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

The research´s objective was to determine the abundance and distribution of macro-waste in mangrove areas of the Puerto Roma community and to generate a proposal for the efficient management of solid waste. Transects were carry out in the mangrove areas where the amount of macro-waste was measured in items/m2, and community surveys were developed showing that they do not have adequate solid waste management. As consequence, 91% of the inhabitants burn waste, and 3% dump in the mangrove areas.  An inversely proportional correlation was observed between the abundance of macro-waste and the distance to the community, the most contaminated areas being those near the town with 7,15 items/m2, and the least contaminate the farthest (0,4 items/m2) of Puerto Roma community survey. Finally, a solid waste characterization was carried out and measures were proposed to efficiently manage solid wasted and thus mitigate pollution.

"Cuando escuché por primera vez sobre la hipótesis de GAIA, propuesta en 1969 por James Lovelock y Lynn Margulis, la cual propone que la Tierra se autorregula, me impresionó que la amenaza real para el planeta consiste en que se alteren las zonas donde residen los circuitos primarios del control planetario      “el cinturón de las selvas tropicales y las plataformas continentales”. Ahora estamos frente a esta amenaza, debido a la pérdida constante de los ecosistemas tropicales como manglares y corales que a pesar de ocupar una superficie mínima en la Tierra sostienen la mayor diversidad biológica junto al bosque húmedo tropical. La población humana ejerce una fuerte presión sobre estos ecosistemas debido a que más del 50 % vive en la zona tropical"

Memorias del II Congreso de Manglares de América - Conservación

Memorias del II Congreso de Manglares de América - Ecología

Libro de Memorias del II Congreso de Manglares de América - Completo

La actual revisión bibliográfica ofrece un análisis de la aportación Los objetivos de Desarrollo Sostenible: hoja de ruta en la educación del siglo XXI. Innovación docente en la formación de profesionales Los trabajos que ahí se presentan ofrecen metodologías activas y propuestas para incorporar la temática de los ODS en el ámbito de formación del profesorado de la universidad. Se trata de 9 aportaciones que desde perspectivas diversas enfocan la necesidad de tratamiento en los planes de estudio de dichos objetivos. Confluyen en la metodología reflexiva, de debate y participativa, incluyendo el tratamiento grupos y reflexiones dialógicas o el autorreflexión del alumnado.  En esta reseña se presentan las temáticas y metodologías que los autores sugieren y se observa la posibilidad y función de la universidad en el trabajo de la agenda 2030. La gran mentira a la humanidad, ha sido no mostrar el debate sobre el cambio social y del planeta abiertamente. Quizá esta es la función que termine desarrollando este libro porque todo planteamiento novedoso conduce a visibilizar los problemas y a un debate necesario. 

During the recent pandemic, schools have adapted by building an emerging digital community, but they have not generally asked students for input on how to develop it. Virtual networks that reflect human society have become spaces for synchronous and asynchronous communication and coexistence between different educational sectors (Castells, 2014). Digital skills have become strategies that educational communities need to find time and space that allow the next generation of students to develop with responsibility and participatory citizenship. The author examines different components, mechanics and dynamics that define family-school communication in eight primary schools in Catalonia (Spain). It compares information that students are able to produce about their own school with information provided by their parents, teachers, and school headmasters. It uses a multimodal data gathering process to analyze school documents, digital questionnaires from different educational sectors, and mixed-group online debates, to create a data triangulation. The result provides both global and detailed information on how students have been left out of decision-making and educational transformation, and how including them can be crucial for engaging them in their own educational process. 

Intercultural education in the 21st century has been defined as a priority focus of educational policies in European countries. This consideration has been influenced by the increase of foreign students, which has led to more culturally diverse educational contexts. This study focuses first on the development of the political framework of intercultural education in the European sphere and afterward concretizes this discourse in the Spanish educational context through the analysis of its educational policies: legislation and plans implemented by the administrations of the different autonomous communities, to identify and recognize the approaches that support intercultural education. The qualitative methodology has been used, through two instruments: documentary analysis and sixty in-depth interviews with technical and political representatives of educational administrations of all autonomous communities. The results show that intercultural education in Spain at the level of discourse is linked to the European intercultural perspective. They also expose that through the years and by territories there is a variety of orientations that are communicated with each other, most of them currently standing in an intercultural education linked to the inclusive model and within the coexistence plans.

This article presents the very first findings of a scoping literature review on how scholars who work on French, Italian and Portuguese education policies consider and possibly conceptualise policy contexts in their analysis. Going through 175 articles published either in English or in French, it shows that the authors in the publications studied tend to contextualise little the analysis of education policies and that when they do so, there are no specific contextualisation operations for authors working on Southern European countries. Nevertheless, the presence of different analytical sensitivities from one country to another, as well as the still numerous limitations of our method, which is still in progress, suggest that the construction of a specific problematisation space remains possible, particularly around the logics of vernacularisation of global policy statements and requirements.

While there is a robust consensus on the existence of a South European welfare regime (Ferrera, 1996) and several researches have been consolidating that perspective while underlying national specificities (Rhodes, 1996), researches on cross-country comparisons of educational systems and performances have not been focussed enough to provide a solid framework to identify a common or different educational patterning among countries such as Greece, Italy, Malta, Portugal and Spain (Madeira, 2018; Nóvoa, 2018; Palomba, Cappa, 2018). In this paper, we aim at understanding whether a South-European educational space exist in relation to structural internal features and educational inequalities and whether single national education systems tend toward isomorphism, polymorphism or hybridization.