scholarly journals Timorização da Geografia escolar: tecendo interlocuções sobre currículo, cultura e território

2021 ◽  
Vol 11 (1) ◽  
pp. 220
Author(s):  
Vanessa Lessio Diniz ◽  
Vicente Paulino ◽  
Rafael Straforini
Keyword(s):  
Curriculum Evaluation ◽  
East Timor ◽  
Education Professionals ◽  
Social Actors ◽  
Geography Teaching ◽  
Ernesto Laclau ◽  
Student Manual ◽  
The Face ◽  
Prescribed Curriculum ◽  
Theory Of Discourse

Neste artigo abordamos a relação entre currículo, cultura e território, dentro do contexto da Geografia escolar em Timor-Leste, problematizando a colonialidade presente em diferentes momentos da constituição dessa disciplina. Com base na perspectiva pós-crítica e pós-estruturalista da Teoria do Discurso de Ernesto Laclau, compreendemos que a elaboração e a implementação de um currículo estão carregadas de disputas discursivas entre contextos políticos, concepções institucionais e atores sociais envolvidos nesse processo. Metodologicamente, a partir de um levantamento documental, de interlocuções com profissionais da educação timorense e da análise do Manual do Aluno de Geografia (10º ano de escolaridade), verificamos que esta disciplina, historicamente, esteve voltada para atender à manutenção da colonização portuguesa, da ocupação territorial indonésia, e atualmente, está ligada a uma ótica geográfica estrangeira, por meio de uma reforma curricular conduzida predominantemente pela Cooperação Portuguesa. Consideramos assim, a importância da timorização da Geografia escolar, como um caminho decolonial, que contribui para que os professores timorenses sejam autônomos nos processos de elaboração, implementação e avaliação curricular, possibilitando a construção de outras formas de representações, sentidos e saberes geográficos diante de conteúdos curriculares prescritos.Palavras-chave: Ensino de Geografia, Currículo; Práticas espaciais; Decolonialidade; Timor-Leste.Abstract: In this article we approach the relationship between curriculum, culture and territory, within the context of school geography in East Timor, problematizing the coloniality present in different moments of constitution of this discipline. Based on the post-critical and post-structuralist perspective of Ernesto Laclau's Theory of Discourse, we understand that the development and implementation of a curriculum are fraught with discursive disputes between political contexts, institutional conceptions and social actors involved in this process. Methodologically, based on a documentary survey, interlocutions with Timorese education professionals and the analysis of the Geography Student Manual (10th year of schooling), we verify that this discipline, historically, has been geared to meet to the maintenance of Portuguese colonization, of the Indonesian territorial occupation, and currently, it is linked to a foreign geographical perspective, through a curricular reform conducted predominantly by Portuguese Cooperation. We consider, therefore, the importance of the timorization of school Geography, as a decolonial path, which may contribute for Timorese teachers to be protagonists in the processes of elaboration, implementation and curriculum evaluation, enabling the construction of other forms of representations, meanings and geographic knowledge in the face of prescribed curriculum content.Keywords: Geography Teaching; Curriculum; Space practices; Decoloniality; East Timor.

scholarly journals QUAND LES ACTEURS PRENNENT LA PLUME. PRONUNCIARSE DANS LE VENEZUELA INDÉPENDANT (1828-1858)

Almanack ◽  
2021 ◽  
Author(s):  
Veronique Hébrard
Keyword(s):  
19Th Century ◽  
National Level ◽  
Political Mobilization ◽  
The Political ◽  
Political Debate ◽  
Social Actors ◽  
The Status ◽  
The Face

Resume This article aims to analyze the dynamics of socio-political mobilization as manifested in 19th century Venezuela through a practice little studied in this perspective: the pronouncement.Almost always considered in its armed dimension, it should be mentioned that it also means, through the break of the pact, an interpellation of government agents, at the local and/or national level, that is, the expression of a collective will in the face of a specific situation.On this occasion hundreds of texts are written, debated and signed by social actors, even those who do not enjoy the status of citizen, and in most cases published in the following months. However, although it has no legality, the study at the same time of the practices, but also of the vocabulary and sociability that they generate, allows to show at the same time their real role in the political debate, the level of politicization of an important spectrum of social actors, but also its legitimacy. Considering it then as an observatory of the phenomena of mobilization and politicization as elaborated during the first decades of national construction, we will study two important campaigns of pronouncements/votes that affect Venezuela, in 1827 to ask Bolivar to exercise extraordinary powers and in 1858 in the context of the Impeachment of President José Tadeo Monagas.

scholarly journals Recuperar la ciudadanía post-deportación en la frontera México-Estados Unidos

2021 ◽  
Vol 33 ◽  
pp. 1-25
Author(s):  
Gabriela Irina Pinillos Quintero ◽  
Laura Velasco Ortiz
Keyword(s):  
Social Inequalities ◽  
The United States ◽  
Social Actors ◽  
Border City ◽  
Mexican State ◽  
Strategic Role ◽  
The Face ◽  
National Affiliation ◽  
Relationship Of

This article aims to analyze the importance of formal citizenship in the reintegration process of people deported from the United States to Mexico. The analysis parts from the case study of deportations to the border city of Tijuana, Baja California, which includes 68 in-depth interviews focused on redocumentation to demonstrate their national affiliation. The main findings show that the condition of documentation plays a strategic role in the processes of re-citizenship in the countries of origin. Upon return by a process of deportation, there is a revitalization of the importance of formal citizenship that seemed outweighed in the face of the multiple forms of affiliation, belonging, and local participation. The role of private and social actors is strategic in the processes of redocumentation and recovery of the relationship of individuals with the State, which also reflects the reproduction of multiple social inequalities between subjects of the Mexican State.

scholarly journals Construcción de la memoria colectiva frente a la mercantilización de tierras cordilleranas. La experiencia de Campo Los Andes (Mendoza, Argentina)/ Construction of collective memory in the face of the commodification of cordilleran lands. The experience o

2018 ◽  
Author(s):  
Leticia Saldi ◽  
Roberto Scherbosky
Keyword(s):  
Political Parties ◽  
Collective Memory ◽  
Cultural Knowledge ◽  
Collective Actions ◽  
Social Actors ◽  
Legal Documents ◽  
The Andes ◽  
The Face ◽  
Cordillera De Los Andes ◽  
High Range

En un contexto de expansión del capital hacia la Cordillera de Los Andes, el decreto nacional 225/17 dispuso la venta de inmuebles considerados ociosos o desaprovechados. Entre ellos, un terreno que desde 1901 ha sido administrado por el Ejército Nacional, denominado Campo Los Andes. Este se sitúa en el Valle de Uco (centro-oeste argentino), epicentro del desarrollo turístico-vitivinícola de vinos de alta gama. Para enfrentar la venta, sus moradores civiles junto a muy diversos actores sociales –entre ellos, integrantes de asambleas ciudadanas, partidos políticos, organizaciones campesinas y ambientalistas y distintos profesionales– llevaron a cabo una serie de acciones colectivas en defensa de dicho territorio y sus diversas materialidades ambientales e históricas. Por medio de observaciones en foros y cortes de ruta, de la consulta de notas periodísticas y documentos legales, describimos la diversidad de actores sociales que se articularon a lo largo de los meses posteriores a la publicación del decreto. Asimismo, analizamos cómo en este proceso la socialización de experiencias y del conocimiento socio-ambiental y cultural sobre Campo Los Andes propició la reconstrucción de una memoria social colectiva, la cual contrarrestó las propuestas hegemónicas de desarrollo orientadas al mercado financiero y al extractivismo, en este caso, el vitivinícola y el turismo de elite. Abstract In a context of capital expansion towards the Andes Mountains, the decree 225/17 ordered the sale of properties considered idle or unused. Among them was a land that since 1901 has been administered by the National Army, called Campo Los Andes. It is located in the Valle de Uco (Central-West Argentina), epicenter of the tourism-winegrowing development of high range wines. To stop this sale, its civil dwellers together with very diverse social actors –among them, members of citizen assemblies, political parties, peasant and environmental organizations and different professionals– carried out collective actions in defense of this territory and of the national sovereignty. Through observations in forums and road cuts, gathering of journalistic notes and legal documents, we describe the diversity of social actors that were articulated during the months following the publication of the decree. Likewise, we analyze how in this process, the socialization of experiences and socio-environmental and cultural knowledge about Campo Los Andes led to the reconstruction of a collective social memory, which counteracted the hegemonic proposals of development oriented to the financial market and extractivism, in this case, viticulture and elite tourism.

scholarly journals Borders, Barriers and Grievable Lives

2011 ◽  
Vol 32 (2) ◽  
pp. 75-94 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Judith Butler ◽  
Visual Media ◽  
Media Representations ◽  
The Other ◽  
The Public ◽  
Ernesto Laclau ◽  
The Face ◽  
The Public Sphere ◽  
Formal Properties ◽  
Epistemological Barriers

Abstract Based on a close reading of Ridley Scott’s war film Black Hawk Down (USA 2001; BHD), the present article investigates the formal properties through which a certain strain of war and action movies discursively constitutes the other – the enemy – as less than human. I develop the argument that the emergent relation between friend and foe in these films can be read through the concept of the border as an epistemological barrier that keeps the other incomprehensible, inaccessible, and ultimately ungrievable. Having demonstrated how BHD sets up such epistemological barriers, I widen my focus and show that similar formal properties can be found in other audio-visual media, such as video games or news items. I then proceed to investigate how the societal impacts of this audio-visual rhetoric might be conceptualized. Do the mass media constitute a logistics that organizes audiences’ perceptions of war, violence, and the other? Does the barring of the face of the enemy from the public sphere of appearance render particular lives ungrievable and therefore unprotectable? The main theoretical frame of the paper consists of an application of the discourse theory of Ernesto Laclau and Chantal Mouffe to an analysis of audio-visual media, and of the approaches of Judith Butler, James Der Derian, and Paul Virilio to conceptualizing impacts of media representations on political discourse and practice in times of war.

scholarly journals Terapia ocupacional x violência na escola: possibilidades de enfrentamento na educação infantil/ Occupational Therapy X Violence at school: possibility of coping in early childhood education

2021 ◽  
Vol 5 (2) ◽  
pp. 153-169
Author(s):  
MARIA NATALIA SANTOS CALHEIROS ◽  
Natália Sobral Monteiro ◽  
Jessyca Gabrielle Albuquerque Virgolino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Occupational Therapy ◽  
Basic Education ◽  
Structured Interviews ◽  
Categorical Analysis ◽  
Education Professionals ◽  
Childhood Education ◽  
The Face ◽  
Diagnosis Method

Introdução: Sabe-se que a escola é um ambiente que contribui não só para o desenvolvimento de aprendizagem, mas também para a construção da cidadania, e nesse contexto diversas medidas vêm sendo tomadas para o enfrentamento da violência. Objetivo: Este artigo propõe investigar as possíveis intervenções da terapia ocupacional para o enfrentamento da violência na escola na educação infantil através de um diagnóstico situacional. Métodos: A pesquisa caracteriza-se como qualitativa, sendo realizada numa escola pública de educação básica localizada no município de João Pessoa-PB e sua coleta de dados se deu por meio de observações das crianças no recreio e aplicação de entrevista semiestruturada com professores e profissionais da educação infantil. Resultados: Utilizou-se a análise categorial de Bardin e desenvolveu-se três categorias abrangendo o significado da violência para os profissionais, as realidades do contexto frente a violência na escola e propostas de enfrentamento. Conclusão: Concluiu-se que, para o enfrentamento, é necessário construir um trabalho de atenção e cuidado articulado com a escola, crianças, família e comunidade.Palavras-chave: Violência. Escola. Terapia Ocupacional. Educação Infantil. Enfrentamento da violência. Crianças. AbstractIntroduction: It is known that the school is an environment that contributes not only to the development of learning, but also to the construction of citizenship, and in this context several measures have been taken to confront violence. Objective: This article proposes to investigate the possible interventions of occupational therapy to cope with violence at school in early childhood education through a situational diagnosis. Method: The research is characterized as qualitative, being carried out in a public school of basic education located in the city of João Pessoa-PB and its data collection occurred through observations of children in the playground and application of semi-structured interviews with teachers and early childhood education professionals. Results: Bardin's categorical analysis was used and three categories were developed covering the meaning of violence for professionals, the realities of the context in the face of violence at school and proposals for coping. Conclusion: It was concluded that, in order to cope, it is necessary to build a work of attention and care articulated with the school, children, family and community.Keywords: Violence. School; Occupational Therapy. Early Childhood Education. Coping with violence. Children. ResumenIntroduction: Se sabe que la escuela es un entorno que contribuye no sólo al desarrollo del aprendizaje, sino también a la construcción de la ciudadanía, y en este contexto se han tomado varias medidas para hacer frente a la violencia. Objetivo: Este artículo propone investigar las posibles intervenciones de terapia ocupacional para hacer frente a la violencia en la escuela en la educación de la primera infancia a través de un diagnóstico situacional. Método: La investigación se caracteriza por cualitativa, realizada en una escuela pública de educación básica ubicada en la ciudad de Joao Pessoa-PB y su recopilación de datos se produjo a través de observaciones de niños en el patio de recreo y aplicación de entrevistas semiestructuradas con profesores y profesionales de la educación de la primera infancia. Resultado: Se utilizó el análisis categórico de Bardin y se desarrollaron tres categorías que abarcan el significado de la violencia para los profesionales, las realidades del contexto frente a la violencia en la escuela y las propuestas para hacer frente a la violencia. Conclusión: Se llegó a la conclusión de que, para hacer frente, es necesario construir una obra de atención y cuidado articulada con la escuela, los niños, la familia y la comunidad.Palabras clave: Violencia. Escuela. Terapia Ocupacional. Educación en la primera infância. Afrontamiento de la violência. Niños. 

scholarly journals POLITICAL PROPAGANDA AS A MEANS OF OBTAINING, RETENTION AND USE OF POWER

2018 ◽  
pp. 30-37
Author(s):  
Dmytro Pavlov
Keyword(s):  
Social Actors ◽  
The Public ◽  
Political Propaganda ◽  
Reality Construction ◽  
Political Reality ◽  
The Face ◽  
Political Technology ◽  
Effective Use ◽  
Rating Information

The main objective of the study is to investigate the peculiarities of political propaganda as an instrument of struggle for power and its effective use. Methodological basis of research is the constructivist approach, which allowed to consider propaganda as tools of political reality construction that is imposed on and assimilated social actors as institutsionalnaya objectified and public. The main result of the study is justification of the validity of the scientific thesis that political propaganda is a way to expansion of power. Obedience is a consequence of the propaganda that has gripped first groups, then masses and whole nations. Political propaganda makes people (in the face of its separate groups and representatives) to transfer its sovereign rights to exercise control of the nation-state. The actions of the authorities have meaning if they fall into the propaganda space. The propaganda space is instance of meanings, that promote certain interests and regulate behavioral responses of social subjects to various situations. Propaganda is a specific type of power. Propaganda power is the effectiveness and efficiency of the imposition of meanings to the public and groups which structure their political behavior. The mechanism of realization of political propaganda is to offer, strengthening and maintaining the meanings which allow any regime of power to operate effectively and successfully dominate. The important role of presupposition techniques of propaganda, which discreetly form the installation and determine the rating information that applies. The meanings, which propaganda disseminated, structured relationships that determine the dispositions, the capabilities, strategic vision, competencies and functions of political entities. Propaganda is an eternal engine of social and political change and the instance of the colonization of the future. No social and political technology does not work if does not refer to propaganda, distribution and attribution of meanings.

From neoliberal disembedding to authoritarian re-embedding: The making of illiberal hegemony in Hungary

2020 ◽  
Vol 35 (6) ◽  
pp. 721-738 ◽  
Author(s):  
Gábor Scheiring ◽  
Kristóf Szombati
Keyword(s):  
Blue Collar ◽  
The Political ◽  
Right Wing ◽  
Social Actors ◽  
Blue Collar Workers ◽  
Authoritarian Populism ◽  
Domestic Capital ◽  
The Social ◽  
The Face ◽  
Ruling Party

This article presents and empirically substantiates a theoretical account explaining the making and stabilisation of illiberal hegemony in Hungary. It combines a Polanyian institutionalist framework with a neo-Gramscian analysis of right-wing hegemonic strategy and a relational class analysis inspired by the political economy tradition in anthropology. The article identifies the social actors behind the illiberal transformation, showing how ‘neoliberal disembedding’ fuelled the rightward shift of constituencies who had erstwhile been brought into the fold of liberal hegemony: blue-collar workers, post-peasants and sections of domestic capital. Finally, the article describes the emergence of a new regime of accumulation and Fidesz’s strategy of ‘authoritarian re-embedding’, which relies on ‘institutional authoritarianism’ and ‘authoritarian populism’. This two-pronged approach has so far allowed the ruling party to stabilise illiberal hegemony, even in the face of reforms that have generated discontents and exacerbated social inequality.

scholarly journals Legitimacy for some

2018 ◽  
Vol 28 ◽  
pp. 30-50
Author(s):  
Fredrik Portin
Keyword(s):  
Positive Element ◽  
Right Wing ◽  
Social Actors ◽  
The Public ◽  
Ernesto Laclau ◽  
Political Reality ◽  
The People ◽  
Right Wing Populism ◽  
The Public Sphere ◽  
Inclusive Society

The purpose of this article is to examine under what conditions the disruptive character of right-wing populism can be perceived as a positive element within a functioning democracy. Using the thinking of philosophers Ernesto Laclau and Chantal Mouffe I argue that the disruptive character of right-wing populism gives the marginalised concerns of ‘the people’ public legitimacy. However, right-wing populism is also criticised for excluding, in a similar fashion, certain social actors from the public sphere. Instead of enabling a more inclusive society, I therefore argue that right-wing populism enables a society that is distinguished by antagonism. To make it possible for all social actors’ concerns to gain public legitimacy without promoting antagonism, I argue that a new political reality needs to be imagined. In conclusion I therefore offer a theoretical framework for such a reality through the political philosophy of Bruno Latour.

scholarly journals The carnival is not over: Cultural resistance in dementia care

2016 ◽  
Vol 7 (2) ◽  
pp. 169-195 ◽  
Author(s):  
Andrea Capstick ◽  
John Chatwin
Keyword(s):  
Social Interactions ◽  
Residential Care ◽  
Medical Discourse ◽  
Social Environments ◽  
Cultural Resistance ◽  
Social Challenges ◽  
Social Actors ◽  
People With Dementia ◽  
The Social ◽  
The Face

Within the still-dominant medical discourse on dementia, disorders of language feature prominently among diagnostic criteria. In this view, changes in ability to produce or understand coherent speech are considered to be an inevitable result of neuropathology. Alternative psychosocial accounts of communicative challenges in dementia exists, but to date, little emphasis has been placed on people with dementia as social actors who create meaning and context from their social interactions. In this article we draw on Bakhtin’s concepts of the carnivalesque, heteroglossia, polyphony and dialogism to analyse a series of interactions involving people with dementia in day and residential care environments. We argue that many of the communicative challenges faced by people with dementia arise from the social environments in which they find themselves, and that the utterances of people with dementia in the face of these social challenges show many of the hallmarks of cultural resistance identified by Bakhtin.

scholarly journals OS CONCEITOS GEOGRÁFICOS NA GEOGRAFIA ESCOLAR DOS ANOS INICIAIS: UMA CONTRIBUIÇÃO PARA A FORMAÇÃO DE PROFESSORES / GEOGRAPHICAL CONCEPTS IN GEOGRAPHY SCHOOL OF EARLY YEARS: A CONTRIBUTION TO TEACHER TRAINING

2016 ◽  
Vol 2 (2) ◽  
pp. 253
Author(s):  
Henrique Silva Gorziza
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Early Years ◽  
Education Professionals ◽  
Geography Teaching

O presente trabalho destaca a Geografia Escolar dos Anos Iniciais a partir da discussão sobre os conceitos geográficos como auxílio nas práticas pedagógicas do professor dos primeiros anos da escolarização. Pois, por parte destes, é denotado dificuldades em dominar os conteúdos geográficos. Assim, avançar na construção de discussões sobre a Geografia Escolar nos Anos Iniciais nos permite perceber que a relação desde possíveis práticas pedagógicas com o processo de formação de professores se configura como eficiente recurso para os cursos de formação. Assim, foi realizada uma entrevista com professores da comunidade de referência da problemática em apreço para aprofundar a discussão que tange o objetivo principal do trabalho através de uma sistematização das respostas para a efetivação da análise sobre os conceitos geográficos como contribuição no momento da formação inicial de professores.Abstract:This work emphasizes the teaching of Geography in the Elementary School through a discussion about the Geographical Concepts as a way of improving the pedagogical practises of the education professionals from the Elementary School, once it is denoted that these professionals have difficulties in mastering the geographical contents. Therefore, encouraging discussions over the Geography study in the Elementary School shows that some relations between pedagogical practises along with the teachers graduating process are a great tool for improving teaching courses. Therefore, an interview was taken with teachers of the community which is being studied in order to deepen the discussion that guides the main aims of this work through a systematization of answers that supports the accomplishment of the analysis about the Geographic concepts as a contribution for the teacher's initial graduating process.Keywords: Geography Teaching; Geographical Concepts; Teacher's Graduating Process.

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