Samhällskunskap och historia i svensk gymnasieskola: ämnenas roll och relation i diskurs och ämnesplaner

The adoption of new syllabuses in history and social science in the new Swedish curriculum raises questions on the relationship between the two subjects. Social Science and History as school subjects have previously been described as both competing and complementary. The competing aspect has mainly been descibed in terms of citizenship education and the complementary aspect has been described in terms of content, abilities, and temporality. This article discusses how history and social science relate to these four topics in didactic discourse and in the new syllabuses. In the didactic discource both subjects underline the importance of making subject matter useful in life outside school. However, the new syllabuses are very differently formulated in this sense. History is closely connected to citizenship education and describes content, abilities and temporality in such a context. Social Science on the other hand downtunes the traditional role as a subject important for citizenship. Instead, focus is aimed at disciplinary thinking and using knowledge to understand social science methods and theories. This development is seen as very problematic and challenging for a meaningful teaching of Social Science in upper secondary school. In response to this challenge, the author proposes interdisciplinary didactic development, especially in developing "dynamic concepts" within Social Science didactics.

Reconocer autoridad femenina en Educación: los saberes de las maestras

Hay una amplia tradición de investigación que nos dice que las y los docentes desarrollan saberes propios, apropiados para enseñar. Esa tradición no ha tenido en cuenta la diferencia de ser maestra y de ser maestro como una fuente de sentido, como algo significativo. Eso es lo que hace la investigación –tanto de académicas como de maestras– generada en el ámbito de la pedagogía de la diferencia sexual. Una investigación que nombra y da valor a la experiencia femenina en la escuela, en la educación, capaz de crear un conocimiento teórico no abstracto, no desvinculado de la experiencia, que puede y debe ser el referente fundamental tanto para la propia práctica como para la formación de las futuras maestras, de los futuros maestros. La presencia de las mujeres en la escuela es una riqueza. Reconocer y nombrar sus saberes es necesario y urgente, porque son reales y porque prestan atención a dimensiones fundamentales para el desarrollo de la vida de cada criatura, y para la vida social. Saberes que priorizan lo vivo (en vez de lo abstracto), la relación (y no la competitividad y el enfrentamiento), el amor (frente a la indiferencia), la política primera (la palabra antes que la norma), la relación sin fin (en lugar de la relación instrumental).

A national coastal erosion risk assessment for Scotland

The geography of Scotland, with a highly undulating hinterland, long and indented coastline, together with a large number of islands, means that much social and economic activity is largely located at the coast. The importance of the coast is further highlighted by the large number of ecosystem services derived from the coast. The threat posed by climate change, particularly current and future sea level rise, is of considerable concern and the associated coastal erosion and coastal flooding has the potential to have a substantial effect on the socioeconomic activity of the whole country. Currently, the knowledge base of coastal erosion is poor, which serves to hinder the current and future management of the coast. This research reported here aimed to establish four key aspects of coastal erosion within Scotland: the physical susceptibility of the coast to erosion; the assets exposed to coastal erosion; the vulnerability of communities to coastal erosion; and the coastal erosion risk to those communities. Coastal erosion susceptibility was modelled here within a GIS, using data for ground elevation, rockhead elevation, wave exposure and proximity to the open coast. Combining these data produced the Underlying Physical Susceptibility Model (UPSM), in the form of a 50 m2 raster of national coverage. The Coastal Erosion Susceptibility Model (CESM) was produced with the addition of sediment supply and coastal defence data, which then moderates the outputs of the UPSM. Asset data for dwellings, key assets, transport infrastructure, historic assets, and natural assets were used along with the UPSM and CESM to assess their degree of exposure to coastal erosion. A Coastal Erosion Vulnerability Model (CEVM) was produced using Experian Mosaic Scotland (a geodemographic classification which identifies 44 different social groups within Scotland) to classify populations based upon 11 vulnerability variables. Dwellings were assigned a CESM and CEVM score in order to establish their coastal erosion risk. This research demonstrated that the issue of coastal erosion will impact on a relatively low number of properties compared to those impacted by flooding (both coastal and fluvial) as many dwellings are already protected by coastal defences. There is therefore, a considerable future liability, and great pressure for coastal defences to be maintained and upgraded in their current form. The use of the CEVM is a novel inclusion within a coastal erosion assessment for Scotland. Use of the CEVM established that coastal erosion risk is not distributed equally amongst the Scottish coastal population and highlighted that risk can be reduced by either reducing exposure or reducing vulnerability. Thus far in Scotland, reducing exposure has been the primary management approach, which has a number of implications with regards social justice. This research identified the existing data gaps that should be addressed by future research in order to further improve coastal management in Scotland. Future research should focus on assessing historical coastal change rates on a national scale, improve modelling of national scale wave exposure, enhance the information held about current coastal defences and, determine the direct and indirect economic cost associated with the loss of different asset types. It is also necessary to clarify the social justice implications of using adaptation approaches to manage coastal erosion as well as establishing a method to communicate the susceptibility, exposure, vulnerability and risk aspects whilst minimising the potential negative impacts (e.g. property blight) of releasing such information.

Exploring the contradictions between Brazil’s role in the global climate change regime and its position in regional environmental governance.

Similar to other developing countries Brazil’s position on climate change emphasises national sovereignty and the principle of “common but differentiated responsibilities”. However, in recent years Brasilia has also announced voluntary reductions in carbon emissions, making Brazil one of the leading emerging countries in its approach to climate change, while enhancing its international reputation and legitimacy. Compared to its neighbours Brazil has older and more developed domestic environmental institutions and movements. Yet, Brazil’s global leadership on climate change does not translate into a similar role in regional environmental governance. In the 2000s Argentina and Uruguay became embroiled in a bitter environmental conflict involving a shared natural resource, the Uruguay River. Brazil not only refused to mediate, but also kept it out of regional forums insisting on the conflict’s bilateral nature. Furthermore, Mercosur’s environmental agenda has progressively become eroded while Brazilian-led Unasur lacks an institutional framework dedicated to environmental concerns. This indicates that environmental concerns are far more important for Brazil’s global image than for its role as a regional leader. It also highlights the limited scope of the climate change negotiations which focus narrowly on reducing carbon emissions, without taking wider concerns over energy generation or environmental and social justice into account. Brazil has promoted hydropower generation, portrayed as “clean” energy. Yet, these projects have sparked strong domestic and regional civil society opposition due to their social and environmental costs which make it difficult for Brazil to claim a regional leadership role on environmental concerns.

A formação de educadores para a pedagogia da alternância no Brasil nos movimentos italiano e francês: limitações e possibilidades

The Pedagogy of Alternation (PA), it is a type of education designed to rural people, whose perspective on the idea of combining theory and practice, alternating different times and spaces. On the Brazil, this education modality act from the perspective of two movements: Italian and French. Because it is a distinct mode of traditional, recommends that educators who work in this context also have a different outline. In this sense, it is relevant that there is a training for the educators that meets their needs. It is in these by understand how is the training of these professionals that the study proposes to analyze the educators training processes of PA on Brazil in movements Italian and French, presenting differences and similarities between them. For this, part it of a bibliographic and documental research, which were make initially theoretical surveys about expansion context of method, as well as theirtheoreticalandmethodologicalfoundationsandthePublicPolicybyeducators training. Then, were analyzed educational documents of both movements, laws, ordinances, statutes and field diaries, in order to verify how occurs the educators training process, and from that were stablished differences and similarities between both. The results point that in both movements there were advances in training processes, and despite of there were many similarities in trajectory of the movement, a multitude of issues boosted significant differences. On the Italian movement notes a greater harmony with the original principles of the PA, more engagement and organization by the movement. Because keeps collaborate ships with public authorities and institutions, without, however, losing its autonomy in decision-making and referrals to preserve the principles and foundations of this educational modality. This has encouraged and strengthened the educator’s formation and consequently the quality of education. On the other hand, the French movement it is shown weakened, especially in the state of Paraná, in which the movement is weakened. The small number of students, among other factors, pushed the closure of classes and consequently schools, this has interfered with the continuity of the movement. Many are the limitations by which the French movement has passed, especially with regard to training of their teachers, however, the search for new partner ships, as well as the community and the redemption of the original principles and foundations can be a way to paralyze this retraction and strengthens it.

Relatório de estágio de qualificação profissional

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente relatório surge no âmbito da Unidade Curricular de Prática Pedagógica Supervisionada na Educação Pré-Escolar, incluída no 2º ciclo de estudos, nomeadamente no Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, lecionado na Escola Superior de Educação do Instituto Politécnico do Porto. Tem como finalidade refletir, de uma forma crítica, acerca das práticas pedagógicas desenvolvidas. Para que a estagiária pudesse desenvolver competências relacionadas com o saber agir em ação, foi fundamental partir de um quadro concetual rigoroso e adaptado ao nível educativo em questão. Neste sentido, revelou-se imprescindível adotar uma postura investigativa e reflexiva, que lhe permitisse adequar as ações a cada criança do grupo, tendo, desta forma, uma prática baseada na diferenciação pedagógica. Para desenvolver práticas baseadas nessa postura investigativa e reflexiva referida anteriormente, revelou-se crucial para a mestranda basear-se na metodologia de investigação-ação. Assim, houve, constantemente, momentos de observação, planificação, ação, avaliação e reflexão, que contribuíram para a construção de um perfil de desempenho profissional. Por fim, importa referir a perspetiva sócio construtivista da educação, a qual foi tida sempre em consideração ao longo do estágio. Esta é uma perspetiva que não está só relacionada com as práticas da formanda, mas privilegia, sobretudo, o desenvolvimento da criança, sendo que esta assume um papel ativo na construção dos seus próprios conhecimentos.

Structured decision making as a tool for facilitating stakeholder engagement in non-renewable resource management: using the case study of hydraulic fracturing in the Green Point Shale formation in western Newfoundland

This thesis examines the importance of effective stakeholder engagement that complies with the doctrines of social justice in non-renewable resources management decision-making. It uses hydraulic fracturing in the Green Point Shale Formation in Western Newfoundland as a case study. The thesis uses as theoretical background John Rawls’ and David Miller’ theory of social justice, and identifies the social justice principles, which are relevant to stakeholder engagement. The thesis compares the method of stakeholder engagement employed by the Newfoundland and Labrador Hydraulic Fracturing Review Panel (NLHFRP), with the stakeholder engagement techniques recommended by the Structured Decision Making (SDM) model, as applied to a simulated case study involving hydraulic fracturing in the Green Point Shale Formation. Using the already identified social justice principles, the thesis then developed a framework to measure the level of compliance of both stakeholder engagement techniques with social justice principles. The main finding of the thesis is that the engagement techniques prescribed by the SDM model comply more closely with the doctrines of social justice than the engagement techniques applied by the NLHFRP. The thesis concludes by recommending that the SDM model be more widely used in non- renewable resource management decision making in order to ensure that all stakeholders’ concerns are effectively heard, understood and transparently incorporated in the nonrenewable resource policies to make them consistent with local priorities and goals, and with the social justice norms and institutions.

¿Más allá de la justicia correctiva?: potencialidades de la restitución de tierras en la superación de los conflictos armados

La restitución de tierras, como instrumento de reparación enel contexto de la justicia transicional, cuenta con importantesherramientas para lograr una acción articulada con los objetivosde justicia social agraria, propios del derecho constitucional ydel derecho internacional de los derechos humanos. Los retosque se derivan de su implementación en escenarios donde elconflicto ha sido originado en buena medida por las desigualdadessociales justifican esta articulación y evidencian su necesidad.La explicitación y la identificación analítica de estos puntos deencuentro son el objeto de este artículo; el referente teóricogira entorno a la potencialidad de la justicia correctiva en lacontribución a la consecución de la justicia social o redistributiva

Octavia's Brood: Riding the Ox Home

Octavia’s Brood: Riding the Ox Home was an evening-length dance concert performed October 15 and 16, 2015, at the Clarice Smith Performing Arts Center in partial fulfillment of the Master of Fine Arts degree from the University of Maryland’s School of Theatre, Dance, and Performance Studies. Inspired by the prophetic envisioning of Harriet Tubman and Octavia Butler, it explores race, otherness, ownership and story-telling from the perspective of Black women’s dancing bodies and histories. Borrowing its title from Octavia’s Brood: Science Fiction Stories from Social Justice Movements, it utilizes visionary story-telling, where science fiction provides a foundation for imagining socially just worlds inhabited by richly diverse protagonists. This paper is a written account of the research by which I composed this immersive dance event, leaping back and forth through time, landing between antebellum Maryland of the mid-1800s and an unknown place at an unknown date of a foreseen future.

Complexos de estudo: investigando um experimento de currículo em uma escola de assentamento do MST no Paraná

The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.

The authenticity of resources for the teaching of foreign languages and cultures in France: variable geometry notion

International audience

Breaking through the Margins: Pushing Sociopolitical Boundaries Through Historic Preservation

“Breaking through the Margins: Pushing Sociopolitical Boundaries Through Historic Preservation” explores the ways in which contemporary grassroots organizations are adapting historic preservation methods to protect African American heritage in communities that are on the brink of erasure. This project emerges from an eighteen-month longitudinal study of three African American preservation organizations—one in College Park, Maryland and two in Houston, Texas—where gentrification or suburban sprawl has all but decimated the physical landscape of their communities. Grassroots preservationists in Lakeland (College Park, Maryland), St. John Baptist Church (Missouri City, Texas), and Freedmen’s Town (Houston, Texas) are involved in pushing back against preservation practices that do not, or tend not, to take into consideration the narratives of African American communities. I argue, these organizations practice a form of preservation that provides immediate and lasting effects for communities hovering at the margins. This dissertation seeks to outline some of the major methodological approaches taken by Lakeland, St. John, and Freedmen’s Town. The preservation efforts put forth by the grassroots organizations in these communities faithfully work to remind us that history without preservation is lost. In taking on the critical work of pursuing social justice, these grassroots organizations are breaking through the margins of society using historic preservation as their medium.

Fundo público e o financiamento das políticas sociais no Brasil

Apresentado no I simpósio orçamento público e políticas sociais, no dia 10 de abril de 2012, na Universidade Estadual de Londrina (UEL). Este artigo integra a pesquisa Financiamento Tributário da Política Social no PósReal, e conta com apoio financeiro do CNPq.

Possibilities and problems of teaching the history of the present time through media and information literacy.

Le système éducatif encourage une histoire positiviste, ordonnée, unilatérale et universelle; par l´incorporation de le découpage chronologique de l´histoire en quatre étapes. Mais, est-ce qu´il serait posible que les élèves puissent étudier leur propre présent? Mon commuication poursuit d´exposer, comme Saab affirmait, le présent est “le point de départ et d´arrivée de l´enseignement de l´histoire détermine les allers et les retours au passé”. La façon d´approcher l´enseignement de l´histoire est confortable. Il n´y a pas de questions, il n´y a pas de discussions. Cette vision de l´histoire interprétée par l´homme blancoccidental-hétérosexuel s´inscrit dans le projet de la modernité du Siècle des Lumières. Par conséquent, cette histoire obvie que nous vivons dans una société postmoderne de la suspicion, de la pensée débile. En ce qui concerne la problématique autour de la pollution audiovisuelle et la façon dont les enseignants et les élèves sont quotidiennement confrontés à ce problème. Par conséquent, il est nécessaire de réfléchir à la question de l´enseignement de l´histoire quadripartite. Actuellement, les médias et les nouvelles technologies sont en train de changer la vie de l´humanité. Il est indispensable que l´élève connaisse son histoire presente et les scénarioshistoriques dans l´avenir. Je pense en la nécessité d´adopter une didactique de l’histoire presente et par conséquent, nous devons utiliser la maîtrise des médias et de l´information. Il faut une formation des enseignants que pose, comme Gadamer a dit: “le passé y le présent se trouvent par une négociation permanente”. Una formation des enseignants qui permette de comprendre et penser l´histoire future / les histoires futures. À mon avis, si les élèves comprennent la complexité de leur monde et leurs multiples visions, les élèves seront plus tolérantes et empathiques.

The Anuvrat Movement: Theory and Practice

The slogan: “Self-restraint is life,” forms the philosophical ideal behind the Anuvrat Movement. The purpose of my thesis is to evaluate the Anuvrat Movement introduced by Acharya Tulsi as a non-sectarian, ethical-spiritual movement. The study considered in some detail the historical context within which the movement emerged. The thesis provides a much-needed analysis of the 11 vows formulated by Tulsi in the model of the traditional vows in Jainism. It explored the question whether these vows are relevant and effective in the contemporary Indian society, and whether Tulsi’s movement can cross the geographical boundaries of the Indian sub-continent to be a part of larger global initiatives. The study explored the social significance of the concepts of nonviolence, social justice and sustainability in the wider global community. The study suggests a positive association between the exemplary charismatic role of a leader and the popularity and longevity of social movements in India.