La protección social de las familias monoparentales en la ciudad de Bogotá 1991 -2015: una realidad más allá de la ley

Con el paso y las transformaciones sociales, políticas y legales que implica una constituyente, en este caso la del 91, que daba nacimiento a la constitución del mismo año, se originó además una transición hacia un Estado social de derecho, pluriétnico y laico, el cual planteaba un discurso de diversidad e inclusión de la diferencia en diferentes aspectos de la vida social. Sin embargo, en el caso de la familia, esta constitución no representó cambios respecto al discurso estructura y funciones en la sociedad, pues perpetuaba el discurso familista, de una única forma legítima de familia: la nuclear patriarcal, implicando una falta de reconocimiento de la diversidad familiar en Colombia y provocando a su vez una afectación en la atención y protección social de las familias no reconocidas en Colombia. Tal es el caso de las familias monoparentales, cuya estructura no se corresponde a este discurso ideal de familia y gracias a su falta de reconocimiento tanto legal como social, la atención y protección social que reciben por parte del Estado, a través de las instituciones públicas de protección familiar, es parcializada a las jefaturas monoparentales femeninas, al igual de estigmatizadas. Pese a esto, desde 2013, ante la actual coyuntura de reivindicaciones sociales que buscan el reconocimiento de la diversidad de la familia en el país, han surgido mecanismos legales por parte de la corte constitucional, así como nuevas políticas de familia tanto a nivel nacional, como local, que están haciendo sus primeros acercamientos a lo que es la diversidad familiar y a cómo incluir y proteger a las familias. A lo largo del contacto con las instituciones públicas de protección familiar, donde se mostraron nuevas alternativas y avances que aunque representativos, aun no son suficientes, persistiendo la invisibilización tanto social como legal y una protección social parcializada de las familias monoparentales.

Assessing the ability of rural agrarian areas to provide cultural ecosystem services (CES): A multi scale social indicator framework (MSIF)

Assessing the ways in which rural agrarian areas provide Cultural Ecosystem Services (CES) is proving difficult to achieve. This research has developed an innovative methodological approach named as Multi Scale Indicator Framework (MSIF) for capturing the CES embedded into the rural agrarian areas. This framework reconciles a literature review with a transdisciplinary participatory workshop. Both of these sources reveal that societal preferences diverge upon judgemental criteria which in turn relate to different visual concepts that can be drawn from analyzing attributes, elements, features and characteristics of rural areas. We contend that it is now possible to list a group of possible multi scale indicators for stewardship, diversity and aesthetics. These results might also be of use for improving any existing European indicators frameworks by also including CES. This research carries major implications for policy at different levels of governance, as it makes possible to target and monitor policy instruments to the physical rural settings so that cultural dimensions are adequately considered. There is still work to be developed on regional specific values and thresholds for each criteria and its indicator set. In practical terms, by developing the conceptual design within a common framework as described in this paper, a considerable step forward toward the inclusion of the cultural dimension in European wide assessments can be made

Desestructuración económica y crisis social. El Pacífico Sur costarricense en el marco de la década perdida

ResumenEl artículo explora a partir de fuentes diversas (orales, hemerográficas y documentales) la problemática de la desestructuración económica sufrida por el Pacífico Sur costarricense, los distintos impactos sociales de la crisis que esta suscitó, el gran conflicto huelguístico del año 1984 y las políticas y respuestas ofrecidas por el Estado y los distintos actores sociales, de cara a tal problemáticaAbstractThrough the use of a wide diversity of sources (oral, newspaper, and documentary), this article explores the problem areas of the economic destructuring suffered by the Costa Rican Southern Pacific region, the different social impacts generated by this crisis, the great strike of 1984, and the policies and solutions proposed by the State and other social actors, in the face of these major issues.

Bridging natural and social sciences: a framework for identify strategies and actions for the conservation of biodiversity.

The Atlantic Forest is one of the most diverse areas in the world and considered a hotspot. Several actions are needed for its preservation, among them the implementation of the Biodiversity Corridors. The Atlantic Forest has three biodiversity corridors and the Rio de Janeiro State, which harbors huge species diversity, is in the Serra do Mar Corridor. We developed socioeconomic, political and environmental indicators to present conservation strategies supported by a wide database. These indicators complemented the previous surveys of priority areas which emphasized biotic elements, and their integration allowed the elaboration of strategies for the conservation and management, regionally directed, to support actions to be implemented by the Government. The analysis was done considering three subjects: Anthropic Pressure, Physical and Biotic State, and Present Ability of Response. Data analysis followed a synthesis-aggregation schedule and the resulting database was taken to a workshop, where specialists proposed strategies and actions for the conservation. These strategies were discussed considering vegetation remnant distribution, biological relevance, environmental vulnerability, kind of anthropic pressure in the region and potential for success of the actions proposed, based on the ability of response. Rio de Janeiro State is very diverse in biotic, physical, political, socioeconomic and cultural aspects which demand specific actions for each region. So, depending on the present situation of the natural and anthropic environments and on the present and future sources of degradation, regionally directed actions are applicable. This specificity in conservation actions will enable that the State remnants will be more successfully protected.

Counseling and Diversity: Valuable Education for All

In a rapidly changing and complex society full of challenges in all areas, it is vital to introduce new educational paradigms to meet the needs of diverse populations. This paper analyzes the necessity to face this challenge with responsibility, on an ethical framework and through critical thinking on the social realities, bringing attention to Counseling, as a discipline.  It discusses the capacity to create inclusive opportunities for all, where inclusive education is seen as an emerging paradigm within a culture of diversity that can applied in our everyday activities.

DIVERSITY, TEACHING AND LANGUAGE: WHAT CHALLENGES AND COMMITMENTS WILL THE CONTEMPORARY LANGUAGE PROFESSIONAL FACE?

In general, diversity can be conceptualized as the expression of opposites (BARROS, 2008). Despite the homogenization of several kinds and in the various areas promoted by the current process of globalization, the so-called ‘flat world’ will never be able to express the whole without considering the parts. In such a context of different ways of being in the world, language learning is a crucial condition for citizenship education, it is the key to get to know other people (BYRAM, 2006). Because of that, educational processes have been going through significant changes, fostering, among other things, postures aligned with the new world order, where the preparation of learners to able to exercise their rights at a global level and take advantage of mechanisms which guarantee their intercultural citizenship, has continually gaining ground. Linguistic education has been taking a similar path. In its scope, discourses and pedagogical practices which take into consideration the sociopolitical character of any educational process start to be required. In other words, it has been demanded an egalitarian linguistic education which, above all, struggles for diversity and is able to guarantee total inclusion, creating ample opportunities, especially for those learners who come from less privileged classes and historically marginalized groups. Having human diversity in the background, the article aims to discuss the role of the contemporary language teaching professional, highlighting the challenges and commitments which await them at different levels, and the central position this professional occupies at this crucial moment of the global society in which we fight for the historical, cultural and social (re)construction of our differences.

The effect of gender context on children's social behaviour in a limited resources situation : an observational study

Knowing when to compete and when to cooperate to maximize opportunities for equal access to activities and materials in groups is critical to children's social and cognitive development. The present study examined the individual (gender, social competence) and contextual factors (gender context) that may determine why some children are more successful than others. One hundred and fifty-six children (M age=6.5 years) were divided into 39 groups of four and videotaped while engaged in a task that required them to cooperate in order to view cartoons. Children within all groups were unfamiliar to one another. Groups varied in gender composition (all girls, all boys, or mixed-sex) and social competence (high vs. low). Group composition by gender interaction effects were found. Girls were most successful at gaining viewing time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys were least successful in same-sex groups and most successful in mixed-sex groups. Similar results were also found at the group level of analysis; however, the way in which the resources were distributed differed as a function of group type. Same-sex girl groups were inequitable but efficient whereas same-sex boy groups were more equitable than mixed groups but inefficient compared to same-sex girl groups. Social competence did not influence children's behavior. The findings from the present study highlight the effect of gender context on cooperation and competition and the relevance of adopting an unfamiliar peer paradigm when investigating children's social behavior.