Suchergebnisse

The subject of the study is theoretical aspects and practical proposals regarding the strategic directions of development of enterprises and institutions of social infrastructure in the countryside under conditions of decentralization. The purpose of the article is to substantiate the theoretical principles and practical recommendations regarding the directions of development and increasing the efficiency of the functioning of enterprises of the social infrastructure of rural territorial communities in conditions of decentralization. The methodological basis of the article is the methods and approaches of economic, institutional and theory of sustainable development. In particular, historical, monographic, economic comparisons, statistical-economic, systemic-structural analysis and synthesis were used. Results of the article. As a result of the research, it was found that the main problems of the enterprises of the socio-cultural sphere, respectively, and the strategic directions of development relate to the optimization of their placement and ensuring operation and proper maintenance; expansion of the range of services and their optimization and new forms of provision; development of new sources of financing, motivation of personnel and intensification of community cooperation in socio-cultural activities. The directions of the development of educational institutions relate to improving the quality of educational services, improving the content and organization of training, financing, including and on the principles of implementing the "New Ukrainian School" concept; ensuring budgeting and filling of preschool education institutions with children; increasing the prestige and preserving the network of professional (vocational and technical) education institutions on the basis of duality of education, improving educational programs in cooperation with employers. The directions of development of medical institutions in the village relate to the spread of family and insurance medicine; improvement of primary medical care forms; introduction of innovations in all types of services and financial income "according to the patient". Field of application of results. Conclusions and practical recommendations can be used in the activities of social infrastructure enterprises; business and public organizations; territorial communities and their leadership; the educational process of institutions of secondary special and higher education. Conclusions. A comprehensive analysis of the problems of the development of enterprises and organizations and institutions of the main sectors of social infrastructure in the village (socio-cultural, educational, medical) made it possible to come to the conclusion that they were and in many cases remain acute and require an urgent solution; have different manifestations in accordance with sectoral and territorial characteristics; depend on the effectiveness of the management decisions of the management, community specialists, and the active civic position of all their members. Meanwhile, it is decentralization that allows them to be solved most productively, systematically and in a short time. The financial resources and authorities available to communities already provide and can provide in the future the main strategic directions of the development of social infrastructure enterprises: optimization of the number, placement and capacity of institutions and forms of service provision; introduction of innovations directly into the main activity, management and organization, investment and their modernization.

ResumoAo final do ano de 2019 e início de 2020, o mundo passou a enfrentar a pandemia de um vírus altamente contagioso, surgido inicialmente na China, denominado novo coronavírus (Sars-CoV-2). Como medidas para contenção deste e diminuição dos casos de morte, tendo em vista, sua letalidade, diversos setores precisaram paralisar suas atividades, incluindo então a educação. Uma das formas de contornar as consequências do isolamento social e contribuir para a melhoria do sistema imunológico concerne à prática regular de exercícios físicos, desde que com intensidade coerente. Diante disso, esta pesquisa tem o objetivo de analisar como estão acontecendo as aulas de Educação Física no período da pandemia, a partir da perspectiva de professores/as da área. Metodologicamente, o estudo se caracteriza como descritivo exploratório de abordagem mista, tendo como instrumento de coleta um questionário on-line, aplicado a um grupo de 30 professores de Educação Física de escolas públicas e privadas de Mossoró/RN. Os resultados demonstram que há uma ampla quantidade de plataformas que viabilizam o ensino remoto, entretanto, nem todos possuem acesso e conhecimento para utilizá-las. Por fim, apesar disso, destaca-se a importância das aulas de Educação Física, enquanto disciplina capaz de promover o desenvolvimento biopsicossocial discente, por meio de suas diversas práticas corporais, ainda que de forma remota, sobretudo, como forma de evitar o acometimento e/ou agravamento de aspectos psíquicos e o sedentarismo durante o longo período de isolamento social decorrente da pandemia.
Palavras-chave: Covid-19. Ensino Remoto. Prática Docente.
AbstractAt the end of the year of 2019 and early 2020, the world started to face the pandemic of a highly contagious virus, initially arisen in China, called new coronavirus (Sars-CoV-2). As measures to contain it and reduce the cases of death, considering its lethality, several sectors had to stop their activities, including education. One of the ways to circumvent the consequences of the social isolation and contribute to the immune system improvement concerns the regular practice of physical exercises, as long as it has a coherent intensity. Ahead of that, this research has the objective to analyze how the classes of physical education in the middle of the pandemic are happening, through the teachers' perspective from the area. Methodologically, the study is characterized as exploratory descriptive of mixed approach, having as an collection instrument an online questionnaire, applied to a group of 30 Physical Education teachers from public and private schools from Mossoró/RN. The results show that there is a wide number of platforms that enable remote teaching, however, not everyone has access and knowledge to use them. Finally, despite that, the importance of Physical Education classes was highlighted as a subject e capable of promoting the student's biopsychosocial development, through its various body practices, albeit remotely, especially as a way to avoid the involvement and/or worsening of psychic aspects and sedentary lifestyle during the period of social isolation resulting from the pandemic.
Keywords: Covid-19. Remote Teaching. Teaching Practice.

For more than fifty years the place and role of women in Algeria have undergone profound changes. The political changes of the 1990s consolidated and strengthened the existing gains, in a new dynamic of women's rights. All the institutional arrangements put in place and the action programs implemented since the beginning of the 2000s have resulted in significant changes in the situation of women, both in the field of education, health and living conditions and in participation in economic and public life. Aware that education favors the integration of women into active life, the enrolment of girls in school appears to be the main factor behind this progress and is the powerful means that has had a positive influence on the development of women's advancement. It should also be noted that, since independence, women have gradually entered all fields of study, particularly scientific and technological ones. In higher education, the female student presence is globally dominant, with girls representing more than 60% of enrolments over several consecutive years. In addition, the labour code has enshrined non-discrimination and eliminated inequalities in all sectors since independence. The methodological tools of the research are the description by statistical tools, in order to describe and explain phenomena through historical data in the form of measurable variables. The results of the analysis show that this process of schooling and access to employment, for both boys and girls, is undoubtedly bringing about social change in Algerian society. The gap between male and female activity has been slowly narrowing in recent years. Moreover, these changes in female employment and in participation in economic activity have not kept pace with the rise in women's level of education. Indeed, despite all these significant changes, the labour market still shows a strong gender division. Statistics on the gender and occupational distribution of the labour force show that women are concentrated in activities that are an extension of their status as mothers and wives, such as education, health, and services (administration). This article will highlight the main indicators of the evolution of Algerian women with regard to the public policies initiated by the state, which have allowed for a slow but present social change. This process of schooling and access to employment, for both boys and girls, is undoubtedly bringing about social change in Algerian society. The gap between male and female activity has been slowly narrowing in recent years. Moreover, these changes in female employment and in participation in economic activity have not kept pace with the rise in women's level of education. Indeed, despite all these significant changes, the labour market still shows a strong gender division. Statistics on the gender and occupational distribution of the labour force show that women are concentrated in activities that are an extension of their status as mothers and wives, such as education, health, and services (administration). This article will highlight the main indicators of the evolution of Algerian women about the public policies initiated by the state, which have led to a social change that is certainly slow but very present.

'Litsom k derevne' ('turning to the village') was a short and unjustly neglected episode of the Soviet history. This program of development combined socialist construction and industrialization with the further growth of peasant agriculture. It was adopted by the Party's CC-Plenum in April 1925 (although only for a short time), and designed by such agricultural experts as Chelintsev, Kondratiev and Makarov, i.e., it was close to Chayanov's vision. Some peasants reacted positively to this program: following the call of the Party, a group of kulturniki started to improve and rationalize farming 'in a cultural way' - with the agricultural research knowledge. The article aims to question the feasibility of the Litsom k derevne program in regard to two decisive changes in 1925-1927: the nearly total stop of the state financial support for agriculture, and the Party's return to the 'class war' in the countryside - against the imagined kulaks. The argument on the political alternatives mentions Chayanov's and his colleagues' statements to Molotov in October 1927. The author describes the state's first attention to agriculture and its basic problems in the early 1920s; how and why the New Economic Policy led to a different program of agricultural development - 'Litsom k derevne' - which strongly revised the Bolsheviks' previous positions. The author identifies reasons for the failure of this program, and how changes in the industrialization strategy affected the political action in the countryside. For the feasibility of the 'Litsom k derevne' program, the peasants active participation was decisive. The article considers the state measures for agricultural development, the desperate fight of the 'kulturniki' against their discrimination, and the position of Chayanov and his school on this program and the chances of the 'working peasants'. In the conclusion, the author presents his findings: 1) The agricultural program 'Litsom k derevne' did not have any alternatives after the political decision to support primarily industrialization; only the kulturniki as rather well-to-do peasants could increase agricultural production in such conditions due to their higher profitability and lower costs. Only political discrimination and the threat of expropriation could stop their efforts to dynamically develop their farms. Thus, there was no way to combine the Party's return to the 'class war' against the well-to-do peasants as 'kulaks' with the Litsom k derevne program. The Party's internal fight for power had disastrous consequences not only for the kulturniki but also for the agricultural production and exports. 2) The author suggests to stop the fruitless debates on the 'class differentiation' of the peasantry and to focus on the real mid-1920s controversy: whether the growth of agricultural production and efficiency required agricultural expertise (by capable peasants and researchers) and the state financial support (for the needed institutions like cooperatives). Both points were the basic requests of Chayanov to Molotov in 1927. The Party leaders from Stalin to Brezhnev never understood that not only industry but also agriculture could be successful only with expertise and not just by command.

Este artigo trata das singularidades da Educação Popular constituídas desde 1985 entre a Universidade de Brasília e o movimento popular das cidades do Paranoá e Itapoã no Distrito Federal, Brasil. Para compreender essas especificidades, são realizadas análises bibliográficas de pesquisas acadêmicas que tratam do efeito desse processo educativo na vida de educandos, educadores populares, professores da rede pública e estudantes universitários. O resultado dessa análise indica como características desse projeto de Educação Popular: a constituição de sujeitos a partir do entrelaçamento do ser de amor-poder-saber; o aprendizado pelos educandos de que os problemas de seu cotidiano são oportunidades de superação e não de desistência; o aprendizado pelos educadores da importância da construção coletiva; e, por fim, o processo formativo dos estudantes da UnB que destaca a indissociabilidade da relação teoria-prática.Palavras-chave: Educação popular; Educação de Jovens e Adultos; Formação de Educadores.Singularities of popular education of the cities of Paranoá-Itapoá (DF): construction between University of Brasilia and Organized Popular MovementABSTRACTThis article deals with the singularities of Popular Education established since 1985 between the University of Brasília and the popular movement of the cities of Paranoá and Itapoã in the Federal District, Brazil. In order to understand these specificities, bibliographic analyzes of academic research are carried out that address the effect of this educational process on the lives of students, popular educators, public school teachers and university students. The result of this analysis indicates as characteristics of this Popular Education project: the constitution of subjects from the intertwining of the being of love-power-knowledge; the learning by students that the problems of their daily lives are opportunities to overcome and not give up; the learning by educators of the importance of collective construction; and, finally, the training process of UnB students, which highlights the inseparability of the theory-practice relationship.Keywords: Popular Education; Youth and Adult Education; Teacher Training.Singularidades de la educación popular en las ciudades de Paranoá-Itapoá (DF): construcción entre la Universidad de Brasilia y el Movimiento Popular OrganizadoRESUMENEste artículo trata sobre las singularidades de la Educación Popular establecida desde 1985 entre la Universidad de Brasilia y el movimiento popular en las ciudades de Paranoá e Itapoã en el Distrito Federal, Brasil. Para comprender estas especificidades se realizan análisis bibliográficos de investigación académica que abordan el efecto de este proceso educativo en la vida de estudiantes, educadores populares, docentes de escuelas públicas y estudiantes universitarios. El resultado de este análisis señala como características de este proyecto de Educación Popular: la constitución de sujetos a partir del entrelazamiento del ser amor-poder-conocimiento; los estudiantes aprenden que sus problemas diarios son oportunidades para superar y no darse por vencidos; el aprendizaje por parte de los educadores de la importancia de la construcción colectiva; y, finalmente, el proceso de formación de los estudiantes de la UnB, que destaca la inseparabilidad de la relación teoría-práctica. Palabras clave: Educación popular; Educación de Jóvenes y Adultos; Formación Docente.

Este artigo traz para a reflexão as relações que se constroem entre docentes e educandos/as da Educação de Pessoas Jovens e Adultas (EPJA) em escolas da Rede Municipal de Educação de Belo Horizonte (RME-BH). As análises apresentadas partem de uma pesquisa realizada com docentes de ampla trajetória de trabalho na modalidade, que variam entre 11 e 32 anos de experiência no campo. Com o objetivo de descrever e analisar essas relações, o artigo indaga sobre como os/as docentes participantes da pesquisa reconhecem as especificidades dos sujeitos que frequentam a EPJA na RME-BH e constroem, junto com eles/as e na interação com a comunidade, um conjunto de práticas cuja finalidade é a busca pela garantia do direito à educação de todas as pessoas que chegam na EPJA, destacando a dimensão ética e política do fazer educativo.Palavras-chave: Docência na EPJA; Relações entre docentes e educandos/as da EPJA; Direito à EPJA.Reflections on the relationship between teachers and students in YAE: paths that meet in the search for the guarantee of a right AbstractThis paper aims to reflect on the relationships built between teachers and students of Youth and Adult Education (YAE) in schools of the Rede Municipal de Educação de Belo Horizonte (RME-BH). The proposed analyses are based on research conducted with teachers who have extensive work trajectories in the modality, ranging from 11 to 32 years of experience. With the aim of describing and analyzing these relationships, the paper explores how the teachers participating in the research recognize the specificities of the individuals who attend YAE at RME-BH and build, together with them and in interaction with the community, a set of practices whose purpose is to ensure the right to education of all people who attend YAE, highlighting the ethical and political dimension of education.Keywords: Teaching in YAE; Relationships between teachers and students in YAE; The right to Youth and Adult Education. Reflexiones en torno a las relaciones entre docentes y educandos/as de la EPJA: caminos que se encuentran en la búsqueda de la garantía de un derechoResumenEste artículo se propone reflexionar sobre las relaciones que se construyen entre docentes y educandos/as de la Educación de Personas Jóvenes y Adultas (EPJA) en escuelas de la Red Municipal de Educación de Belo Horizonte (RME-BH). Los análisis planteados parten de una investigación realizada con docentes que poseen amplias trayectorias de trabajo en la modalidad, las cuales varían entre 11 y 32 años de experiencia en el campo. Con el objetivo de describir y analizar dichas relaciones, el artículo indaga sobre cómo los/as docentes participantes de la investigación reconocen las especificidades de los sujetos que asisten a la EPJA en la RME-BH y construyen, junto a ellos/as y el resto de la comunidad, un conjunto de prácticas cuya finalidad es la búsqueda de la garantía del derecho a la educación de todas las personas que llegan a la EPJA, destacando la dimensión ética y política del quehacer educativo.Palabras clave: Docencia en la EPJA; Relaciones entre docentes y educandos/as de la EPJA; Derecho a la EPJA.

Based on the high use of agrochemicals and pressure on ecosystems from agricultural production, as well as complaints and social movements against pineapple crop in the northern region of Costa Rica, a communication strategy was articulated within the framework of the project "Characterization of agricultural practices and the use and management of agrochemicals in pineapple crop, for implementing good agricultural practices (GAP)". The strategy focused on promoting agricultural and environmental education to help farmers in the implementation of GAPs in the northern region of Costa Rica.
There are not many public relations studies about agriculture and rural areas in Latin America. However, public relations can contribute to community development, based on the search for relationships based on trust, mutual understanding, cooperation and a sense of belonging that could lay the foundations for promoting sustainable development.
The methodology was carried out in three main stages: diagnosis, approach and execution, and evaluation of the strategy. In the initial stage, one of the main findings was the outstanding negativity in local and national media coverage of pineapple production. Based on the results of the diagnosis, four main problems to be addressed during the implementation stage were identified: 1) overdose of pesticides; 2) bad stubble management; 3) poor soil management; 4) disrespect for aquifer protection zones.
For the second stage, we applied two tactics consisting of a set of tasks intended to target audiences identified as main or primary. Also, a training program and crisis management activities were executed. The final stage consisted of the application of an evaluation questionnaire to 25 farmers participating in the training program.
The results were several activities developed in the communities, including a series of informative and educational products (videos, key messages through WhatsApp, newsletters, infographics, a guide for the identification of pests and diseases in the pineapple crop); press management; workshops at local schools; and a GAPs Fair to promote the sustainable production of pineapple. The strategy promoted a training program, consisting of 34 talks, which was attended by 240 people: farmers, university students, agricultural products and tools sales personnel, people from cooperatives and interested members of the public. According to the final evaluation, 68 % of the training participants stated that their ability to produce pineapple using GAP improved during the last years; 40 % stated that environmental balance was the main benefit of implementing GAPs in pineapple crop, followed by economic savings (24 %). This shows that the message related to the environment was the prevailing one, consistent with the environmental and educational communication proposed by the strategy.
As a conclusion, of the three most implemented agricultural practices by pineapple farmers, we identified that two were part of those promoted by the communication campaign. Thus, the project's communication strategy had a strong incidence in the improvement of agricultural practices in the area and increased the number of positive notes related to the pineapple crop, before the crisis. We were able to impact the local production of pineapple through a clearly established strategy. Also, this allowed us to face the different phases of the crisis situation.

RESUMOCom a emergência do Covid-19, as escolas brasileiras precisaram interromper as atividades presenciais. Para dar continuidade às aulas, algumas delas adotaram a educação remota emergencial. Com a necessidade de usar tecnologias digitais, surgiu também a de buscar e analisar recursos pedagógicos. Nesse sentido, esta pesquisa objetiva identificar e avaliar aplicativos/softwares como ferramenta para o uso em aulas de Português e Matemática no ensino remoto. Para tanto, elaboramos um quadro com critérios de avaliação e realizamos um levantamento, que resultou na escolha dos recursos: o aplicativo "Quiz de Português" e o software "Luz do Saber" para o ensino de Português, e os softwares "GeoGebra" e "Desmos" para o ensino de Matemática. Trata-se de uma pesquisa qualitativa cujos resultados indicam a importância de analisar recursos digitais para compreender quais deles se alinham mais aos objetivos e concepções pedagógicas do docente e perceber como eles podem ser mais bem explorados nas aulas. Análise de recursos digitais. Ensino de Português. Ensino de Matemática. Educação remota. ABSTRACTWith the emergence of Covid-19, Brazilian schools had to interrupt face-to-face activities. To continue offering classes, some of them have adopted emergency remote education. Given the need to use digital technologies, the necessity of finding and analyzing pedagogical resources also arose. This research aims to identify and evaluate apps/software as tools to be used in Portuguese and Mathematics classes within remote education. Consequently, we have developed a framework with criteria for the analysis and have conducted a data gathering, which resulted in the choice of the following resources: the app "Quiz de Português" and the software "Luz do Saber" for Portuguese teaching, as well as the software "GeoGebra" and "Desmos" for Math teaching. This is a qualitative research which indicates the importance of analyzing digital resources to understand which of them align with the teacher's goals and pedagogical conceptions and to perceive how they can be better explored in class.Analysis of digital resources. Portuguese teaching. Math teaching. Remote education. RESUMENComo emergencia de Covid-19, las escuelas brasileñas han tenido que interrumpir las actividades presenciales. Para dar continuidad a las aulas, algunas de ellas se adhieren al aprendizaje remota de emergencia. Con la necesidad del uso de tecnologías digitales, también surgió la precisión de buscar y analizar los recursos pedagógicos. En este sentido, esta investigación tiene como objetivo identificar y evaluar aplicaciones/softwares como herramientas para las clases remotas de portugués y matemáticas. Para ese propósito, creamos una tabla con criterios de evaluación y realizamos una recopilación, que resultó en los siguientes recursos: la aplicación "Quiz de Português" y el software "Luz do Sabre" para la enseñanza del portugués, y los softwares "GeoGebra" y "Desmos" para la enseñanza de Matemáticas. Esta es una investigación cualitativa cuyos resultados indican la importancia de analizar los recursos digitales para entender cuáles de ellos están alineados con los objetivos y conceptos pedagógicos docentes, así como comprender cómo se pueden explorar mejor en las clases.Análisis de recursos digitales. Enseñanza del portugués. Enseñanza de matemáticas. Educación remota.

ASEAN WAY: MANAGING EXPECTATION IN THE CODE OF CONDUCT FOR THE SOUTH CHINA SEA Naifa Rizani Lardo Centre for Strategic and International Studies (CSIS) Indonesia,S. Rajaratnam School of International Studies (RSIS) Singapore Email: naifa.rizani@gmail.comSubmitted: 5 October 2021; accepted: 13 November 2021 AbstrakLandasan pesimistis proses ASEAN Way seringkali menurunkan kredibiltas dari peran Perhimpunan Bangsa-Bangsa Asia Tenggara (ASEAN) dalam menangani sengketa di Laut Tiongkok Selatan (LTS). Justifikasi tersebut disikapi melalui konsep power balance yang mendiskreditkan struktur norma institusionalisme dalam ASEAN Way. Hal ini mendorong rangkaian diskusi terkait kinerja ASEAN melalui prinsip ASEAN Way dalam proses Code of Conduct for the South China Sea (COC for SCS) yang membuka ruang ekspektasi untuk meningkatkan peran keamanan regionalnya. Melalui permasalahan ini, artikel ini menyuguhkan pandangan peran kemanan regional ASEAN di proses sengketa LTS dengan merumuskan pertanyaan "Apa yang bisa diharapkan dari norma ASEAN Way dalam proses COC for SCS?" Dengan menggunakan pendekatan norma institutionalisme dalam proses perumusan COC, artikel ini menunjukkan bahwa ASEAN Way tidak dibentuk sebagai solusi penyelesaian konflik LTS, melainkan sebagai penyokong bentuk kerja sama pertahanan dengan asas fleksibel bagi partisipan konflik di isu LTS. Adapun, kontribusi ASEAN Way dalam COC for SCS terjabarkan dengan memberikan ruang fleksibilitas bagi pemangku kepentingan untuk berdialog secara damai di luar ketidakseimbangan kekuatan yang terjadi dari proses COC. Hal ini dengan proses yang fleksibel dalam membawa Tiongkok dan pemangku kepentingan terkait lainnya menuju kerja sama keamanan kooperatif yang dapat memenuhi kepentingan bersama dalam perdamaian di kawasan Asia Tenggara. Pendekatan norma institusionalisme ini juga menunjukkan limitasi-limitasi dari kemampuan ASEAN yang dapat membatasi ekspektasi dari perumusan COC for SCS ke penyelesaian sengketa di LTS. Kata kunci:ASEAN, Laut Tiongkok Selatan, Code of Conduct, Tiongkok, ASEAN Way AbstractPessimistic perspectives on the ASEAN Way process frequently undermine the role of the Association of Southeast Asian Nations (ASEAN) in resolving the South China Sea (SCS) dispute. These justifications are addressed through the notion of power balance, which undermines the norm institutionalism framework that underlines the ASEAN Way's foundation. This droves various conversations on ASEAN capabilities ahead of the ASEAN Way principle throughout the Code of Conduct for the South China Sea (COC for SCS) process, which questioned its expectations as a regional security body. This article offers insight on ASEAN's regional security role in the SCS dispute peace process, guided by the question "What to expect from ASEAN Way in the process of COC for SCS?" Instead of following the power balance approach, this article suggests a norm-based institutionalism perspective through ASEAN Way to the COC process. The ASEAN Way was developed to facilitate security cooperation under flexible participation among relevant parties involved in the conflict. The ASEAN Way on COC for SCS contributes by allowing relevant actors to engage in peaceful dialogue despite the power imbalance that existed on the disputed sea. This flexible participation offered by ASEAN can deliver cooperative security to the Southeast Asia region in the interest of peace. Nonetheless, norm institutionalism also revealed limitations in ASEAN capability that impede the expectation of the formulation of COC for SCS to the resolution of SCS disputes.

ResumoA saúde e a educação possuem certa correlação e, no entanto, são indissociáveis, pois para se obter educação é necessário ter saúde, ao tempo que só se alcança a saúde quando se tem educação. Ambas são vistas como necessidades sociais que apresentam um caráter político-social muito discutido, em especial, por serem consideradas direito do povo e dever do Estado. O objetivo do estudo foi conhecer a concepção de professores acerca da relação entre as políticas de educação e saúde. O estudo aqui apresentado tem delineamento exploratório, e parte da aplicação de um questionário para professores participantes de um Seminário Regional de Educação, em uma cidade do Rio Grande do Sul, na qual foi realizada uma oficina sobre a temática "Políticas Públicas: educação em saúde como tema transversal à educação". Como método de análise dos dados coletados foi utilizada a análise de conteúdo proposta por Bardin (2011), abrangendo resultados como o conhecimento dos professores de que políticas públicas são ações ou decisões do Governo para resolução de problemas e necessidades coletivas, e que estas podem possibilitar o desenvolvimento da sociedade. Outros resultados se referem ao conhecimento acerca da relação entre políticas de educação e saúde e, assim, surgem concepções acerca da presença da intersetorialidade, da possibilidade de que estas políticas integradas possam gerar melhoria de vida, bem-estar e qualidade de vida aos indivíduos. A compreensão do professor está alinhada ao entendimento de que estas políticas possibilitam atingir o direito fundamental através da política social refletindo na dignidade humana.
Palavras-chave: Intersetorialidade. Escola. Formação Docente. Dignidade.
Abstract: Health and education have a certain correlation and are, however, inseparable, since to obtain education it is necessary to have health, while health is only achieved when there is education. Both are seen as social needs that have a much-discussed political and social character, especially as they are considered a people's right and a duty of the State. The objective of the study was to know the teachers' conception about the relationship between education and health policies. The study presented here has an exploratory design, and part of the application of a questionnaire for teachers participating in a Regional Education Seminar in a city in Rio Grande do Sul, where a workshop was held on the theme "Public Policies: health education as a transversal theme to education ". As a method of analysis of the collected data, the content analysis proposed by Bardin (2011) was used, covering results such as the teachers' knowledge that public policies are government actions or decisions to solve problems and collective needs, and that these can enable the society development. Other results refer to the knowledge about the relationship between education and health policies and, thus, conceptions about the presence of intersectoriality, the possibility that these integrated policies can generate improvement of life, well-being and quality of life for individuals. The teacher's understanding is aligned with the understanding that these policies make it possible to achieve the fundamental right through social policy reflecting on human dignity .
Keywords: Intersectoriality. School. Teacher Training. Dignity.

One of the major achievements in tackling violence against women (VAW) is the adoption of the Council of Europe's Istanbul Convention on VAW and Domestic Violence. The Istanbul Convention (IC) is a legally binding instrument tackling violence from a gender perspective, with a comprehensive set of measures. Although 21 European Union Member States (MS) and Turkey have ratified the Istanbul Convention and the European Union itself signed it, opposition towards gender equality has also risen. This paper reviews a study tendered by the European Parliament (the EP study), which aimed to understand the implementation of the Convention, its added value and arguments against its ratification. The EP Study grouped the 27 European Union MS and Turkey into those that have and have not ratified and implemented the IC. The EP study was based on four strands of data collection: 1) a literature review focusing on the impact of and arguments against ratification; 2) a legal mapping of the legislation to compare the criminal codes and support services of each country with relevant articles of the Convention; 3) national data collection to identify challenges in the implementation of the Convention and good practices; 4) a stakeholder on-line consultation. The study was conducted in 2020. The EP study found that ratification of the Convention triggered amendments to existing legislation and/or the adoption of new legal measures, but that legislative changes are less extensive in countries that have not ratified the Convention. Most European Union MS have adopted gender-neutral approaches to laws and policies, thus failing to acknowledge the gendered nature of violence against women and domestic violence. Seven of the European Union countries (BG, HR, LT, LV, MT, RO, TU) refer to physical, psychological, economic and sexual violence in their definitions of domestic violence, while nine countries (AT, BE, CZ, DK, EE, FI, FR, IE, LU) do not define domestic violence. Remaining challenges in the implementation of the Istanbul Convention include a lack of sustainable national action plans, and insufficient funding for specialist support services. Resistance to the Convention is evident even in countries that have ratified it, in response to proposed legislation on same-sex marriage, adoption or sexuality education in schools. Non-ratifying countries and countries with high resistance to the Convention often display victim-blaming public attitudes to intimate partner violence, stronger gender stereotypes and a stronger resistance to same-sex marriage/rights. The paper concludes by suggesting recommendations. The cut off date for data collection was 16 September 2020 and therefore legal and policy developments after that date were not included in this paper. This includes Poland and Turkey announcing their withdrawal from the IC in respectively July 2020 and March 2021. However, given the focus of this paper is on understanding the reasons behind resistance against the IC and on the differences between countries that ratified and those that did not, this paper contributes to a better understanding of how progress has been made following the IC, and points to the added value of the IC.

A promoção de saúde sexual e reprodutiva caracteriza-se como uma necessidade frente as diferentes situações de vulnerabilidade vivenciadas por adolescentes. Neste campo, o Núcleo de Estudos e Pesquisas em Vulnerabilidade e Saúde na Infância e Adolescência da Universidade Federal de Pernambuco, desde 2012, desenvolve ações de extensão, pesquisa e ensino pautadas nos referenciais teóricos-metodológicos freireanos, principalmente em escolas e instituições não governamentais. Considerando estas experiências, o artigo traz reflexões sobre as contribuições da Pedagogia Paulo Freire para a realização de ações de educação em sexualidade com adolescentes. As reflexões abordam a importância da construção de conhecimentos críticos no campo em discussão, a materialização dos fundamentos do diálogo e a expressão de sua intencionalidade no espaço educativo, as repercussões da vivência do diálogo e a compreensão deste como uma experiência formativa, ética, política e humanizadora. Espera-se que estas reflexões possam contribuir para a ampliação de espaços dialógicos com adolescentes.Pedagogia Paulo Freire. Educação e saúde. AdolescênciaABSTRACTThe promotion of sexual and reproductive health is needed because of the different situations of vulnerability experienced by adolescents. In this field, the Center for Studies and Research in Vulnerability and Health in Childhood and Adolescence from the Federal University of Pernambuco has developed extension, research, and educational actions based on Freiriam's theoretical and methodological references since 2012, mainly in schools and nongovernmental institutions. Taking such experiences into account, this paper reflects upon the contributions of Paulo Freire's Pedagogy in developing educational actions regarding sexuality for adolescents. Such reflections approach the importance of building critical knowledge in the field of discussion, the materialization of the fundamentals of the dialogue and the expression of its intentions over the educational space, the repercussions of experiencing the dialogue, and the understanding of it as a formative, ethical, political, and humanizing experience. It is expected that such reflections may contribute to the expansion of dialogical spaces with adolescents.Pedagogy. Paulo Freire. Education and Health. Adolescence. RESUMEN La promoción de la salud sexual y reproductiva se caracteriza por ser una necesidad ante las distintas situaciones de vulnerabilidad que viven los adolescentes. En este campo, el Centro de Estudios e Investigaciones sobre Vulnerabilidad y Salud en la Infancia y la Adolescencia de la Universidad Federal de Pernambuco, desde 2012, viene desarrollando acciones de extensión, investigación y docencia basadas en los referentes teóricos y metodológicos de Freire, principalmente en las escuelas y no. -instituciones gubernamentales. Considerando estas experiencias, el artículo reflexiona sobre los aportes de la Pedagogía Paulo Freire a la realización de acciones de educación sexual con adolescentes. Las reflexiones abordan la importancia de la construcción del conocimiento crítico en el campo en discusión, la materialización de las bases del diálogo y la expresión de su intención en el espacio educativo, las repercusiones de la experiencia del diálogo y la comprensión del mismo como forma formativa, ética. , político y humanizador. Se espera que estas reflexiones puedan contribuir a la ampliación de los espacios dialógicos con los adolescentes.Paulo Freire Pedagogía. Educación y salud. Adolescencia.

Purpose
This paper aims to fill the gap in social sciences research on parents' strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education.


Design/methodology/approach
It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory.


Findings
Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools.


Research limitations/implications
There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level.


Practical implications
The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child's needs.


Social implications
This study's findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience.


Originality/value
The paper is novel as there was no sociological research into preschool education of children with developmental disabilities in Russia. It argues that the parents' experiences are much broader than just interactions with special needs or mainstream education. Parents navigate across special needs institutions, specialised groups in mainstream and private kindergartens, mixed groups in mainstream kindergartens and home education with various strategies from secrecy and withdrawal to resistance and challenge. Preschool education for children with developmental disabilities in Russia is hindered by a lack of professional resources and the stigma embedded into professional and societal responses.

As doenças transmitidas por alimentos tem o manipulador de alimentos como um fator de risco para sua ocorrência, quando falhas são cometidas no processo de produção dos alimentos. O presente estudo teve como objetivo determinar o nível de conhecimento dos manipuladores de alimentos dos restaurantes tipo self-service do município de Patos – PB, quanto as boas práticas de manipulação. A pesquisa se deu por meio de aplicação de um questionário estruturado contendo 34 questões relacionadas às características sociodemográficas e ao conhecimento sobre boas práticas de manipulação para 65 manipuladores de alimentos de 25 restaurantes self-service, selecionados a partir dos estabelecimentos cadastrados na Vigilância Sanitária Municipal. Na classificação do nível de conhecimento foi adotado como satisfatória uma porcentagem igual ou superior a 60% de acertos. Os dados foram analisados através da estatística descritiva. Para os dados sociodemográficos, o estudo mostrou a predominância dos seguintes fatores: sexo feminino (95,0%), faixa etária de 40 a 49 anos (36,9%), ensino fundamental incompleto (36,95%), não realizam exames admissionais e/ou de rotina (75,4%) e parasitológico de fezes (40,0%), nunca participou de treinamento (60,0%). O nível de conhecimento dos manipuladores foi considerado como satisfatório sendo com média de acertos de 89,16%. Diante dos resultados obtidos, apesar dos manipuladores apresentarem um nível de conhecimento satisfatório, não o põe em prática, sendo necessária uma capacitação periódica para melhorar a qualificação profissional dos manipuladores, visando o fornecimento de alimentos seguros e minimizando os riscos de ocorrências de doenças transmitidas por alimentares.
Palavras-chave: Doenças Transmitidas por Alimentos. Manipuladores. Boas Práticas. Segurança dos Alimentos.
Abstract
The foodborne diseases have the food handler as a risk factor for its occurrence, when failures are made in the food production process. This study aimed to determine the level of knowledge of food handlers in self-service restaurants in the municipality of Patos - PB, regarding the good handling practices. The research took place through the application of a structured questionnaire containing 34 questions related to sociodemographic characteristics and knowledge about good handling practices, for 65 food handlers from 25 self-service restaurants, selected from establishments registered with the Municipal Health Surveillance. In the classification of the level of knowledge, a percentage equal to or greater than 60% of correct answers was adopted as satisfactory. The data were analyzed using descriptive statistics. For sociodemographic data, the study showed the predominance of the following factors: female gender (95,0%), age group 40-49 years (36,9%), incomplete elementary school (36,95%), do not perform admission exams and/or routine (75,4%) and parasitological stools (40,0%), never participated in training (60,0%). The level of knowledge of the manipulators was considered satisfactory, with an average of 89,16% correct answers. In view of the results obtained, despite the manipulators having a satisfactory level of knowledge, it does not put it into practice, requiring periodic training to improve the professional qualification of the manipulators, aiming at providing safe food and minimizing the risks of foodborne diseases.
Keywords: Foodborne Diseases. Manipulators. Good Practices. Food Safety.

Resumen: La historiografía artística de la Edad Moderna, plasmada en tratados, paragonae, discursos y correspondencias entre humanistas, permite a los historiadores del arte reconstruir y analizar distintos aspectos de la producción artística italiana de esa época. En el caso de los territorios del Norte de Europa, la ausencia de esta documentación no permite precisar con claridad de detalle fenómenos análogos para los pintores flamencos o acerca de la llamada escuela alemana hasta las primeras décadas del siglo XVI. La poca documentación conservada imposibilita una definición profunda de los aspectos teóricos y estéticos ligados a la producción de los artistas. Además, la estructura gremial del Norte disuadía el proceso de individualización de los artistas. Alberto Durero, artista vinculado a la corte de Maximliano I y posteriormente a la corte de Carlos V, se considera el primer autor de tratados teóricos sobre la creación artística al Norte de los Alpes. Gracias a sus viajes a Italia, Durero entró en contacto con las corrientes de pensamiento acerca de la teoría del arte, que le llevaron a redactar varias publicaciones: Proyecto para el tratado sobre la pintura(1508-1513), Los cuatro libros sobre medidas. Instrucciones de medir con compás y regla(1525) y Cuatro libros sobre las proporciones humanas (1528). El objetivo de este estudio es analizar los tres tratados mencionados con una atención especial a las recomendaciones del autor respecto a la formación del artista. A partir del corpus dureriano, traducido por Bialostocki en 1954 ,este estudio permitirá revisar la difusión y aplicación de las sugerencias en el ámbito de los artistas durante las primeras décadas del siglo XVI.Abstract: The artistic historiography of the Modern Age, formed by theoretical treatises, paragonae, speeches and correspondence between humanists, permit the Historians of art to reconstruct and to analyse various aspects of Italian artistic production. In the case of Northern Europe, the absence of that kind of documentation does not allow to precise clear analogous phenomena for Flemish painters or for German school, until the early decades of the sixteenth century. Not much preserved documentation makes impossible to define well theoretical and aesthetic aspects relate to the artistic production. Besides, the guild structure on the Northern Europe dissuades the process of artists individualization. Albrecht Durer, connected to the court of Maximlian I and to the Charles V court artist, is considered as the first author of artistic theoretical treaties on the North of the Alps. Thanks for the trip to Italy, Dürer came into contact with modern art theory, which resulted in writing several treaties: Project for the Treatise on Painting (1508-1513), Four Books on Measurement. Instructions for Measuring with Compass and Ruler (1525) and Four Books on Human Proportion (1528). The aim of this study is to analyse the three mentioned treaties with special attention on the author's recommendations for appropriated formation of the artist. The base is the Durer´s corpus, translated by Bialostocki in 1954. This study will review the dissemination and implementation of Durer´s suggestions for artists during the first decades of the sixteenth century.