusco and Puno regions (Peru, South America), this study examined the role of agritourism development in the empowerment of women in those communities as well as the ways in which it has changed traditional gender roles. Study findings revealed that agritourism contributes to four areas of empowerment for women: psychological, social, political, and economic. However, the culture of the Andean communities still has considerable influence on gender dynamics and may prevent women from garnering all the benefits of tourism development. Agritourism development in those communities should incorporate gender-related cultural considerations to navigate and overcome barriers, thereby allowing the maximization of empowerment benefits for women. ; Revisado por pares

Progress and development for some, displacement and poverty for others, two correlations to identify and to problematize in defense of communities and territories regarding the progress of the so-called development. In order to contribute to the understanding of this dilemma, an analysis of the multiple effects caused to the community of the El Naranjal Settlement is made, which is a village of San Cristóbal, Medellín, as a result of the construction of the "El Mar 1 Highway", which is a Fourth generation highway (4g), which will connect the center of the country with the harbor of Urabá. This is a reality, which is repeated throughout the Colombian territory.

The aim of this paper is to try & find an answer to the question of why the Internet is such an attractive medium, via an examination of the promises it offers. One of the most popular promises is that of creating virtual communities, something which has grown from more than sixty years of development of various technical programs, experiences & community projects such as the first, limited communities of computer experts Arpanet & Usenet, the popular BBs & more recently, the various more or less successful - community projects proliferating on the Internet. First, I will present a short historical survey of some of the discourses of the first designers & users, in order to try to present the context from which these promises have emerged. Second, I have attempted to relate these expectations to the emblematic text of Rheingold on VC which covers the most popular experiences of CVs the USA during the 80s. My aim is to identify, via examples (this is not a detailed study) some of the aspects of this promise which are present in varying degrees in the current virtual communities.

The article analyzes the role of the equity factor in the consolidation of urban communities. The consolidation of the population is considered a way to achieve its stability. Social consolidation is discussed as an ambiguous concept that characterizes the process and outcome of an agreement between different communities on the basis of the unity of values and interests and the establishment of relations of mutual trust and solidarity, in order to achieve common goals. The results of the research have shown that justice is not only the dominant value of urban residents but becomes a factor that determines many daily practices of the population. As a conclusion it has empirically confirmed that, if there are significant discrepancies regarding the understanding of social justice by the inhabitants of the city and their lack of conviction in the practical implementation of this principle, consolidation remains only an illusory opportunity. Therefore, the consistent implementation of the principle of justice and the search for social consensus among various segments of the population are strategic priorities for the development of urban communities around the world.

Grecia ha dado un importante impulso a la Economía Social y Solidaria a partir de 2011 con la aprobación de diversas normas que regulan este sector. Entre otras, y siguiendo de cerca los trabajos llevados a cabo por las instituciones europeas, Grecia ha regulado por vez primera en Europa, las comunidades energéticas. Estas se definen como cooperativas civiles que tienen como objeto exclusivo promover la economía social y solidaria y la innovación en el sector energético; la lucha contra la pobreza energética y la promoción de la energía sostenible, la producción, almacenamiento, autoconsumo, distribución y suministro de energía; aumentar la autosuficiencia energética y la seguridad en los municipios de las islas; así como la mejora de la eficiente energética en el uso final, en el ámbito local y regional, a través de sus actividades en el sector de las fuentes de energía renovable, la cogeneración de energía eléctrica de alta eficiencia, del uso racional de la energía, de la eficiencia energética, del transporte sostenible, de la gestión de la demanda y la producción, distribución y suministro de energía. En este trabajo hemos querido conocer esa regulación pionera de las comunidades energéticas, la problemática que genera su concepción como cooperativa, los diversos modelos de comunidades energéticas que podrían desarrollarse de conformidad con su exclusivo objeto social, y las experiencias que se han dado hasta el momento, así como sus principales características. ; Greece has given an important boost to the Social and Solidarity Economy since 2011 with the approval of various laws that regulate this sector. Among others, and closely following the work carried out by the European institutions, Greece has regulated for the first time in Europe, the energy communities. These are defined as civil cooperatives whose sole purpose is to promote the social and solidarity economy and innovation in the energy sector; the fight against energy poverty and the promotion of sustainable energy, production, storage, self-consumption, distribution and supply of energy; increase energy self-sufficiency and security in the municipalities of the islands; as well as the improvement of energy efficiency in end use, locally and regionally, through its activities in the sector of renewable energy sources, the cogeneration of highly efficient electrical energy, the rational use of energy , energy efficiency, sustainable transport, demand management and the production, distribution and supply of energy. In this work we wanted to learn about know this pioneering regulation of energy communities, the problems generated by its conception as a cooperative, the various models of energy communities that could be developed in accordance with its exclusive corporate purpose, and the experiences that have been given so far, as well as its main characteristics.

This article reflects on the territories as social constructions that are a product of the power relations between groups in constant tension; these constructions configure spaces and temporalities giving place to new symbols and geographies. It is assumed that the National University of Costa Rica has constructed, from its territoriality (the campus), a logic of regionalization as a historical, social, and political process to manage the resources and exercise its autonomy. This historical and social imaginary has been used as a framework for university extension actions; the framework has also responded to a logic of the national model of development that has been influenced by other processes. Currently, the neoliberal globalization is one of these processes that has increased the territorial inequalities already existing. This situation motivates the author to propose some policies that promote the territorial equality in a reciprocal relationship between the university and communities to respond to planned and continuous processes from the university extension activities. ; Este artículo reflexiona sobre los territorios como construcciones sociales producto de las relaciones de poder entre grupos en constante tensión, las cuales configuran los espacios y las temporalidades dando lugar a nuevas simbologías y geografías. Se parte de que la Universidad Nacional ha construido, desde su propia territorialidad (campus), una lógica de regionalización, como proceso histórico, social y político, para administrar los recursos y ejercer su autonomía. Este imaginario histórico-social ha servido de marco a las acciones de extensión, mismo que ha respondido a una lógica del modelo "nacional" de "desarrollo", el cual, al día de hoy, se ha visto influenciado por otros procesos recurrentes, como la globalización neoliberal, que ha incrementado la desigualdades territoriales ya existentes. Esto motiva a la autora a proponer algunas políticas que promuevan la equidad territorial en una relación recíproca entre universidad y comunidades, que responda a procesos planificados y continuos desde la extensión universitaria.

The Association of Southeast Asian Nations was established as a multilateral organization to solve common problems within a vision of international integration for the region. So, what is the reason that allow these countries to overcome differences in a markedly different group of states and conceive a common regional identity, reflected in an organization such as ASEAN? The answer to this question lies in the Constructivist paradigm of international relations and has to do with the following hypothesis: despite their marked political, cultural and economic differences, the ASEAN members that built a common identity is due to one pragmatic reason. Fostering interaction through a Security Community allows its member states to address threats coming from the international community, ensuring their survival in a complex regional and international context.

Historical civilizations have evidenced different routes to the collapse mainly due to political, warfare, cultural and environmental damages. This has animated modern researches to study and understand social, economic, and environmental challenges that modern societies must adopt in order to avoid history from repeat itself, and even worst, irreversibly. Many of these researches are focused on modelling through sets of ordinary differential equations (ODE's) representing the dynamic interaction between natural resources and population in an isolated society. In this work, we introduce the fact of cooperation between two similar societies, modelled as sets of ODE's of the type Brander and Taylor (1998), in the sense that economical exchange can exist between them. We couple two societies by introducing a simple receive-and-protect rule in which one society receive the other's help under the condition of protecting its own resources. We set that this cooperation may be constant, when it does not change all over the time, or changes intermittently depending on the level of resources each society has at any time. When cooperation is constant, the resulting system is a 4-dimensional system of ODE's that evolves smoothly, but if cooperation is intermittent, the coupled 4-dimensional system becomes a Filippov system. In both cases, we found that under economic cooperation, societies can survive at least in the long run, different from what happens when both societies are treated in isolation for the same parameter values.

Colombian State recognize and protect the ethnic and cultural diversity of the nation, Political Constitution of Colombia defines ethnic communities' rights and guarantees, when consider them as a subjects of constitutional special protection, because of the vulnerability and threat that puts their survival in risk. Therefore, according to the Political Constitution, the Law 685 of 2001 defines the relationship between indigenous communities and afrocolombian communities with mining extraction activity in the country. Consequently, mining in ethnic territories consider, traditional mining practices, right priority, prior consultation, and the protection of the values that constitute their cultural identity and their traditional ways of life. ; El Estado Colombiano reconoce y protege la diversidad étnica y cultural de la Nación, la Constitución Política de Colombia define los derechos y garantías de las comunidades étnicas, al considerarlas como sujetos de especial protección constitucional, en razón, a la vulnerabilidad y amenaza, que pone en riesgo su supervivencia. Por su parte, en concordancia con la Constitución Política del país, la Ley 685 de 2001 define en su contenido la relación existente entre las comunidades indígenas y afrocolombianas con la actividad extractiva minera en el país. En ese sentido, la actividad minera en territorios étnicos considera entre otros, las prácticas mineras tradicionales, el derecho de prelación, la consulta previa y la protección de los valores que constituyen su identidad cultural y sus formas tradicionales de vida.

This article explores the cause and effects of the increased policy emphasis on work to support employability within the field of Adult and Community Education in Scotland. This exploration is conducted from a critical perspective to demonstrate how Neo-liberalism and New Manageri- alism are reshaping the purpose and practice of Adult and Community Edu- cation and shifting its emphasis from "learning to be" to "learning to earn". The way employability work is conceptualised will be critically examined to reveal how it can cut across what are perceived to be some of the core values and ethical commitments of Community Education such as empowerment, dialogue, and social constructivist approaches to knowledge and curriculum development. The concepts of hegemony and governmentality will be drawn on to reveal how practitioners are being shaped and disciplined by these neo liberal times and the accompanying technical rationality, potentially result- ing in the contradictory situation in which practitioners become answerable to two masters, one representing the logic of the market, and the other, the values and ethics of the profession. So to we shall conclude by arguing that Community and Adult educators need to develop a critical awareness of the effects of neo liberalism on education policy and practice so they can help people become aware of their agency and encourage their active contribute to the transformation of their social world based on their own interests, rather than working to adapt people to fit passively and uncritically into this exist- ing unequal one.

Learning communities are a project of social and cultural transformation of an educational centre and its environment. In Spain, the key reference in adult education is found in La Verneda Sant Marti School of Education. Born in the late seventies, under the slogan of "a school where people dare to dream," La Verneda Sant Marti develops dialogic learning with a high quality education, democratic, open to the community, participatory, pluralistic, with a capacity for change and it is free. In this article our approach to the educational model of learning communities is based on the experience at the school for adults in La Verneda ; Las comunidades de aprendizaje representan un proyecto de transformación social y cultural de un centro educativo y de su entorno. En España, en educación de personas adultas el referente clave lo encontramos en la escuela de educación de La Verneda Sant Martí que, nacida a finales de los años setenta y bajo el lema de "una escuela donde las personas se atreven a soñar", desarrolla el aprendizaje dialógico con una educación de alta calidad, democrática, abierta a la comunidad, participativa, plural, gratuita y transformadora. Basándonos en la experiencia de la escuela de personas adultas de la Verneda, en este artículo nos aproximamos al modelo educativo de comunidades de aprendizaje.

The present text focuses on presenting the Learning Community proposal as a methodological way to generate democratic change in the school system by using practices based on communicative dialogue. Specifically, it describes the development of learning communities in Brazil and at the same time it evaluates the efficacy of its implementation within the Brazilian context. It is, therefore, organized in 3 distinct sections: 1) an introduction to its theme; 2) a description of the present context, which requires a new way to organize places devoted to learning; and 3) a presentation of the learning community proposal. The article is finalized with a brief argumentative conclusion in favor of the learning community proposal. ; El siguiente texto se dedica a la presentación de la propuesta de Comunidades de Aprendizaje como camino metódico de transformación democrática de los centros educativos, a partir de prácticas comunicativo-dialógicas. Se refiere más específicamente al desarrollo de Comunidades de Aprendizaje en Brasil, realizando un balance de su efecto en el contexto brasileño. Está organizado en tres apartados distintos: una introducción al tema, la presentación del actual contexto, que demanda una nueva organización de los centros educativos, y la presentación de Comunidades de Aprendizaje. El texto finaliza con una breve conclusión argumentativa en favor de la transformación de centros educativos en Comunidades de Aprendizaje.