Vol 10, No 20 (2021): (july-december)

The lessons from the experience of residents of the Rosado Community - district of the city of Porto do Mangue in the state of Rio Grande do Norte-RN, Brazil, are revealed as they build and reconstruct their ways of living. This article aims to understand how the lessons from the experience of residents of the Rosado Community / RN contribute to the formation and transformation of the subjects’ daily lives. As a qualitative research, the study used (auto)biographical research as a method of investigation, based on the narratives of two residents of the Rosado Community / RN. We point out that the lessons of the experience are preserved among its residents, namely: fishing, praying, planting and teaching, among others, and are practiced and shared by the subjects of the community. The woven narratives are constituted in the feeling of identity of a people, in the reconstruction of the lessons of the experience with the countryside and the sea, because all this passed from generation to generation, thus contributing to the recognition of this people and to make them visible in which they live in the construction of daily life as a community.

The present work seeks to expose some ways of spatial appropriation in the tourist area of the thirteenth commune in Medellín, Colombia. This recognition is made from the relation that people have with the place, in regards to its spatial organization, the arrangement of furniture in space and its urban insertion. Likewise, the methodological approach that is proposed is of a qualitative nature and the empirical field work is limited to the narrative universe with which it seeks to explain what makes a place familiar and for whom that place is familiar, which leads to reveal the degrees of integration and deterrence that exist in space.

In this context, the objective of this document is focused on identifying what have been the sociocultural impacts in the buffer area caused by tourist activity. For this, the theory of inhabiting, key informants from the tourist tours  that are offered, participant observation and interviews with different actors of the place that allowed a compilation of data and testimonies that they paid for the critical review are analyzed. The conclusions show that there is not only a before and after, or a single image capable of encompassing the entire commune, which if it exists are ways of seeing and narrating commune thirteen, in the same way regional tourist and territorial policies favor development for native communities, but there are still levels of social inequality and socio-spatial polarization. Not all is lost in commune thirteen in Medellín, Colombia; since the graffiti of various national and international artists testifies and commemorates what has been lived in the neighborhood as a core point of permanent social-spatial transformation.

The corners populated by young people from neighborhoods crossed by urban poverty are often associated with the world of illegalism. The present paper problematizes this question. Throughout a year of fieldwork we met young people for whom an important part of their socialization occurs in the corners. Young people who constitute the fifth generation of families who have spent their lives in a marginal neighborhood of the metropolitan region of Buenos Aires (RMBA). The corner assumes great importance because, except for the school, there are no other public institutions where to spend time. While illegalities converge there, the corner becomes that place to find a place, where to be and where to do when there is nothing to do.

The mandate of articles 41, 45, 67 and 68 of the 1991 Constitution of Colombia can be summarized in a single principle: education must be democratic. This principle is far from being realized. In this article, I present evidence of its lack of realization, and an analysis of its possible causes. By way of conclusion, I outline a proposal aimed at making our educational system democratic so that it might contribute to making the precarious Colombian ‘democracy’ truly democratic.

This article has as its central theme the process of peasant subjectivation in Sonson, Antioquia, between 1997 and 2020, within the neoliberal context of capital accumulation. It problematizes the formation of a subaltern subjectivity in the peasantry, appealing to two theories about social relations of power and inequality, both structural and cultural: the concepts of hegemony and subalternity, according to Antonio Gramsci, and that of accumulation by dispossession, as developed by David Harvey. The methodological approach used was qualitative with a mainly ethnographic method, complemented by documentary analysis and review. The research shows that the model of accumulation developed in Sonsón around the avocado agroindustry has implied dispossession relations, internalized by the peasants as a subaltern subjectivity of proletarianization and entrepreneurship.

Tourism in Colombia has been one of the fastest growing economic lines, a situation that is evident both in consolidated and emerging destinations. Among the latter are those regions that, having a high tourist potential, have been directly or indirectly affected by the conflict, as is the case of the Urabá region. Despite this situation, the tourism sector in this region has made efforts to maintain itself, accompanied by programs, projects, plans and policies directed from the public, measures that, although they contribute to tourism, are linked to other sectors of the economy with a national and international impact due to the geostrategic location of this region. This work characterizes and analyzes the interventions that have been made from the public to support tourism, among which is the participation of Urabá in the Peace and Coexistence Tourism Program, to propose a Sustainable Tourism Management Model that integrates the value chain with the living forces, taking into account the management from the public and the perspective of the Sustainable Development Goals and other models of tourism management at the international level in such a way that it contributes to economic and social development in a more competitive and inclusive manner.

The different conceptions about teaching practice determine its direct relationship with the prevailing paradigms in the educational field, each one with its specific epistemological substratum. From the elaborate documentary analysis, as a qualitative research technique, it can be inferred that teaching practice has gone from a transmission reception relationship, typical of traditional approaches, to a relationship framed within a critical or emancipatory rationality, such as the reflective investigative approach. This approach makes it possible to conceive teaching practice as a space that achieves, on the one hand, the recognition of the emerging school culture through the diversity of rituals incorporated in the daily school life, and which become devices that make it possible to read the life of the school from a complex perspective, distinguishing between the structural and the contingent, and on the other, recognizing teaching practice as an investigative practice that offers the possibility of generating new knowledge. This new way of conceiving practices from pedagogical theory is recognized as contextualized or situated practices, leading to forming a professional who is recognized as a mediator, reflective, critical and intellectual, to face the pedagogical and social challenges that the environment demands.

Here we evaluate the basic knowledge and at t itude of s tudents in high school about amphibians, and we promote local understanding and perception about this group. We developed two statistical coefficients to be used in the evaluation of the performances of teachers and students. According to the answers of the questionnaire, the knowledge of students about amphibians is nearly null, and hence negative attitudes were detected toward amphibians. Those negative attitudes could be due to the little development of environmental education by families and teachers. The fear to amphibians was detected mostly in girls, although after the class a positive attitude was observed. The statistical coefficients developed here contribute to the evaluation of knowledge in students, allowing teachers to measure how much the students learn.

The discernment of the valuations of freedom as a human cause supposes a genealogical journey that allows locating the epistemological pillars, from whom the discourses that make freedom a class in permanent semantic dynamism are built. For this course of dissertations, a hermeneutic is directed that crosses the spirit of the time from the 18th century to the present moment and its implications in the cognitive and attitudinal development of the subjects in this experience. In this perspective, questioning the value semantics of the concept of freedom is associated with an enunciating analysis that responds to the premises of the historical moment and to the ideological imprints with which freedom begins to be manipulated to delineate an image of the anthropological project of society. In this problematization, the plasticity of the signifier and the signified; the vaporous character of the thing and its meaning gives rise to an ethical approach to freedom in return to ethos as a vital expression that unmasks the claims of control exposed in the senses of freedom positioned by the dominant logic of power-knowledge. Thus, from the philosophicaland hegemonic tensions, the reflection that arises risks conceiving freedom as a universal that crosses the meaning and experience of human existence without the political and economic determinations that alter it.