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

RESUMO: O presente artigo visa expor reflexões acerca da educação inclusiva nas escolas do campo, ainda é um dos temas na educação do campo pouco discutido, daí a importância de um aprofundamento acerca desta temática. A intenção neste trabalho é discutir a inclusão nas escolas do campo de crianças acometidas por deficiências de qualquer natureza. E mais especificamente dialogar com os autores com que vem tendo esta preocupação contribuindo para que uma atenção especial seja oferecida as crianças deficientes da comunidade rural, em particular do Sítio Luz – Canhotinho-PE, identificar na legislação vigente as especificidades que tratam da inclusão nos espaços educativos e, por fim perceber a importância de fazer valer os direitos humanos das pessoas com deficiência em ocuparem as carteiras escolares das escolas de sua comunidade rural. O problema que norteia esta discussão é: a educação em direitos humanos promove a educação inclusiva nas escolas do campo? Metodologicamente este trabalho desenvolve-se a partir de uma revisão de literatura, a luz de autores que defendem os direitos humanos, o marco legal da educação inclusiva e a especificidade da educação do campo. Diante do exposto, percebe-se que a legislação contribui com a discussão do direito a inclusão nos processos educativos, mas não são evidentes especificamente nas escolas do campo, de tal forma os educadores também não estão preparados para intervir pedagogicamente às pessoas que precisam do atendimento especializado no sistema regular de ensino.   PALAVRAS-CHAVE: Direitos Humanos, atendimento especializado, marco legal.   ABSTRACT: This article aims to expose reflections on inclusive education in schools in the field, it is still one of the subjects in the education of little discussed field, hence the importance of deepening about this topic. The intent of this paper is to discuss the inclusion in the kids camp schools affected by disabilities of any kind. And more specifically dialogue with the authors that has had this concern contributing to that special attention be offered disabled children of the rural community, particularly the Light Site - Canhotinho-PE to identify the current legislation the specifics that deal with the inclusion in spaces educational and finally realize the importance of enforcing the human rights of persons with disabilities occupy the desks of the schools in their rural community. The problem that guides this discussion is: a human rights education promotes inclusive education in schools in the field? Methodologically this work develops from a literature review, the light of authors who defend human rights, the legal framework of inclusive education and the specificity of rural education. Given the above, we can see that the law contributes to the discussion of the right to inclusion in the educational processes, but are not evident especially in schools of the field, so educators are also not prepared to intervene pedagogically people in need of care specializes in the regular school system.   KEYWORDS: Human Rights, specialized care, legal framework.

Analisar a situação de escolas municipais à luz do ideário da Educação do Campo e da Educação Popular foi a finalidade da pesquisa que deu margem ao presente artigo, desenvolvida no Município de Canhotinho, situado no Agreste Pernambucano. Ela foi orientada pelas questões: como são desenvolvidas as práticas pedagógicas em escolas de rede municipal de Canhotinho - PE situadas em contextos rurais?  Que aproximações tais práticas processam com os ideários da Educação do Campo e da Educação Popular? Seu objetivo consistiu em analisar práticas psicopedagogas em escolas municipais de contextos rurais. Canhotinho, no agreste de Pernambuco, foi o locus da pesquisa. Efetuaram-se entrevistas com 7 professoras daquela Rede Municipal e se processaram  10 sessões de observação em sala de aula. Foi possível perceber que ainda perdura, de forma alarmante, a prática das turmas multisseriadas, o que condiciona muitos desdobramentos psicopedagógicos. Percebeu-se também a predominância de características notadamente urbanocêntricas que distanciam estas realidades do ideário da educação do campo e também da educação popular. Além disso, a pesquisa deu margem a considerações que parecem pertinentes em torno da questão da identidade do Professor(a) do Campo e do Professor(a) no campo.

This article examines the material and physical features of ten choir books from Toledo Cathedral, dating from the 16th to the 18th centuries. They are virtually reconstructed in 3D allowing us to visualise how the various elements of the wooden boards were put together and the design of the covers. This innovatory method of reconstructing the choir books adds to the information provided by other researchers who use different techniques such as X-rays. Other features of the bindings are also described, such as how the bands and headbands are attached to the boards, how the binding’s leather is affixed, and how various metal pieces, like ornaments, corners or clasps, are secured.

Manuel José Pedraza Gracia = Giuseppe Seche, Libro e società in Sardegna tra Medioevo e prima Età Moderna, Firenze, Leo S. Olschki, 2018, 318 p. 978-88-222-6558-6. Camino Sánchez Oliveira = Giovanni Fiesoli, Friuli Venezia Giulia, Trentino-Alto Adige, Firenze, Sismel, 2017, 166 p. (RICABIM: Repertorio di inventari e cataloghi di bibliotheche medievali; 4.1) (Biblioteche e archvi; 31). 978-88-8450-796-9. Julio Macián Ferrandis = Francisco Gimeno Blay, et al. (eds.), Iacobi Primi instrumenta in Archivo Sedis Valentinae asservata, Valencia, Universitat de Valencia, 2017, 316 p. ISBN 978- 84-9134-078-2. Javier de Diego Romero = Carmen Morte García (coord.), Cantorales de la Orden de San Jerónimo en la catedral de Huesca: estudio interdisciplinar, Huesca, Instituto de Estudios Altoaragoneses, 2017, 435 p. ISBN 978-84-812-7284-0. Camino Sánchez Oliveira = Eduardo Peñalver Gómez (coord.), Fondos y procedencias: bibliotecas en la Biblioteca de la Universidad de Sevilla: exposición virtual 2013. Sevilla, Servicio de Publicaciones de la Universidad de Sevilla, 2013, 683 p. ISBN 978-84-472-1501-0. Alberto Gamarra Gonzalo = Fermín de los Reyes Gómez, La imprenta y el más allá: las bulas de San Esteban de Cuéllar (Segovia), Segovia, Fundación Las Edades del Hombre, Diputación de Segovia, Ayuntamiento de Cuéllar, Ayuntamiento de Aguilafuente, 2017, 286 p. ISBN 978-84-697-3860-3. Alberto Gamarra Gonzalo = Lluís Agustí, Mònica Baró, Pedro Rueda Ramírez (eds.), Edición y propaganda del libro. Las estrategias publicitarias en España e Hispanoamérica (siglos XVII-XX), Valencia, Calambur, 2018, 339 p. ISBN 978 84 8359 435 3. Manuel José Pedraza Gracia = Antonio Castillo Gómez (ed.), Culturas del escrito en el mundo occidental del Renacimiento a la Contemporaneidad, Madrid, Casa de Velázquez, 2015, 330 p. ISBN 978-84-15636-93-9. Camino Sánchez Oliveira = Antonio Castillo Gómez, El placer de los libros inútiles y otras lecturas en los Siglos de Oro, Madrid, Consejo Superior de Investigaciones Científicas, 2018, 113 p. ISBN 978-84-0010327-9. Alberto Gamarra Gonzalo = Javier Esteban Ochoa de Eribe, Discursos civilizadores: Escritores, lectores y lecturas de textos en euskera (c. 1767–c. 1833), Madrid, Sílex, 2018. 630 p. ISBN 978-84-7737-547-0. Manuel José Pedraza Gracia = Barbieri, Edoardo (ed.), Da Lucca a New York a Lugano: Giuseppe Martini libraio tra Otto e Novecento: atti del Convegno di Lucca, 17-18 ottobre 2014, Firenze, Leo S. Olschki, 2017, 252 p. ISBN 978-88-222-6541-8.

Benito Jerónimo Feijoo (1676-1764) published only one poem during his lifetime, his Desengaño y conversión de un pecador that went through a dozen editions during the second half of the 18th century (1740-1786). These editions that were published not only in Madrid but also on the periphery of Spain (and even in Mexico), employed a wide variety of formats and ornaments; they were sold at different prices and were distributed in different ways. A study of the poem’s printed textual history allows us to discern various strata in the Spanish book market and to draw three basic conclusions. First, the poem was very popular. Second, the form in which it was printed was adapted over time to suit various sorts of reader, from the humblest of the late Baroque period to the most sophisticated of the age of Neoclassicism. Third, there came a point at which the constant modernization of the poem’s presentation ceased to be effective and after 1786 it simply disappeared from the market.

During the second half of the 18th century the Biblioteca Turriana was one of the most important private libraries in New Spain. After the death of its founders the library passed into the hands of the Metropolitan Cathedral of Mexico City that maintained it as a charitable institution. The Cathedral Chapter made use of it for public education, and its support for this public library enhanced its own prestige in 19th-century Mexico. Despite its imminent bankruptcy resulting from the “Royal Consolidation” (Vales de Consolidación Real), the library continued to function thanks to the Chapter’s financing it from its own pocket. The Chapter prevented its closure during times of war, and its reputation grew because it was the only public library in the Mexican capital that continued to serve the public throughout the first half of the 19th century without ever shutting its doors. The library’s great renown led to attempts by many Mexican politicians to expropriate it for the state. However, the its high reputation among the city’s inhabitants thwarted their attempts for many years until, with the advent of the Republic, it was transferred from the Cathedral to the state and became the basis of Mexico’s Biblioteca Nacional.

This study portrays the Madrid book-merchant Gabriel de León, as a publisher. He was one of the most important booksellers in Spain during the 17th century. Some of Gabriel de León’s activities are shown to be those of a publisher, and he should be considered such because he imposed a particular format on the editions he financed. All this can be concluded from an examination of the dedcations this he wrote, from his relations with intellectuals of the period and, lastly, from his publisher’s marks and their symbolic meaning. These have been studied in several collections of rare books such as those of the Universidad Complutense and the Biblioteca Nacional in Madrid, as well as the Seminario Mayor in Bogotá. In this article Gabriel de León’s marks are compared and said to embody his philosophy as a publisher, a claim that is borne out in his production and supported by the desidations he wrote.

This article provides a brief study of Wavrin’s and Liédet’s illustrations of Philippe Camus’s L’Histoire d’Olivier de Castille et Artus d’Algarbe (c. 1450), the woodcuts used in the second printed edition (Geneva, Louis Cruse, before 1492), and a fuller examination of the changes made in the Spanish version published at Burgos ([Fadrique de Basilea], 1499). The relation between text and image provides an important key to interpretating this work and to how it was read. A comparison of the illustrations in these three books highlights differences, changes, and the subjects chosen by the illustrators that in turn reflect the different expectations and reception of the manuscript and printed editions.

The printer Miguel Montañés was born in Lécera but spent his entire career in Zaragoza, some 60 miles away. A study of his will allows us to establish two fundamental facts about printing there in the 18th century: first, we now have a clearer idea about the origin of his press and, second, we know that it was taken over by his two heirs Diego Guindeo and Juan Malo.

The objective of this study is to examine the familial, school, social and individual variables in cyber-victimization during adolescence. The sample was 1,681 Mexican teenagers, from the municipality of Puerto Vallarta (N = 14,759) with a confidence interval of + -2.5%, a confidence level of 95% and a population variance of .50, of which 46% are men and 54% women, from 12 to 17 years old (M = 13.65, SD = 1.14), from 15 educational including all levels. Statistical processing was performed through cluster, discriminant and regression analysis. The results show that the variables that discriminate the most against the group of severe cyber-victimization are offensive and avoidant communication by the mother, offensive communication by the father and a positive attitude towards the transgression of social norms; while the adolescents of the non-cyber-victimization group distinguished themselves by having a positive emotional, academic, family and social self-concept, open parental communication, family functionality, school affiliation and involvement, teacher support and positive attitude towards The institutional authority. Individual, family, social and school variables predict cyber-victimization.