Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Este ensayo pretende mostrar que la negociación del tratado de libre comercio (TLC) firmado entre Colombia y EEUU, ha tenido consecuencias desfavorables para Colombia, en vista de los resultados hasta ahora obtenidos. Este tema se aborda a la luz de las diversas teorías y enfoques acerca del comercio internacional, tratados y acuerdos; y se cuantifica a través de un modelo MCO que permita explicar algunos resultados del TLC. El déficit comercial acumulado de 7.908 millones de dólares presentado durante los últimos cuatro años señala que el TLC afecta el aparato productivo nacional, especialmente el sector agropecuario, de allí que éste amerite una revisión urgente.

Este artículo aborda la problemática existente en la comunidad de Cataluña a través del análisis empírico de un electorado específico: aquel que considera que la mejor relación entre el Estado y Cataluña es la de tipo federal. Este electorado se entronca importante por la maleabilidad de su comportamiento al  decantarse a favor de la secesión o, por el contrario, desear permanecer dentro del Estado dependiendo de qué se le ofrezca. Así, lo que se evidencia en este trabajo es la no homogeneización del bloque independentista, existiendo en parte del mismo un electorado identitariamente versátil que acepta o rechaza la independencia según el modo de relación entre Cataluña y el Estado.

This article discusses the human training project present in World Bank publications for Education, in general, and for Brazil, with a temporal cut between 2000 and 2014. These publications aim to produce consensus about their political-educational proposals and build a fallacious understanding of objective reality through the widespread disqualification of the teacher and the public school. The disqualification narrative precedes recommendations for education projects that align the formation of the working class to the flexible molds of capitalist sociability. In the World Banck’s logic, Education is responsible for alleviating poverty and economic development, and should be guided by the notion of competencies and the revised Human Capital Theory. In this way, it should promote a "world-class" education for the demands (of capital) of the XXI century. In addition, they elide the real economic movement in the 21st century, understood in the concept of capital-imperialism, in which the internal domination of capital needs and is complemented by its external expansion, directly affecting capital and labor relations. With the intention of legitimizing the barbarism of the educational project of capital, a great ideological offensive was put in place to sustain the social, political and economic mode of organization and its necessary sociability.

The article seeks to highlight the black characters in the wordless picturebooks of the collection of the Programa Nacional Biblioteca da Escola (PNBE) for Child Education in its four editions (2008, 2010, 2012, 2014). For this purpose, the mapping of the titles was carried out, 77 in total, published by MEC/CEALE, recital 59 (since some contained small narratives and keywords). Of the total of 59, we analyzed 13 titles, five of which include black characters that are inserted in the context of the narrative with other characters, but without active participation and eight with black characters that participate in the narrative. Of these eight, four black characters are protagonists in Bem me quero, bem me querem (RENNÓ, 2009a), O almoço (VALE, 1987), Mar de Sonhos (NOLAN, 2012) and Quando os tam-tans fazem tum-tum (ZIGG, 2013). Based on the theoretical reference on the wordless picture books (BELMIRO, 2017; SPENGLER, 2017) in dialogue with the studies on children's literature and African and Afro-Brazilian culture (ARAUJO, 2015; DEBUS, 2017, REYES, 2010), the analysis seeks to highlight the representation proposed by these narratives and their contributions, or not, to the education of ethnic relations (ERER).

This article aims to present reflections based on decolonial pedagogy as insurgent contributions to the pedagogical practices of the education of young people, adults and the elderly. As a result of theoretical and pedagogical reflections, the path outlined here, in the light of the phenomenological hermeneutics, goes through the tensions that teaching in Youth and Adult Education (YAE) experiences in relation to its colonized forms, in a markedly racialized society, but also establishes relationship with pedagogical practices lived by rural female literacy teachers who, established themselves in the countryside reality, were becoming and recognizing themselves as agents of transformation during the relational educational process, when community engaged to develop reading and writing skills of young people, adults and the elderly. This dynamics was experienced from a constant movement of construction, reflection and continuous reconstruction of the educational act, doing a displacement of oppression/liberation, whose main demand was the awareness that was given in a communitarian context during a critical breakthrough.

The purpose of this article is to characterize the pedagogic project of the course of degree in the Education Field (PPC/LEdoC/UFPI) and its interfaces with the educational practice. Search took a qualitative approach and descriptive character, by observation of facts and phenomena just like occur in real. We used analysis of documents of the PPC and simple observation data production procedures. The results indicate that there are advances, challenges and possibilities for this training. The advances relate to the design and implementation of such training and your contribution to critical and transformative training and expansion of the number of enrollments in higher education. The main challenges are the long distances that separate the University and rural communities where learners reside, making the monitoring and guidance of students by teachers and the fact that most teachers don't know the Organization of pedagogical work through and switching field of knowledge, requiring therefore continuous formative processes and training for self understanding and implementation of this proposal. As regards the main possibilities is the formation of new profiles of teachers, whose political dimension enables the construction of a critical view about the contradictions experienced in reality and ability to act, from the relation theory and practice.