The human species has interacted with the environment and has modified it. However, the current situation is worrying about environmental problems of anthropogenic origin. Therefore, the objective of the article was to evaluate the pro-environmental behavior (CPA) of the students, to implement environmental policies that contribute to the conservation of the environment. The methodology was quantitative in nature from a simple random sample of 1013 students from the 31 academic units in the three educational levels in the Acapulco region of the Autonomous University of Guerrero. The main findings show that more than 70% of graduate students show a better CPA compared to those in the upper and upper middle level. However, the focus of this behavior is individual and not social-community. Recommendations are made for the improvement of Environmental Education for university students.
The article reflects on gender labor inequalities, based on the labor insertion of graduates of the Bachelor Degree Program of Economics at the Autonomous University of Guerrero, Mexico. The results show that women, for the most part, are unemployed, have fewer opportunities and are forced to accept less renumbered jobs. The findings call for reflections on labor flexibility as a factor that influences gender labor parity. The conclusions put emphasis on the need for public and university policies that pay greater attention to graduates access to the labor market, in order to take advantage of the talent that emanates of universities based on the development of young professionals and their ability to contribute to society.
One of the most difficult challenges that arise in the construction of sustainable development is the articulation between the academic and political spheres. Although the common commitment is to achieve the well-being of the population, a synergy between scientific knowledge and the design of more equitable public policies is not always achieved. However, it is pertinent to innovate and create new ways of doing and communicating, new relationships with the various social actors. The article presented has as main objective to expose the experience of the Latin American Faculty of Social Sciences (FLACSO-Cuba) in the construction of dialogues between academia and politics through the Permanent Seminar of Social Policy.
The Ethical Competences of the tutors of a campus of the Autonomous University of the State of Mexico are addressed, through a qualitative methodology, the Case Study Method and the technique of Questionnaires open to tutors, teachers and students of the campus. The results show that tutoring is conceived from a traditional model that associates it with the cognitive dimension and the improvement of academic performance, and not as an educational practice that considers the young person integrally, in their school and personal dimension. Likewise, according to the investigated actors (tutors and students), Responsibility and Respect for the other are the basic ethical principles on which the tutor relationship must be sustained. It is proposed to strengthen the ethical skills of tutors as a fundamental element of their practice. Introduccion
We start from a critical perspective of dialectical discovery that induces the approach of the subjects under study, contextualizing their various social practices and representations within the framework of economic globalization, with the purpose of focusing the discussion on the historical relations between humanity and nature. Next we expose the process of constitution of consciousness in today’s society to move forward, within the framework of renewal and cultural resistance, towards eco-transforming consciousness. In general, we aspire to theorize about the conformation of a self-eco-transforming and anti-systemic subject whose behavior responds to the current situation of global environmental crisis, anticipating how this subject could become an agent of change for his experiences in commonality.
The aim of this paper is to analyze the changes in work and the forms of resistance of teachers of public basic education in Brazil, especially from the Temer government (2016-2018), when neoliberal reforms were intensified, with emphasis on labor deregulation via approval of the Labor Reform Law No. 13,467 / 2017. In this context, teaching work in basic education has been reformulated through the diffusion of flexible and temporary contracts, standardized individual performance evaluations, linked to goals and results, and differentiated productivity payments. These changes are, ultimately, new mechanisms of control and submission of work. The precariousness of teaching work especially affects young people who are inserted in the labor market under working conditions that oppose the full-time employment contract and with some level of social protection, with usually lower incomes. The study is based on literature review, documentary and empirical research, through interviews involving teachers, managers and union leaders.
Desde o final do ano de 2018, o Mexico lancou o reconhecimento constitucional do povo afromexicano. Embora existam antecedentes, o processo acelerou-se a partir de 2014, pois a Organizacao das Nacoes Unidas concordou com a Declaracao Internacional da Decada dos Afrodescendentes 2015-2024, que exige o reconhecimento dos afrodescendentes, alem do desenvolvimento e do acesso a justica. No âmbito deste processo, a estrategia governamental e apresentada como um conjunto de operacoes de neocolonizacao, baseadas no desenvolvimento como nova tecnologia do projeto civilizatorio da modernidade. Da mesma forma, sao apresentadas varias praticas discursivas e organizacionais afromexicanas, que apresentam uma concepcao de desenvolvimento proprio e contrapondo a promovida pelo Estado-nacao mexicano.
The humanistic-ethical-ludic Pedagogy as an alternative for the improvement of the quality of education, assumes as an approach to build knowledge from the geohumanist consciousness; supported theoretically in ethics, philosophy, sociology, pedagogy and educational policy; epistemologically in the genealogy. The objective of this research was to theoretically and methodologically base the humanistic-ethical-ludic pedagogy, based on the theoretical elements provided by the axiology of integral humanism. Among the various contributions, it is important to understand and apply the category of humanistic-ethical-ludic pedagogy based on the conscious attention of the present time. This methodological theoretical approach offers the elements to propose a model of humanistic-ethical-ludic pedagogy within the framework of the critical sociological paradigm within the moral core of integral humanism.
The objective of this work will be to reflect on the social construction of the category “disability” that is assigned to “different and deficient people” and that becomes a negative discrimination towards them; In terms of human rights, I will seek to understand how the process of socialization of discourses and practices related to disability in today’s society takes place, based on the idea that we have “forgotten” the history that these bodies embody. The work will be divided into three parts. In the first, the contributions of anthropology to understand disability as a cultural construction characteristic of a historically situated society will be presented. In the second part, we will analyze how these constructions are socialized and interact in society. Finally, some reflections will be presented.
