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Legal and economic analysis of the changes enacted by Law n. 13,871/2019 on Maria da Penha Law
Get PDFThis article aims to analyze the legislative innovations and the changes that occur in the individuals’ incentives, which results from Law no. 13,871/2019. We investigate, through legal analysis, the goals of the policymakers on including new paragraphs in Maria da Penha Law and, through the Economic Theory of Crime, we elaborate a hypothetico-deductive analysis over the individuals’ incentives. We conclude that Law no. 13,871/2019 follows the initial principles that underlie Maria da Penha Law, which does not only restrict itself to the criminal sphere, but also expands the punishments to the civil sphere. In economic terms, we understand that simply raising the severity of the punishments will have little effect on combating violence against women, besides creating opposite incentives to victims that seek medical help. At last, a few considerations about future research on this theme are made.This article aims to analyze the legislative innovations and the changes that occur in the individuals’ incentives, which results from Law no. 13,871/2019. We investigate, through legal analysis, the goals of the policymakers on including new paragraphs in Maria da Penha Law and, through the Economic Theory of Crime, we elaborate a hypothetico-deductive analysis over the individuals’ incentives. We conclude that Law no. 13,871/2019 follows the initial principles that underlie Maria da Penha Law, which does not only restrict itself to the criminal sphere, but also expands the punishments to the civil sphere. In economic terms, we understand that simply raising the severity of the punishments will have little effect on combating violence against women, besides creating opposite incentives to victims that seek medical help. At last, a few considerations about future research on this theme are made
Water diplomacy: an important tool for climate change mitigation and sustainable development
Get PDFA key instrument for combating climate change, preserving the environment and promoting sustainable development is water diplomacy. For this reason, in this article, the authors look at the various aspects of water diplomacy, including international collaboration, cross-border water protection, data exchange, ecological protection, flood management and global food security. Given that water transcends borders, the authors address various agreements concluded between countries to manage rivers, lakes and basins of groundwater common to several nations, requiring international cooperation and diplomacy that are of particular value to this study. Water diplomacy promotes comprehensive conversations and solutions. Diplomacy is used to bring together stakeholders to create comprehensive water resource management plans. This article employs a descriptive, interpretative, qualitative-quantitative methodology based on the use of primary sources, international and national instruments, as well as the conduct of documentary and bibliographic research. The results obtained allow the authors to conclude that it is impossible to underestimate the importance of water diplomacy for international relations and society. Water diplomacy promotes social justice by putting the needs of all parties first, including historically marginalized groups. Water diplomacy can prevent social inequality in water management and allocation by using inclusive decision-making procedures increasing social equity.A key instrument for combating climate change, preserving the environment and promoting sustainable development is water diplomacy. For this reason, in this article, the authors look at the various aspects of water diplomacy, including international collaboration, cross-border water protection, data exchange, ecological protection, flood management and global food security. Given that water transcends borders, the authors address various agreements concluded between countries to manage rivers, lakes and basins of groundwater common to several nations, requiring international cooperation and diplomacy that are of particular value to this study. Water diplomacy promotes comprehensive conversations and solutions. Diplomacy is used to bring together stakeholders to create comprehensive water resource management plans. This article employs a descriptive, interpretative, qualitative-quantitative methodology based on the use of primary sources, international and national instruments, as well as the conduct of documentary and bibliographic research. The results obtained allow the authors to conclude that it is impossible to underestimate the importance of water diplomacy for international relations and society. Water diplomacy promotes social justice by putting the needs of all parties first, including historically marginalized groups. Water diplomacy can prevent social inequality in water management and allocation by using inclusive decision-making procedures increasing social equity
Política tributária como uma política pública: uma questão de justiça social para a redução das desigualdades sociais no Brasil
Get PDFThis article aims to show the possibility of tax policy being considered and implemented as a public policy capable of mitigating the problem of socioeconomic inequality in Brazil. In this context, taxation cannot be understood as mere instrument for obtaining resources from the State to promote different public policies. Conversely, based on the analyzes carried out in this study, it will be demonstrated that tax policy is a social intervention mechanism capable of enhancing or mitigating socioeconomic inequities. Thus, tax policy, as state coercive action, with its own objectives of social transformation, can, as an autonomous public policy, reduce social inequalities. This study was carried out through exploratory research, of a qualitative nature, through bibliographical research and data presentation. Finally, this work is placed within discussions about the relationship between tax policy and socioeconomic inequality, thereby encouraging the search for solutions to reduce existing social inequities. Este artigo tem como objetivo mostrar a possibilidade de a política tributária ser considerada e implementada como uma política pública capaz de mitigar o problema da desigualdade socioeconômica no Brasil. Nesse contexto, a tributação não pode ser entendida como um mero instrumento de obtenção de recursos do Estado para a promoção de distintas políticas públicas. Pelo contrário, a partir das análises realizadas neste trabalho, demonstrar-se-á que a política tributária é um mecanismo de intervenção social capaz de potencializar ou mitigar as iniquidades socioeconômicas. Assim, a política tributária, enquanto ação coercitiva estatal, com objetivos próprios de transformação social, pode, enquanto política pública autônoma, reduzir as desigualdades sociais. Este estudo foi realizado por meio de uma pesquisa exploratória, de cunho qualitativo, através de pesquisas bibliográficas e apresentação de dados. Por fim, este trabalho se coloca dentro das discussões sobre a relação entre a política tributária e a desigualdade socioeconômica, fomentando, com isso, a busca de soluções para reduzir as iniquidades sociais existentes.
Prácticas cotidianas migrantes en el espacio público en torno a edificaciones en altura. El caso del Barrio Pila de Ganso en Santiago, Chile
Get PDFTanto la migración internacional como la hiper densificación son parte de procesos globales, en donde la forma urbana y las sociedades han sufrido cambios radicales produciendo fenómenos de fragmentación generalizada. La producción masiva de edificaciones en altura en barrios centrales de Santiago, han generado prácticas cotidianas de distintos tipos de usuarios migrantes en el espacio público, ante la carencia de éste y de áreas verdes, y por normativas que restringen determinados usos sociales, económicos y cívico-políticos. La investigación identifica las prácticas cotidianas de personas migrantes que son usuarias del espacio público en el barrio Pila de Ganso, de Estación Central, con alta presencia de edificaciones en altura, respecto de sus lógicas de localización y tipos de usos del espacio público. Mediante la aplicación de observación con participación moderada en 22 cuadrantes del Barrio Pila de Ganso y entrevistas a 8 migrantes se analizan los elementos arquitectónico-urbanos que condicionan sus usos y las percepciones de los usuarios. Los resultados muestran que estas prácticas cotidianas con usos diversos del espacio público y que les entregan mayor actividad a los barrios, son ilustrativas para las actuales agendas de diseño urbano de escala barrial
Hypochondria: Theatrics of Alienation | Hipocondria: Teatralização da Alienação
No full textJean Baudrillard’s notion of the hyperreal celebrates that we have moved beyond the age of metaphysics where the real was the standard of imitations. Now imitations have become more real than the reality they imitate. Baudrillard’s position emerged from critical theory, but maintained that, along with the age of metaphysics, we had moved beyond the “dramas of alienation.” In many of Baudrillard’s works, it seems that exploited people are in effect playing the role of alienated in society. I offer a deconstruction of this dangerous position by relying on literary analyses of Molière’s final play, The Hypochondriac, and Dan DeLillo’s novel, White Noise, as well as Denis Guénoun’s work on the political implications of theater. This deconstruction of Baudelaire’s hyperreal reveals the promise of an aesthetic phenomenological political critique.A noção de hiperreal de Jean Baudrillard comemora o fato de termos ultrapassado a era da metafísica, em que o real era o padrão das imitações. Agora as imitações se tornaram mais reais do que a realidade que imitam. A posição de Baudrillard surgiu da teoria crítica, mas sustentava que, junto com a era da metafísica, havíamos ultrapassado os “dramas da alienação”. Em muitas das obras de Baudrillard, parece que as pessoas exploradas estão, de fato, desempenhando o papel de alienados na sociedade. Ofereço uma desconstrução dessa posição perigosa com base em análises literárias da peça final de Molière, O Hipocondríaco, e do romance de Dan DeLillo, Ruído Branco, bem como do trabalho de Denis Guénoun sobre as implicações políticas do teatro. Essa desconstrução do hiperreal de Baudelaire revela a promessa de uma crítica política fenomenológica estética
Ensino e aprendizagem de Educação Ambiental: reflexões sobre criação de jogos no contexto da formação de professores
No full textA Educação Ambiental (EA) e os diálogos sobre sociedades sustentáveis refletem questões desafiadoras no mundo e nas escolas. Diante da crise ambiental global, é necessário promover um processo educativo em favor das pautas coletivas e da preservação da vida. A escola é vista como um local promissor para desenvolver o ensino e a aprendizagem em relação às questões sociais, humanas e ambientais. Esta pesquisa de doutorado em Ensino propôs uma agenda de estudos sobre EA com professores do Ensino Fundamental, incentivando a criação e uso de jogos didáticos. O objetivo foi analisar as contribuições da participação em um itinerário de formação continuada e na criação de jogos didáticos em EA com um grupo de docentes. O estudo, qualitativo e aproximando-se da pesquisa-ação, foi realizado em 2023 em uma escola municipal de Imperatriz/MA, com 17 voluntários. Os participantes responderam a um questionário diagnóstico sobre EA e participaram de cinco encontros formativos, resultando na criação dos jogos didáticos: Melhorando o Clima; Trilha Ecológica; Combinando ODS; e Circuito da Reciclagem. Foram realizadas entrevistas semiestruturadas com os professores, sendo analisadas usando a Análise Textual Discursiva. Os professores relataram bom aproveitamento teórico e prático, destacando a importância da abordagem vivencial para a criação e uso dos jogos. A pesquisa evidenciou a fragilidade da EA na formação inicial docente e a necessidade de políticas públicas para aprimorar a EA e promover formações contextualizadas nas escolas
"Bateu o sinal. Tá na hora de brincar!": As percepções produzidas pelas crianças na transição da Educação Infantil para o Ensino Fundamental
No full textThis article aims to analyze children\u27s perceptions regarding play during the transition process from Early Childhood Education to Elementary School, seeking to understand how playfulness can guarantee continuity and a successful transition between the stages. The data were produced in a survey carried out with children, using a qualitative (Agrosino, 2009) and ethnographic (Geertz, 1989) approach, together with its methodological instruments. From the approaches in the empirical field, the children\u27s productions and narratives, it was possible to understand their perceptions in relation to playing, crossed by issues of time and space, since, in the new pedagogical context, the time to play became shorter while the period for carrying out school activities increased, resulting in more practices aimed at literacy and the use of textbooks. The analyzes also explained how, through playfulness, children enhanced spaces through play. It was noticeable that, even attending another stage of basic education, in which new skills are required, children continued to be children, needing time and space to play.O presente artigo objetiva analisar as percepções das crianças, em relação à brincadeira, durante o processo de transição da Educação Infantil para o Ensino fundamental, buscando compreender como a ludicidade pode garantir a continuidade e uma transição bem sucedida entre as etapas. Os dados foram produzidos em uma pesquisa realizada com as crianças, utilizando a abordagem qualitativa (Agrosino, 2009) e etnográfica (Geertz, 1989), juntamente com os seus instrumentos metodológicos. A partir das aproximações no campo empírico, das produções e das narrativas das crianças, foi possível perceber as percepções delas em relação à brincadeira, atravessados pelas questões do tempo e do espaço, visto que, no novo contexto pedagógico, o tempo de brincar ficou menor enquanto que o período para a realização de atividades escolares aumentou, reverberando em mais práticas voltadas para a alfabetização e o uso do livro didático. As análises também explicitaram, como a partir da ludicidade, as crianças potencializaram os espaços através da brincadeira. Foi perceptível que, mesmo frequentando uma outra etapa da educação básica, em que novas habilidades são exigidas, as crianças continuavam sendo crianças, necessitando de tempo e espaço para brincar
Interações brincantes nos terreiros de escolas da Educação Infantil do e no campo: confluências e proposições em pesquisas
Get PDFThis article aims to highlight the significance of yards located in rural areas, emphasizing their role as essential spaces in the daily lives of rural populations. These spaces are found not only around homes but also around schools and other rural institutions. Based on two master\u27s theses conducted in the Cariri, region of Paraíba, the study explores yards as places of life, where rural Brazilian ways of living, particularly childhood experiences, come to the forefront. The reflections and discussions presented here are grounded in various academic studies that examine, among other topics, the cultural and social importance of these spaces. It is emphasized that yards are spaces actively inhabited and desired by children in rural properties, settlements, and communities, serving as a reference to the rural world. Finally, it is noted that this contrasts with the predominance of built spaces in urban centers. Although yards are linked to homes and present around early childhood education schools in rural areas, they are not always recognized as valuable pedagogical and community spaces.El objetivo de este artículo es presentar la relevancia de los terreros ubicados en áreas campesinas, los cuales se destacan como espacios fundamentales en el cotidiano de las poblaciones de estes contextos, presentes no solo en el entorno de las casas sino también alrededor de las escuelas y demás instituciones del campo. Basado en dos investigaciones de maestría, el estudio problematiza los terreros como lugares de vida, donde se manifiestan modos de existencia del campesinado brasileño, especialmente en lo que se refiere a las vivencias infantiles. Las reflexiones y discusiones presentadas están fundamentadas en diversos estudios académicos que exploran, entre otros temas, la importancia cultural y social de esos espacios. Así, se enfatiza la noción de que los terreros son lugares ocupados y deseados por los niños en fincas, asentamientos y comunidades, siendo comprendidos como referencias del mundo rural. Por fin, se verifica que eso contrasta con la predominancia de espacios construidos en los centros urbanos, pues, aunque sean vinculados a las residencias y estén presentes en el entorno de las escuelas de Educación Infantil ubicadas en el campo, los terreros son apenas valorados como posibilidades pedagógicas y de vivencia comunitaria.Este artigo tem como objetivo apresentar a relevância dos terreiros situados em áreas campesinas, destacando-os como espaços fundamentais no cotidiano das populações desses contextos, presentes não apenas no entorno das casas, mas também ao redor das escolas e demais instituições do campo. Com base em duas pesquisas de mestrado realizadas no Cariri Paraibano, o estudo problematiza os terreiros como lugares de vida, onde se manifestam modos de existência do campesinato brasileiro, especialmente no que se refere às vivências infantis. As reflexões e discussões aqui apresentadas fundamentam-se em diversos estudos acadêmicos que exploram, entre outros temas, a importância cultural e social desses espaços. Enfatiza-se a noção de que os terreiros são espaços ocupados e desejados pelas crianças em sítios, assentamentos e comunidades, sendo compreendidos como referência do mundo rural. Por fim, verifica-se que isso contrasta com a predominância dos espaços construídos nos centros urbanos; pois, embora vinculados às residências e presentes no entorno de escolas de Educação Infantil situadas no campo, os terreiros nem sempre são valorizados como possibilidades pedagógicas e de vivência comunitária
Children’s narratives about play in the context of transition from pre-school to the first elementary school year
Get PDFIt aims to examine and problematize, through children’s narratives, the transition from kindergarten to the 1st year of elementary school, where it concerns playing at school. Authors like Formosinho and Brougère were considered, and it took a qualitative-exploratory nature via narrative interviews with 13 children in the last phase of kindergarten and the 1st year of elementary school. Based on Content Analysis, the results of the Play Culture category highlighted activities with water and/or pools; Dress-up and costume games; Tag and hide-and-seek; Sandboxes and Wooden Outdoor Playground. The findings showed children’s favorite games, environments or playful media they wished were available at the schools. The study was indicative of a less stimulating structure in the elementary school facility than in the kindergarten space in the elements: available playtime, playful environments and possibilities for experiences with symbolic games or with the whole body. The authors warn about the needed consideration about childhood staying transient to the 1st year and that the transition between cycles could be more successful if that aspect is valued yet in the perspective of a understanding of learning in continuity, as opposed to a rupture between cycles.Resulta de una investigación que problematiza la presencia del jugar/juego en la transición de la Educación Infantil al 1° año de la Educación Primaria, tomando la óptica de autores de la pedagogía activa/crítica. El objetivo fue identificar y discutir el jugar/juego en la Educación Infantil y en el 1° año de la Educación Primaria, desde la perspectiva de la narrativa infantil. La hipótesis es que hay una presencia disminuida del juego que comienza en la preescolar y se acentúa al inicio de la Educación Primaria. La investigación se llevó a cabo desde un enfoque cualitativo exploratorio, mediante entrevistas semiestructuradas, y tuvo como participantes a 13 niños de la última etapa de la Educación Infantil, cuando estaban matriculados en el 1° año de los primeros años de la primaria. Con base en el Análisis de Contenido, se presentan resultados de las categorías "Cultura Lúdica" y "Diferencias entre la Educación Infantil y la Educación Primaria", que respectivamente evidencian los juegos/preferencias de las niñas y niños y discuten las principales diferencias a partir del recreo, el parque y otros espacios escolares. Se concluye que la Educación Infantil se centra en la alfabetización, pero aún presenta el jugar/juego en su cotidianeidad, mientras que las actividades lúdicas en el 1° año se limitan más al recreo, con una relevante identificación de diferencias en los tiempos y espacios para jugar/jugar entre ambas etapas.It aims to examine and problematize, through children’s narratives, the transition from kindergarten to the 1st year of elementary school, where it concerns playing at school. Authors like Formosinho and Brougère were considered, and it took a qualitative-exploratory nature via narrative interviews with 13 children in the last phase of kindergarten and the 1st year of elementary school. Based on Content Analysis, the results of the Play Culture category highlighted activities with water and/or pools; Dress-up and costume games; Tag and hide-and-seek; Sandboxes and Wooden Outdoor Playground. The findings showed children’s favorite games, environments or playful media they wished were available at the schools. The study was indicative of a less stimulating structure in the elementary school facility than in the kindergarten space in the elements: available playtime, playful environments and possibilities for experiences with symbolic games or with the whole body. The authors warn about the needed consideration about childhood staying transient to the 1st year and that the transition between cycles could be more successful if that aspect is valued yet in the perspective of a understanding of learning in continuity, as opposed to a rupture between cycles
Playful Interactions in Early Childhood Education Yards and Rural Spaces: Confluences and Propositions in Research: Confluences and Propositions in Research
No full textThis article aims to highlight the significance of yards located in rural areas, emphasizing their role as essential spaces in the daily lives of rural populations. These spaces are found not only around homes but also around schools and other rural institutions. Based on two master\u27s theses conducted in the Cariri, region of Paraíba, the study explores yards as places of life, where rural Brazilian ways of living, particularly childhood experiences, come to the forefront. The reflections and discussions presented here are grounded in various academic studies that examine, among other topics, the cultural and social importance of these spaces. It is emphasized that yards are spaces actively inhabited and desired by children in rural properties, settlements, and communities, serving as a reference to the rural world. Finally, it is noted that this contrasts with the predominance of built spaces in urban centers. Although yards are linked to homes and present around early childhood education schools in rural areas, they are not always recognized as valuable pedagogical and community spaces.El objetivo de este artículo es presentar la relevancia de los terreros ubicados en áreas campesinas, los cuales se destacan como espacios fundamentales en el cotidiano de las poblaciones de estes contextos, presentes no solo en el entorno de las casas sino también alrededor de las escuelas y demás instituciones del campo. Basado en dos investigaciones de maestría, el estudio problematiza los terreros como lugares de vida, donde se manifiestan modos de existencia del campesinado brasileño, especialmente en lo que se refiere a las vivencias infantiles. Las reflexiones y discusiones presentadas están fundamentadas en diversos estudios académicos que exploran, entre otros temas, la importancia cultural y social de esos espacios. Así, se enfatiza la noción de que los terreros son lugares ocupados y deseados por los niños en fincas, asentamientos y comunidades, siendo comprendidos como referencias del mundo rural. Por fin, se verifica que eso contrasta con la predominancia de espacios construidos en los centros urbanos, pues, aunque sean vinculados a las residencias y estén presentes en el entorno de las escuelas de Educación Infantil ubicadas en el campo, los terreros son apenas valorados como posibilidades pedagógicas y de vivencia comunitaria.This article aims to highlight the significance of yards located in rural areas, emphasizing their role as essential spaces in the daily lives of rural populations. These spaces are found not only around homes but also around schools and other rural institutions. Based on two master\u27s theses conducted in the Cariri region of Paraíba, the study explores yards as places of life, where rural Brazilian ways of living, particularly childhood experiences, come to the forefront. The reflections and discussions presented here are grounded in various academic studies that examine, among other topics, the cultural and social importance of these spaces. It is emphasized that yards are spaces actively inhabited and desired by children in rural properties, settlements, and communities, serving as a reference to the rural world. Finally, it is noted that this contrasts with the predominance of built spaces in urban centers. Although yards are linked to homes and present around early childhood education schools in rural areas, they are not always recognized as valuable pedagogical and community spaces