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This article examines the evolution of the monetary policy of the economies that make up the North American Free Trade Agreement (NAFTA), for the period 1980-2015. Based on an empirical analysis, which includes the scrutiny of stylized facts of the monetary variables of Canada, the United States and Mexico, causality tests Granger quality and error correction models (VEC), it is concluded that, in parallel to the trade integration process of these countries, the monetary side of NAFTA exhibits divergences and convergences that imply an asymmetric integration of the economy Mexican with the United States and, to a lesser extent, with Canada.

Expanding urbanization and imperviousness increase the frequency and severity of flooding in cities. Urban planners and decision-makers have implemented green infrastructure solutions in several cities to reduce the impact flooding. This research aims to investigate the effect of surface permeability and green infrastructure implementation on reducing stormwater flooding in Mexico City. First, we modelled the impact of stormwater flooding using the TR-55 methodology in Mexico City in the present condition, without GI. The model was used to identify the city districts with highest flood hazard. Moreover, a combination of scenarios was tested representing five stages of green infrastructure implementation, from 20% to 100% of all adequate areas, under 10, 25, 50, 100, and 500-years precipitation events. Specific criteria for selecting adequate areas for green infrastructure implementation were used. Open geographic data from was used in QGIS. In addition, the maps of estimated flood heights were classified in five hazard classes, from very low to very high. The results showed that implementing 100% of green infrastructure in the adequate areas, reduces the very high flood hazard an average of 12 km2 for five return periods. This study can serve as a reference to other cities to develop plans for green infrastructure implementations.

Objetivo: analizar y documentar el caso de la Alianza para promover el desarrollo de capacidades digitales en México como un espacio que fomenta la vinculación y la transferencia de conocimientos apoyando el desarrollo de capacidades tecnológicas en inteligencia artificial. Diseño metodológico: el artículo se construye bajo el presupuesto de que la inteligencia artificial puede ser una herramienta de apoyo para la ciencia convergente, en tanto su proceso de adopción y transferencia se modele a partir de una construcción socialmente significativa para quienes la desarrollan, pero, sobre todo, para aquellos que serán sus usuarios finales. Resultados: se presenta un caso que permite mostrar cómo las estrategias seguidas por los distintos actores institucionales agrupados en la Alianza promueven el diseño de aplicaciones ligadas con inteligencia artificial, tales como el análisis de datos e imágenes mediante el uso de servidores, capacitaciones y certificaciones. Limitaciones: este es sólo un estudio de caso, por lo que valdría la pena analizar comparativamente cómo se comportan este tipo de alianzas en otras latitudes. Principales hallazgos: se muestra la manera en que se tejen referencias y conocimientos para construir una alianza que tiene como propósito desarrollar y transferir tecnología en inteligencia artificial desde la perspectiva de la ciencia convergente. Entre los hallazgos se encuentra el documentar un triple proceso de transferencia donde la vinculación juega un papel importante que ha permitido que distintos actores institucionales tiendan puentes que les permiten interactuar con otros. También se documenta la manera en que los grupos de investigación han adquirido herramientas para la transferencia de los resultados de sus proyectos a los grupos vulnerables.

The Sustainable Development Goals of the United Nations (SDGs) establish the need to guarantee quality water for all people. In numerous rural settlements of Colombia, access to clean drinking water is a formidable challenge as frequently observed when waterborne diseases arise, mainly in vulnerable populations without basic sanitation systems. The main objective of this study was to assess the quality and potential use of groundwater sampled from 17 monitored wells in a typical rural settlement in Colombia. Water quality was determined by applying a quality index and performing a principal component analysis (PCA) to determine the weights of each parameter. The results of the Phosphorus, Nitrates, Thermotolerant coliforms and pH variables exceeded regulatory limits, mainly in areas affected by anthropogenic sources with an insufficient sewage network. Coliform population and NO3 exceeded World Health Organization recommended thresholds for drinking water. Therefore, the qualities of the studied water samples were unsuitable for human consumption without prior adequate treatment and, hence, one recommendation is to regulate groundwater monitoring quality. In addition, unhealthy waste disposal practices should be abolished, while permanently controlled modern techniques should be introduced.

Hydrogen peroxide (H2O2) has been shown to efficiently remove toxic microalgae from enclosed ballast waters and brackish lakes. In this study, in vitro experiments were conducted to assess the side effects of mitigating toxic and non-toxic dinoflagellates with H2O2. Five H2O2 concentrations (50 to 1000 ppm) were used to control the cell abundances of the toxic dinoflagellates Alexandrium catenella and Karenia selliformis and the non-toxic dinoflagellates Lepidodinium chlorophorum and Prorocentrum micans. Photosynthetic efficiency and staining dye measurements showed the high efficiency of H2O2 for mitigating all dinoflagellate species at only 50 ppm. In a bioassay carried out to test cytotoxicity using the cell line RTgill-W1, control experiments (only H2O2) showed cytotoxicity in a concentration- and time- (0 to 24 h) dependent manner. The toxic dinoflagellates, especially K. selliformis, showed basal cytotoxicity that increased with the application of hydrogen peroxide. Unexpectedly, the application of a low H2O2 concentration increased toxicity, even when mitigating non-toxic dinoflagellates. This study suggests that the fatty acid composition of toxic and non-toxic dinoflagellate species can yield toxic aldehyde cocktails after lipoperoxidation with H2O2 that can persist in water for days with different half-lives. Further studies are needed to understand the role of lipoperoxidation products as acute mediators of disease and death in aquatic environments.

Contextualización: los morichales son ecosistemas estratégicos porque almacenan una gran cantidad de carbono orgánico, contribuyen a la mitigación de gases de efecto invernadero y a la mitigación del cambio climático. Vacío de la investigación: la estimación de las reservas de carbono en ecosistemas de morichal no se han estudiado en la Orinoquía colombiana. Propósito: el objetivo de este estudio fue estimar las reservas de carbono en biomasa, necromasa y suelo de un morichal conservado de la altillanura colombiana. Metodología: se muestrearon tres sectores con diferente etapa fenológica predominante: palmas senescentes, adultas y juveniles, y en cada sector se establecieron dos transectos, los cuales se dividieron en dos subparcelas [interior y ecotono]. Para la medición de la biomasa aérea se midieron individuos de M. flexuosa con diámetro a la altura del pecho (DAP) >10 cm y especies arbóreas y arbustivas con DAP>2,5 cm; en el ecotono se incluyeron las pasturas. La necromasa se evaluó considerando la caída, la que se mantiene en pie y la particulada. En ambos compartimientos se aplicaron ecuaciones alométricas y se multiplicaron por el factor de carbono. Las reservas de carbono orgánico en el suelo se estimaron en dos profundidades [0,0 – 0,30 m y 0,30 – 0,60m]. Resultados y conclusiones: los resultados muestran que la reserva de carbono en un morichal conservado de la altillanura colombiana alcanza los 590,8 Mg C/ha. El suelo presentó la más alta contribución con 436,5 Mg C/ha [74 % del total], seguido por la biomasa y necromasa [119,4 y 35,0 Mg C/ha], 20 y 6 % del total, respectivamente. Estos resultados muestran el papel fundamental de los ecosistemas de morichal como sumideros de carbono y su importancia para la mitigación del cambio climático, además de proveer otros beneficios ambientales para las comunidades.

Ecological assessment of soil ecosystem services was made through indicators of provision of nutrients, amount of organic matter, and cation exchange capacity; and climate regulation, carbon storage, in the Orotoy river basin. As units that provide ecosystem services, mosaics of tropical humid forest cover, oil palm crops and cattle pastures were selected, persistent for 20 years, in windows located in the upper, middle and lower areas of the basin. Soil samples (896) were collected and analyzed in the laboratory for determining physical and chemical properties. The data were processed with the SPAW and R software. Indicators, ranging from 0 to 1, and tradeoffs were represented on a 1: 25.000 scale land cover map. It was found that in the indicator of carbon storage, the low zone obtained the highest average value (0.42); and the indicator of the ecosystem service of nutrient provision obtained close average values in the middle and lower zones, 0.33 and 0.44, correspondingly. In vegetation cover, the tropical humid forest presented the highest average values for the indicator of climate regulation (0,43). The established trade-offs from the valuation are: the upper zone is fundamental for water regulation and climate regulation throughout the basin; forest cover in the entire basin regulates the climate, oil palm crops and cattle pastures via fertilization, contribute to the surrounding forests, located in areas of less slope. In the mosaics of the multifunctional landscapes it was found that although the ecosystem services are related to the forming factors of the soil and the vegetation coverage, the influence of cultural practices on the soils is also evident; these determine trade-offs. The importance of including the ecosystem services of the soil in the processes of territorial ordering and management of landscapes like the one of the basin of the Orotoy river is verified, which in the current management scenario presents trade-offs between zones and coverages.

O artigo discute resultados de uma pesquisa realizada com pais professores homens da Educação Básica em cinco cidades mineiras. Primeiramente, realizamos um mapeamento da presença de professores homens nas escolas de educação básica nos municípios investigados, nas esferas municipais e estaduais, na Superintendência Regional de Ensino de Ouro Preto. Em seguida, cotejamos esses dados com a produção científica produzida nas duas últimas décadas sobre o tema, enfatizando os estudos que investigaram a presença masculina na educação infantil e anos iniciais do ensino fundamental. Os resultados indicam que o número de professores homens na docência aumenta à medida em que se avança no nível de ensino, comportamento estatístico também presente no conjunto dos docentes do país. A análise da produção científica demonstrou que os professores do sexo masculino ao se inserirem no espaço escolar nas primeiras etapas da educação básica passam por dilemas e enfrentamentos para permanecer na profissão e, muitas vezes, são submetidos às provas de uma pretensa e idealizada “idoneidade” para serem aceitos pela comunidade escolar.

Researchs about family, school and inclusion reveals that deaf inclusion policies have changed in Brazil since the 2000s. This research had as general objective analyzed how the school and family’s relation is configured in the process of inclusion of deaf students in a city in the countryside of Minas Gerais. From a qualitative perspective, the research preferred on the comprehensive interview to two mothers of deaf students from popular layers and the questionnaire applied to two directors and two teachers selected from two schools in the city. It was concluded that, although these students are protected by the laws, they are not being fulfilled. So this, schools and families do their best to include these students within the possibilities available, however, the schooling process still presents many obstacles and has caused frustration and a feeling of powerlessness for deaf students and their families. Researchs about family, school and inclusion reveals that deaf inclusion policies have changed in Brazil since the 2000s. This research had as general objective analyzed how the school and family’s relation is configured in the process of inclusion of deaf students in a city in the countryside of Minas Gerais. From a qualitative perspective, the research preferred on the comprehensive interview to two mothers of deaf students from popular layers and the questionnaire applied to two directors and two teachers selected from two schools in the city. It was concluded that, although these students are protected by the laws, they are not being fulfilled. So this, schools and families do their best to include these students within the possibilities available, however, the schooling process still presents many obstacles and has caused frustration and a feeling of powerlessness for deaf students and their families. La investigación sobre la familia, la escuela y la inclusión revela que las políticas de inclusión para las personas sordas han cambiado en Brasil desde la década de 2000. Esta investigación tuvo como objetivo analizar cómo se configura la relación entre la familia y la escuela en el proceso de inclusión de estudiantes sordos en una ciudad en el interior de Minas Gerais. Desde una perspectiva cualitativa, la investigación favoreció una entrevista exhaustiva con dos madres de estudiantes sordos de clases bajas y el cuestionario se aplicó a dos directores y dos maestros de dos escuelas públicas. Se concluyó que, aunque estos estudiantes están respaldados por las leyes, no se están haciendo cumplir. Con esto, las escuelas y las familias han tratado de incluir a estos estudiantes dentro de ciertas posibilidades, sin embargo, el proceso de escolarización aún presenta muchos obstáculos y ha causado frustración y un sentimiento de impotencia para los estudiantes sordos y sus familias.

Owing to data scarcity, the soil properties of the Colombian “Piedemonte Llanero” are poorly quantified. To provide basic information about how pedogenic properties along a steeply sloped and perhumid landscape are related to its use (which can help lead toward better management and establishment of a sustainable crop production system), this work addresses the characterization of the morphogenetic and chemical features of selected Piedemonte Llanero soils. Research was conducted in a sequence of soils composed of four profiles located in a transect of 200–1800 m of altitude. After macromorphologically identifying, describing, and analyzing soils based on these data, soil weathering and general fertility were interpreted. Ultisols, Inceptisols, Entisols and Oxisols were fundamentally identified according to Soil Taxonomy; that is, Lixisols, Cambisols, Umbrisols, and Ferralsols, according to IUSS Working Group WRB (2015). The dominant effect of humidity attributes in soil formation, with slope and slope gradients, was the major controlling factor for the contrasting soil genesis and properties along the watershed sequence. The acid character, low cation exchange capacity, and degree of saturation stood out, and, including the inherent increase in Al3+ of change, were the most outstanding characters. The data obtained by this study present a substantial basis for good land use planning and will facilitate technology to be transferred from one area to another with a similar environmental picture.

A presente pesquisa buscou identificar, aplicar e analisar que caminhos uma formação continuada, voltada a professores e professoras dos Anos Iniciais do Ensino Fundamental, deve trilhar para auxiliá-los na interação com este novo mecanismo burocrático e normativo – a Base Nacional Comum Curricular (BNCC), fomentando a (re)construção de suas aulas de Ciências da Natureza e promovendo a autonomia docente em busca do desenvolvimento de um professor reflexivo segundo Contreras (2002). O desenvolvimento da pesquisa ocorreu através de dois estudos. Como referencial metodológico, adotamos a pesquisa-ação na concepção de Lewin (1978). Assumimos como referencial teórico: i) a autonomia dos professores na visão de José Contreras (2002) e, ii) a alfabetização científica e o ensino por investigação na perspectiva de Lúcia Helena Sasseron (2008). As reflexões dos professores e professoras (nossos sujeitos de pesquisa) foram interpretadas a partir da estratégia da análise textual discursiva de Moraes e Galiazzi (2007). Na realização da revisão da literatura identificamos que muitos autores interpretaram a BNCC (BRASIL, 2017) como um currículo nacional, assim como apontam que o texto apresenta contradições quando analisamos exclusivamente o compromisso assumido em desenvolver a Alfabetização Científica e em relação às habilidades especificas de Ciências da Natureza para os Anos Iniciais do EF. Também como resultado da revisão, observamos que os professores e professoras generalistas têm dificuldades com conteúdos específicos de Ciências o que, de certa forma, justifica a priorização pelo desenvolvimento de outras disciplinas/temas no dia a dia da sala de aula. Outro apontamento importante foi que a maioria dos generalistas desconhece o que significa Alfabetização Científica e como aplicá-la aos alunos dos anos iniciais. O Estudo I, realizado entre 2018 e 2019 com docentes da rede municipal de Santana do Livramento, RS, revelou que a BNCC não estava sendo estudada nas escolas da região; que a compreensão da BNCC e seu papel era superficial e esporádica; que os docentes, nossos sujeitos de pesquisa, apresentavam lacunas na sua competência profissional em Ciências; que a Secretaria de Educação do Município, da óptica do professores, não estava oportunizando formação continuada em Ciências da Natureza e priorizava o ensino de Língua Portuguesa até o terceiro ano do EF, deixando Ciência em segundo plano. O Estudo II, realizado entre junho e novembro de 2021 através de uma formação continuada, contou com a participação de 15 professoras e um professor dos Anos Iniciais da rede pública municipal de Santana do Livramento, RS. Como uma possibilidade, adotamos estratégias do Ensino por Investigação, proporcionando vivências investigativas aos docentes no sentido de incentivá-los a replicar em suas aulas de Ciências. A pesquisa mostrou que o ensino por investigação na perspectiva de abordagem didática auxilia no planejamento de sequências capazes de abordar temas da unidade temática Matéria e Energia, torna os professores mais comprometidos e mais seguros para tratar objetos de conhecimento de Ciência e contribui com o desenvolvimento de professores intelectuais reflexivos. The present research sought to identify, apply, and analyze which paths a continuing education, aimed at Elementary Early Years School teachers, should tread to help them to deal with the new bureaucratic and normative mechanism - the National Common Curricular Basis (BNCC), encouraging the (re)construction of their Natural Science classes and promoting teacher autonomy in search of teacher's reflexivity development (CONTRERAS, 2002). This research was performed through two studies. As methodological framework, we adopted Lewin's conception of action research (1978). We assume as a theoretical framework: i) the Contreras' view for teacher's autonomy and, ii) the Sasseron's perspective (2008) for scientific literacy and teaching by investigation. The reflections of professors (our research subjects) were interpreted in Moraes and Galiazzi's Discursive Textual Analysis. Carrying out the literature review, we identified that many authors interpreted the BNCC (BRASIL, 2017) as a national curriculum, as well as pointing out that the text presents contradictions when we exclusively analyze the commitment assumed to develop Scientific Literacy and in relation to the specific skills of Natural Sciences for the EE Early Years. Also, as a result of the review, we observed that generalist teachers have difficulties with specific contents of Science, which, in a way, justifies the prioritization of the development of other subjects/themes in the daily life of the classroom. Another point was that most generalists are unaware of what Scientific Literacy means and how to apply it to students in the early years. Study I, carried out between 2018 and 2019 with teachers from the Santana do Livramento city schools, revealed that the BNCC was not being studied in schools in the region; that understanding of the BNCC and its role was superficial and sporadic; that the professors, our research subjects, had gaps in their professional competence; that the City Department of Education, from the teachers' point of view, did not provide continuing education in Natural Sciences and prioritized the teaching of Portuguese Language until the EE third year, leaving Science in the background. Study II, carried out between June and November 2021 through continuing education, had the participation of 15 teachers and a teacher from Early Years of the public city schools of Santana do Livramento, RS. As a possibility, we adopted Teaching by Investigation strategies, providing investigative experiences to teachers in order to encourage them to replicate in their classes. The research showed that teaching by investigation from the perspective of a didactic approach helps in the planning of sequences capable of approaching themes of the thematic unit Matter and Energy, makes teachers more committed and safer to deal with objects of knowledge of Science and contributes to the development of reflective intellectual teachers.

Este artigo apresenta resultados parciais de uma pesquisa que busca acompanhar tanto o processo de implementação e problematização da Base Nacional Comum Curricular (BNCC) sobre as novas exigências na disciplina de Ciências para os Anos Iniciais do Ensino Fundamental; quanto a formação continuada de um grupo de professores da rede municipal de Santana do Livramento/RS. Com base na promoção da autonomia docente, por meio do processo de desenvolvimento de uma percepção reflexivo-crítica (CONTRERAS, 2002), delineamos a investigação em dois estudos. Partindo da pesquisa-ação, propomos um projeto de extensão visando a formação continuada de professores dos Anos Iniciais do Ensino Fundamental, em relação aos conteúdos da componente curricular de Ciências. Nesse projeto, acompanhamos 22 cursistas, em que gravamos os encontros para realizarmos uma escuta atenta para posterior análise. Dessa análise, verificamos a transição de uma visão ingênua para uma postura crítica dos educadores em relação à BNCC; o que permitiu a elaboração de quatro categorias analíticas, que refletem preocupações dos professores com a verticalização do novo documento, bem como a necessidade da realização de formação continuada a respeito de temas de Ciências. Essas preocupações são o ponto de partida para a segunda etapa da pesquisa, ainda em andamento. This article presents partial results of a research that seeks to follow both the process of implementation and problematization of the National Common Curricular Base (BNCC) on the new requirements in the discipline of Science for the Initial Years of Elementary School; and the continuing education of a group of teachers from the municipal network of Santana do Livramento -RS. Based on the promotion of teacher autonomy, through the process of developing a reflexive-critical perception (CONTRERAS, 2002), we outlined the investigation in two studies. Based on action research, we propose an extension project aimed at the continued training of teachers in the Initial Years of Elementary School, in relation to the contents of the Science curricular component. In this project, we accompanied 22 course participants, in which we recorded the meetings to listen carefully for further analysis. From this analysis, we verified the transition from a naive view to a critical posture of educators in relation to the BNCC; which allowed the elaboration of four analytical categories, which reflect the teachers' concerns with the verticalization of the new document, as well as the need to carry out continuing education on Science topics. These concerns are the starting point for the second stage of the research, still in progress.

The baseline values for metal(loid)s in soils are known as a tool for the evaluation, prevention, and monitoring of the environmental quality of the soil. The main aim is to propose baseline values for metal(loid)s through the analysis of the concentrations in soils within natural areas; additionally, this study attempts to assess the environmental quality of soils in agricultural areas. The study was developed in the Piedemonte Llanero from Colombia a region with more than 5000 mm year

Esta dissertação buscou iluminada pelas epistemologias das macumbas estabelecer diálogos entre o pensamento lesbiano, a teoria queer e os estudos foucaultianos em educação para analisar de que modo o espaço institucional da educação superior influenciou os processos de identificação de seis estudantes lésbicas. Em cada relato, é possível verificar de que modo a lesbianidade é vivida e negociada, reconstruída, ressignificada, reivindicada. A instituição universitária é complexificada, permitindo que se reconheçam as múltiplas redes, tempos e espaços sociais que nela coexistem, bem como os significados distintos e até antagônicos que o ambiente acadêmico pode assumir nos processos de subjetivação das estudantes. Por fim, a não-binariedade lésbica, tema recente no Brasil, se impôs ao final desse estudo como uma limitação não prevista, mas também como uma linha de fuga potente diante da circunscrição da lesbianidade ao sentido medicalizado, homonormativo da orientação sexual. Diante disto, sugiro que a abordagem da existência lésbica a partir da não-binariedade ofereceria ferramentas para o manejo das fronteiras identitárias, bem como para a apreensão dos múltiplos processos de pertencimento, acolhimento, reelaboração disputas e politização em torno da identificação lesbiana no espaço universitário. Under the light of macumbas espistemologies, this master theses aims at establishing a dialog between the lesbian doctrine, the queer theory, and Foucaultian studies on education to assess how the institutional space of higher education influenced the identification processes of six lesbian students. In each history, it is possible to identify how lesbianism is lived and negotiated, reconstructed, reframed, and claimed. The university institution is complexified, allowing for the recognition of multiple coexisting networks and social spaces within, and of different - even antagonistic - roles that the academic environment may play in the students\' subjectivation processes. Lesbian non-binary perspectives, a recently emerged topic in Brazil, imposed itself as an unforeseen limitation to this study, but also as a powerful line of flight from the circumscription of lesbianity to the medicalized, homonormative concept of sexual orientation. Therefore, I suggest that approaching lesbian existence from a non-binary perspective would provide powerful tools to handle identity borders and apprehending the multiple processes of belonging, acceptance, reformulation, controversy and politicization around lesbian identification in the academic environment.