Vital for human consumption, water is a scarce resource, particularly in the arid environments of Patagonia. In this study we analysed local perspectives and the use of different water sources, based ...on two case studies in rural communities of Mapuche and Creole ancestry inhabiting extra-Andean Patagonia in Chubut, Argentina. Water quality was evaluated using an ethnolimnological, interdisciplinary approach, taking into account local perspectives and scientific contributions. In addition, we analysed appropriation strategies, management and local organoleptic characteristics. The work was based on semi-structured interviews, tours guided by informants, and physicochemical and microbiological analysis of water sources. It was found that 92% of local inhabitants mainly used superficial and subterranean sources of water for consumption, among which stood out: river, streams, springs, wells, and boreholes. Differences were observed between local and scientific perspectives in terms of water quality (chemical and microbiological). Most water sources used by inhabitants presented water of deficient quality for human consumption (61%), whereas locals considered the water to be fresh, delicious, and transparent. Nevertheless, some points of agreement were found in terms of organoleptic characteristics (e.g., odour, colour) and physicochemical parameters in certain water sources. In general, locals do not recognise the deterioration of their water supply, but the importance of organoleptic characteristics in local perception should be highlighted. These aspects speak of a need to promote opportunities for dialogue, and implement effective health measures, taking local perspectives into account.
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•Patagonian rural communities largely depend on surface and subterranean water.•Most water sources are not suitable for human consumption.•Organoleptic attributes play an important role in the perception of water quality.•Poor-quality water is not perceived locally as a health risk.•Local and scientific perspectives differ with respect to water quality.
La siguiente investigación elucida la noción de la alteridad en la educación como experiencia emancipadora en el diálogo intercultural. Se precisa la confluencia de subjetividades que promueven el ...diálogo intercultural, para tejer emancipaciones que desfragmentan las hegemonías sociopolíticas contemporáneas. Los procesos libertarios emplean la educación como herramienta predilecta que articula los saberes propiciadores de sociedades democráticas, al ser estas más justas y equitativas, cónsonas con la dignidad inherente a la vida. Se trata de una investigación de carácter bibliográfico, desde el enfoque racionalista-deductivo. Palabras clave: Alteridad; Diálogo Intercultural; Educación emancipadora; Democracia. The following research elucidates the notion of alterity in education as an emancipatory experience in intercultural dialogue. The confluence of subjectivities that promotes intercultural dialogue is required to weave emancipations that defragment contemporary socio-political hegemonies. The libertarian processes use education as a favorite tool that articulates the knowledge that fosters democratic societies, as these are more just and equitable, in harmony with the inherent dignity of life. This is a bibliographic research, from the rationalist-deductive approach. Keywords: Otherness; Intercultural Dialogue; Emancipatory Education; Democracy.
Indigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the ...integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue.
Recognizing the importance of diversity through multiculturalism and its relationship with improvement of democracy through intercultural dialogues has been proposed. It has been considered the ...notion of multiculturalism and its acceptance with consequent and reaffirmation of human rights, as well as challenges inherent to realization of human rights in multicultural environment established by 1988 constitutional text. It is appropriate to mention the works of Parekh, Santos, and Taylor. With the help of the legal-descriptive method, through bibliographic review, legislative documents and analysis of examples, the relevance of the contribution of the theory of multiculturalism to the affirmation of human rights and the guarantee of a democratic legal state has been demonstrated.
El siguiente artículo tiene el propósito de contribuir a la comprensión de las relaciones que se presentan entre las prácticas educativas y conocimientos familiares mapuches y escolares al comenzar ...la escolarización. Describe un proceso investigativo desarrollado durante un año en escuelas rurales de la región de la Araucanía, en el nivel de educación infantil, con niños mapuches de cuatro a seis años, sus familias y educadoras. Como parte del contexto de desarrollo del estudio se consideró que las familias pertenecieran a comunidades mapuches que mantienen una estructura de transición, es decir han perdido su composición comunitaria tradicional, conformándose como grupos familiares extensos. Metodológicamente la investigación se estructuró como un estudio de caso de alcance etnográfico, que incorporó entrevistas y observación participante. Los resultados precisan aspectos micro y macro sociales que afectan las prácticas educativas tanto en el hogar mapuche como en la escuela. En los casos analizados se observa que la relación entre ambos enfoques epistémicos al iniciarse la escolarización se intensifica, estableciéndose procesos de desajuste, asimilación o resistencia cultural. Estos procesos dependen del tipo de vinculación que establezca el o la docente con la base epistémica mapuche.
This colloquy between two Beckett scholars, one Western, one Eastern, scrutinises the twenty-first-century reassessment of Buddhist resonances in Beckett's writing and the consequent interconnections ...between Eastern and Western thought. The introduction describes the recent archival evidence linking Beckett's knowledge of the Buddha's philosophy to his early reading of Arthur Schopenhauer and establishing that, beyond affinity, Beckett knowingly secreted Buddhist allusions into his texts. The subsequent discussion probes Beckett's writing practice in the light of: the Buddha's teachings on suffering and guilt, on the renouncing of desire and self and on an ultimate non-nihilist plenum void, entailing the critique of language, logic and dichotomising thought; the correspondences between Beckett's posthumous and pre-birth voices and the spectrality of many of his 'creatures' and the Buddhist doctrine, of which Beckett was aware, of an immanent, timeless unborn; the two philosophical vantage points of Beckett's 'ideal real', combining the empirical and the metaphysical; the parodic appearance of pseudo-divine figures in his texts in contrast to his 'elsewhere' parallel to an unknowable nirvanic beyond; the apocalyptic settings of some of his plays; and his concepts of homelessness and 'unspeakable home'. Beckett's negative aesthetics receives special attention in its convergence with Buddhist thinking.
In our paper we will present an experimental proposal of teaching Italian as a second language and promoting plurilingualism and the preservation of the mother tongue in a course organized for ...children of pre-school services and for their parents. The proposal was financed by a FAMI project, called VOCI, a leaded by the municipality of Venice in partnership with the University Ca’ Foscari. All the project was carried out between 2019 and 2021. The project aimed at experimenting actions to facilitate the learning of Italian as a second language (L2) together with contents of civic education for vulnerable learners. Thanks to recent studies it has emerged the need to promote courses of a second language and at the same time to promote all children’s language repertoires. During the experimental proposal that we will present, we organized such type of courses for minors of pre-school services and for their parents. We focused on vocabulary and syntactical aspects useful to tell stories. We will present the syllabus of the course, the activities and the results of two focus group.
