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Objective. Describe the local energy systems in three municipalities of Jalisco to characterize the energy vulnerability condition, as well as the actors involved and the community strengthening strategies implemented. Methodology. Collaborative diagnoses and network discussions were carried out for a better understanding of the problem from the local reality. Results. The energy chain is characterized from local context, the description of the users and recipients of the services, as well as their familiar and collectives uses. Conclusions. The concepts of poverty and vulnerability must consider the singularities of the rural world, where domestic and productive activities often coexist, as well as collective and public users, such as municipalities. Understanding this energy chain in depth will allow generating strategies towards a fair energy transformation from the local level. [ABSTRACT FROM AUTHOR]

La metodología de la cartografía social participativa es una de las herramientas que los ejercicios de integralidad de las tres funciones sustantivas universitarias disponen para avanzar en el desafío de articular la investigación, la docencia y la extensión. Permite problematizar, desde la perspectiva de la extensión crítica, el papel de la universidad y los territorios en la generación del conocimiento y la construcción de sentido sobre el devenir del trabajo universitario. Funciona como un punto de encuentro donde el diálogo y los intercambios multidireccionales develan sus potencialidades y también los aspectos coyunturales y de contexto que obstaculizan su normal desempeño. Las experiencias de cartografías expuestas muestran su ductibilidad y reafirman ser eficaces a la hora de construir una lectura común sobre los conflictos, riquezas, redes, capacidades, comunes y despojos que han existido a lo largo de la historia reciente de los territorios de la Región de Valparaíso, Chile.

O trabalho objetiva compreender as metodologias colaborativas e os estilos de aprendizagem de alunos concluintes de um curso de Administração de uma universidade federal. É um estudo de cunho quantitativo e descritivo, com a aplicação de questionário a respeito das metodologias colaborativas no tocante aos níveis de conhecimento, frequência e contribuição. Também foi aplicado o inventário dos estilos de aprendizagem de Kolb (1984) para detectar a influência dos estilos nas percepções dos estudantes quanto às metodologias colaborativas. A análise dos dados consistiu na estatística descritiva. Os resultados revelam elevado grau de conhecimento dos estudantes a respeito das metodologias de estudo de caso, fórum de debates e seminários. E os estudantes apresentam predominantemente os estilos convergente e assimilador. Conclui-se que, por esses estilos, os estudantes aprendem mais com metodologias que os ajudem a pensar e fazer por se tratar de alunos pragmáticos, assim como colocá-las em prática por meio de exemplos teórico/analíticos. Com isso, espera-se que tais metodologias possam ser adaptadas por meio dos estilos identificados para potencializar o aprendizado dos discentes.

This article aims to analyze the perception of students of Bilingual Administration and Executive Secretariat courses, on Campus IV of the Federal University of Paraíba, about the dissemination of collaborative methodologies in the classroom. It has a quantitative approach, and the questionnaire addressed the levels of knowledge, frequency and contributions of collaborative methodologies, analyzed using descriptive statistics. The results indicate that there are similarities in the understanding that students of the courses have about their use, but they differ in terms of the frequency with which they are used in the classroom, influencing the way they contribute to students' learning. [ABSTRACT FROM AUTHOR]

El objetivo del artículo es analizar la mirada de niños y niñas, habitantes de la periferia de Tuxtla Gutiérrez (Chiapas), sobre sus matrias, es decir, sus territorios familiares, las colonias de procedencia. Después de una breve contextualización del área urbana donde está ubicada la comunidad escolar primaria El Quetzal, con quien se ha llevado a cabo la investigación, se construyen dos categorías: periferia y matrias. El proyecto ha requerido de una metodología colaborativa en línea con las necesidades de las madres de familia: la organización de círculos de lectura con niños, acciones educativas pensadas desde la educación popular, la investigación-acción participativa (IAP) y las recientes metodologías colaborativas que se han desarrollado en México y América Latina.

Purpose. To introduce a research network model with impact for social innovation that addresses local problems, based on the experience of the Jalisco Mayor Women Network Methodology. A collaborative approach was used, starting from an articulating point. The summoned actors identified three nodes and work agendas were generated to attend to the problems exposed. Findings. In theory, an inter-actor/inter-level collaborative work methodology for social incidence is presented, elaborated from a dialectical model in the RAJ experience. On a practical level, the work carried out in this context is shown through the co-construction of diagnoses, problem-solving strategies, implementation methodologies, and analysis of results. Originality. The exchange of knowledge and experiences based on inter-actor/inter-sector models prioritized practical experience and a problem-solving approach from sustainable social innovation, transcending transdisciplinary processes in favor of horizontality. Conclusions and limitations. It was verified that the research networks with incidence enhance the resources to carry out social innovations. Collaborative processes should continue to be explored as the best option to carry out impact projects from Public Research Centers. [ABSTRACT FROM AUTHOR]

Copyright of Maguaré is the property of Universidad Nacional de Colombia, Departamento de Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En este artículo abordaré las implicaciones de hacer una etnografía feminista desde metodologías colaborativas, que reconocen los privilegios, pero también las vulnerabilidades que tenemos las antropólogas-activistas, en contextos sociales marcados por las violencias patriarcales. Tomando como estudios de caso tres experiencias de investigación activista con mujeres indígenas víctimas de violencia sexual; mujeres en reclusión y familiares de personas desaparecidas, me interesa reflexionar sobre las estrategias metodológicas que pueden servir para hacer una etnografía feminista, desde una ética del cuidado y una perspectiva descolonial.

Este artigo objetiva discutir a utilização de metodologias colaborativas na pós-graduação stricto sensu, as quais visam fomentar a imaginação sociológica dos mestrandos. Parte-se do pressuposto de que as metodologias colaborativas possibilitam produzir conhecimento acadêmico com autoconfiança e inovação. Apresenta-se, então, um relato de experiência, vivenciada no Programa de Pós-Graduação em Educação, da Universidade do Estado do Rio Grande do Norte, no semestre letivo 2018.2, envolvendo dois docentes e trinta e cinco mestrandos de três linhas de pesquisa, em uma disciplina obrigatória. Para a sua elaboração, além da produção escrita coletiva dos painéis, foi solicitado o relato individual da experiência de três mestrandas, escolhidas intencionalmente, uma de cada linha, para subsídios empíricos. Os resultados apontam que as metodologias colaborativas possibilitam que cada grupo crie estratégias/encaminhamentos, aguçando a imaginação sociológica dos pós-graduandos com o uso da escrita individual e coletiva. Enfim, os pós-graduandos precisam ser desafiados a fazer experiências novas, a pensar por si nos diferentes espaços da formação. Sem imaginação sociológica aguçada, não há inovação e criação.

En este artículo se desarrolla una reflexión sobre las posibilidades de llevar a cabo un estudio etnográfico en el campo de la educación, desde un enfoque de investigación comprometida. Esta particular forma de acercamiento a la realidad social, centrada en el compromiso político, la empatía y el diálogo, reviste el proceso de producción de conocimiento para generar otras formas de aprendizaje colectivo, más allá de las limitaciones que impone la academia convencional. Mediante el relato de mi experiencia como antropólogo, vinculado a las luchas político-sindicales de docentes en Michoacán, México, se describen los elementos epistemológicos y las estrategias metodológicas que me permitieron realizar un trabajo de investigación social de esta envergadura, subrayando la relevancia de reconocer el aparato crítico de la práctica antropológica para apuntar reflexivamente limitaciones y desafíos de la colaboración.

The coexistence of education and technology drags a complicated relationship that affects asymmetrically more to the former than the latter. Its presence in schools has an uneven intensity due to factors as varied as the will of its protagonists, both teachers and learners, the social pressure, especially the learners themselves and their families, and the government initiatives, at times more invasive than they should. This landscape does not change with the universalization of digital social media but rather sharpens some gaps that were evident with means more rudimentary. The paper provides three levels of analysis, by way of on one each critical points, in order to think about technology in education, from the realization that we have decided to play to be Gods, in the sense that we have believed in the ability to create from scratch and reinvent each day.

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to explore reflectively and critically the various ways in which symbolic powers operate on the anthropology of the Muisca Culture from the concerns raised, considering a southern perspective. This is intended to develop a parallel between the elements that compose the policy and epistemological critique of anthropology and those that allow us to understand the way in which the Muisca people try to occupy a central position today, having been relegated to the past and sentenced to a bumpy official ethnic recognition in the present. The proposal is to make the transition to an anthropology that is determined to work with collaborative methodologies. With this, the balance between the epistemological, ethical and political aspects could be achieved when making a "duplex" anthropology that integrates the official canons and knowledge managed by the studied communities. [ABSTRACT FROM AUTHOR]

RESUMEN Este artículo reúne una serie de reflexiones colectivas sobre las profundas transformaciones que los patrones de globalización neoliberal están causando en las comunidades indígenas y la manera en que los pueblos indígenas se están posicionando dentro de estos nuevos contextos como sujetos de derechos. Uno de los objetivos del proyecto colectivo que dio origen a este artículo fue el de reflejar de forma comparativa las experiencias indígenas en distintas regiones de México, Guatemala y los Estados Unidos, incluyendo la vivencia transnacional de los migrantes indígenas en estos países. Nuestro enfoque se centra en la manera en que los pueblos indígenas luchan por sus derechos políticos, sociales y económicos, sus formas de autonomía y un mejor acceso a la justicia dentro de los cambios producidos por la globalización económica y legal. Nos interesan particularmente las maneras diferenciadas en que los hombres y mujeres experimentan estas luchas y la forma en que las normas y dinámicas de género pueden estar cambiando a raíz de la organización y la migración. El artículo presenta una serie de reflexiones a partir de la consideración comparada de las distintas experiencias de investigación de los autores dentro de regiones indígenas en las Américas y surgiere una agenda para investigación colaborativa. In recent years profound transformations have occurred within indigenous communities as a consequence of neoliberal globalization. At the same time, indigenous people are increasingly articulating their claims as subjects of rights, both inside and beyond their communities. In this essay, we describe some of the collective reflections and analyses that emerged as a result of a comparative project initiated with a UC MEXUS-CONACYT Collaborative Grant, awarded funds to two research teams, one in the United States and one in Mexico. 1 The aim of the project was to develop a common theoretical framework for understanding the complex relationship between movements for indigenous rights, state reform, and juridical structures. A principal goal of this framework was to allow for a comparison of the experience of indigenous groups in regions of Mexico, Guatemala, and the United States, including transnational indigenous migrants between these countries. We focused on the ways in which indigenous people are struggling for political and cultural rights, local autonomy, and effective justice practices in the context of changes being wrought by processes of economic, political, legal, and cultural globalization. We were particularly interested in analyzing how men and women might be living these struggles differently and how gender norms and dynamics might be shifting as a result of organizational experiences or migratory processes. [ABSTRACT FROM AUTHOR]

Copyright of Desacatos is the property of Centro de Investigaciones y Estudios Superiores en Antropologia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)