The number of people on Earth and human activities are currently taking on frightening proportions with far-reaching consequences for our planet, its biodiversity and ultimately the human race itself. Ten thousand years ago, humans represented 1% of the total biomass of all land vertebrates. The rest was made up by wild animals. Currently, humans, livestock and pets make up 99% of terrestrial vertebrate biomass, while wild animals represent only 1%. It took millennia for the human population to reach the 1 billion mark and that only by 1890. By 1960, however, the world population had grown to 3 billion. Today there are 8 billion people living on our planet. According to Population Matters, the world population will be approximately 10,4 billion by the end of this century, despite the gradual decline in the growth rate in some countries. There is only a 23% chance that the total population growth rate will tail off before 2100. The population of the 47 least developed countries is likely to triple between 2017 and 2100 to around 3 billion. There are currently 62 million people in South Africa. About 67,9% of our population (in 2021) live in urban areas. The South African population grew by 0,87% in 2023. The fertility rate is 2,30 (2023). It is estimated that by 2050 75,5 million people will be living in South Africa, with 8 out of every 10 people living in urban areas, which would significantly increase the pressure on infrastructure. The Global Footprint Network states that humans currently use the resources of 1,75 Earths. If the situation does not improve, by 2050 we would need the equivalent of three Earths to survive. More than 4 billion people will have little or no water by 2050, and South Africa even now has been classified as a "water-stressed" country. Medical science is continually contributing to more babies surviving their entry into the world and to our living increasingly longer. Life expectancy has risen from 46 years in 1950 to 73,2 years in 2023. By 2050 it will be 77 years. What can be done? Empowerment of women is important. Population growth can be curbed to a reasonable extent by giving more girls access to education. This certainly does not mean that girls or women alone should be held responsible for the current population growth, but much more will have to be done about sex education, women's rights will have to be actively promoted and there will have to be better provision and use of contraceptives. Obviously, these issues should be approached and handled with due caution. In this regard, countries such as Thailand and South Korea have, in the recent past, proved that good education may result in lower birth rates. In Africa, women with no education have an average of 5,4 children; women who completed high school an average of 2,7 children and women with tertiary education an average of 2.2. In Nigeria, every year of school attendance by girls cuts the birth rate by a tenth. In addition, intensified efforts to reform economies and societies should be considered. For the sake of the survival of the human species and the sustainability of the Earth, ecological and economic justice and the empowerment ofwomen have to be encouraged. The Millennium Project - a global participatory think tank that was founded in 1996 under the auspices of the American Council for the United Nations University, but which became independent in 2009 and has since grown into a global network of institutions and individuals - aims to improve humankind's prospects for a better future. It recommends, among other things, the following: • Support a policy aimed at improving the survival of children, responsible family planning and educational opportunities for (especially) girls. • Improve methods that will ensure skills and employment opportunities for young people, as well as care and services for the elderly. • Implement the UN's urban agenda. • Create enough smart cities where citizens with urban intelligence can help in eco-smart ways with the necessary improvements in the city. • Increase training in resilience, and improve disaster prediction and management. • Provide guidance for people about urban ecology. • Intensify research and development in saltwater agriculture (halophytes or salt plants) on coastlines to produce food for humans and animals, biofuel and pulp for the paper industry, and to absorb carbon dioxide (CO2). This will ease the pressure on freshwater agriculture. • Improve agricultural and irrigation management. • Invest in precision agriculture and aquaculture. • Reduce food losses from the "farm to the mouth" (one third or 1,3 billion tons of agricultural production is wasted in this way every year). • Establish seaweed to restore wild fish populations along coastlines. The World Bank estimates that 90% of marine life is completely depleted. • Expand the production of insects for animal feed and human diets (insects have a low environmental impact, and 2 billion people already supplement their diet with insects today). • Encourage vegetarianism. Although there are more ways to address these important global challenges, responsible family planning remains one of the most important. This is an extremely sensitive issue for many people (especially in Africa), but if it is not promoted in a humane, informed and responsible way, the sustainability of life on our planet will increasingly come under tremendous pressure in various respects.

Die aantal mense op aarde en hulle/ons aktiwiteite neem tans skrikwekkende afmetings aan met wydlopende gevolge vir ons planeet, biodiversiteit en uiteindelik onsself. Die moderne mens het sy teenwoordigheid op die aarde en die benutting van hulpbronne baie lank as sy onaantasbare reg gesien. Die huidige uitwerking van byvoorbeeld bevolkingsgroei en besoedeling versteur die aarde se natuurlike ritme in so 'n mate dat ons nou nie meer op 'n kitsoplossing kan hoop nie. Die mens se getalle neem teen so 'n tempo toe dat dit nie net nadelig vir die planeet is nie, maar ook vir die mensdom self. Wat kan gedoen word? Bemagtiging van vroue speel 'n belangrike rol. Dit beteken beslis nie dat meisies en vroue alleen vir die huidige bevolkingsgroei verantwoordelik gehou moet word nie. Die bevolkingsgroei kan egter in 'n redelike mate vertraag word deur veral meer meisies toegang tot onderwys en opleiding te gee - asook hul lewensomstandighede te verbeter. Ook sal daar heelwat meer aan seksopvoeding gedoen moet word, vroueregte sal daadwerklik bevorder moet word en daar sal beter voorsiening en gebruik van voorbehoedmiddels moet wees. Uiteraard moet hierdie kwessies met die nodige omsigtigheid benader en hanteer word. In hierdie verband kan onder andere Thailand en Suid-Korea genoem word wat in die onlangse verlede bewys het dat goeie onderwys geboortesyfers laat daal. In Afrika het vroue wat geen onderwys ontvang nie, gemiddeld 5,4 kinders; vroue wat hoërskool voltooi het gemiddeld 2,7 kinders en vroue wat tersiêre studie deurloop het, gemiddeld 2,2 kinders. In Nigerië sny elke jaar wat meisies skool bywoon, die geboortesyfer met 'n tiende. Hiermee saam sal daar ook verskerpte pogings moet wees om ekonomieë en samelewings te hervorm. Ter wille van die mens se voortbestaan en die volhoubaarheid van lewe op aarde moet ekologiese en ekonomiese geregtigheid, en die bemagtiging van vroue aangemoedig word.

The intention of this article is to underscore the significance of using digital technologies to tackle inequities in assessment at higher education institutions. It is imperative to be mindful about the barriers that students with disabilities encounter when assessed and identify the potential of technology to overcome these barriers. This becomes an obstacle for safeguarding equal opportunities to access and gain from digital technologies. Furthermore, a qualitative approach, with key informant interviews prevailing as data instruments were employed. With its rapid succession of innovations, Information and Communication Technology, provides opportunities and brings comfort to students to be involved in assessment. The concern to ensure equity and equality in assessment is evidenced in the findings. Several noteworthy findings such as social exclusion, impairment issues and assistive educational technology were deliberated on. This was in response to the research questions posed. It is therefore, proposed that digital technology for students with disabilities needs to be addressed by policymakers and researchers. Students with disabilities should have the same rights to participate in assessment as other students.

RESUMEN El presente estudio tiene como objetivo determinar la respuesta del estado chileno en cuanto a las políticas y orientaciones ministeriales dirigidas a escolares migrantes, a partir de la COVID-19. Con esta finalidad, se desarrolló una investigación documental de un corpus de diez ejemplares publicados entre los años 2020 y 2023 por el Ministerio de Educación de Chile (MINEDUC). Del análisis temático se derivaron inductivamente dos categorías que apuntan a los ámbitos de la educación escolar. Los resultados develaron que solo 3 orientaciones aluden directamente al estudiantado migrante, pero se limitan a entregar recomendaciones generales.

ABSTRACT The present study aims to determine the response of the Chilean state in terms of ministerial policies and guidelines aimed at migrant schoolchildren, based on COVID-19. To this end, a documentary research of a corpus of ten issues published between 2020 and 2023 by the Chilean Ministry of Education (MINEDUC) was developed. From the thematic analysis, two categories were derived inductively that point to the areas of school education. The results revealed that only 3 guidelines refer directly to migrant students, but they are limited to providing general recommendations.

Abstract: This article explores an ethical tension that was visible from the 1840s on and that was crystallized in the 1842 Constituent Assembly regarding a civil morality put forward by government authorities. Its objective is to explore one instant in the historical process of disconnection between civil morality and religious morality, more discursive than real, based on an analysis of public opinion and the minutes of the Constitutional Congress. In the context of the country’s political mutations, this article presents a horizon of socioethical mutations tending toward secular virtue yet without pretending to constitute a rupture. This moral adjustment was not an abstract question: it had repercussions on rights such as the freedom of the press and educational freedoms, as well as in procedural issues such as the powers of the courts.

Resumen: El artículo explora una tensión ética visible a partir de la década de 1840 y cristalizada en el Constituyente de 1842 en torno a la postulación de una moral civil por parte de la autoridad estatal. El objetivo es analizar un instante del proceso histórico de desvinculación, más discursiva que fáctica, entre una moral civil y una moral religiosa a partir del estudio de la opinión pública y las actas del Constituyente. Las fuentes son sobre todo de tres tipos: periódicos, folletos y actas legislativas. El texto presenta un horizonte de mutaciones socioéticas tendientes a una virtud secular, pero sin pretensiones de ruptura en el contexto de una reorganización política. El ajuste moral no es una cuestión abstracta: repercute en cuestiones muy significativas, como la definición de las libertades de prensa y enseñanza, y en elementos procedimentales como las atribuciones de los jurados.

Abstract School conflicts and low academic performance are a relevant problem within the educational context; these issues have not yet been resolved, making them a necessary topic for research. This study aims to investigate the influence of school conflict on academic performance. A quantitative approach, a deductive method and correlational-descriptive research with a non-experimental-cross-sectional design were used. A population of 1096 subjects, 38 teachers and 1058 students, and a sample of 134 subjects, 38 teachers and 96 students of the tenth year of EGB were determined. For data collection, the school conflict questionnaire CUVE 3-ESO by Álvarez et al. (2013) addressed to teachers was used, and another one addressed to students called Ser Test, developed by the National Institute for Educational Evaluation (INEVAL, 2016). The results reveal that there is a medium level of conflict, where a score of 3.14 points out of 10 was also determined, implying that there is a low level of academic performance; When establishing a relationship between the objects of study, it became evident that statistically there is no significant relationship between them. In conclusion, it was established that academic conflict does not affect academic performance, but, since these conflicts are at a medium level and are not dealt with in time, they tend to have repercussions on school performance.

Resumen Los conflictos escolares y el bajo rendimiento académico son un problema relevante dentro del contexto educativo; estas problemáticas aún no han sido resueltas, tornándolas como un tema necesario de investigar. Este estudio tiene el objetivo de indagar la influencia de la conflictividad escolar en el rendimiento académico. Se utilizó un enfoque de tipo cuantitativo, un método deductivo y una investigación correlacional-descriptiva con diseño no experimental-transversal. Se determinó una población de 1096 sujetos, 38 docentes y 1058 estudiantes, y una muestra de 134 sujetos, 38 docentes y 96 estudiantes del décimo año de EGB. Para la toma de datos se utilizó el cuestionario de conflictividad escolar CUVE 3-ESO de Álvarez et al. (2013) dirigido a docentes, y otro dirigido a estudiantes denominado Prueba Ser, elaborado por el Instituto Nacional de Evaluación Educativa (INEVAL, 2016). Los resultados revelan que existe un nivel medio de conflictividad, donde también, se determinó una puntuación de 3,14 puntos sobre 10, dando a entender que existe un nivel bajo de rendimiento académico; al establecer una relación entre los objetos de estudio, se evidenció que estadísticamente no existe una relación significativa entre las mismas. En conclusión, se estableció que la conflictividad académica no incide sobre el rendimiento académico, pero, dichos conflictos al encontrarse en un nivel medio y al no ser atendidos a tiempo, tienden a repercutir en el desempeño escolar.

Abstract Neutral language (non-binary language) and gender ideology issues have been highlighted at the state of Santa Catarina after the decree 1.329/2021 which expressly prohibits educational institutions and axamination boards from using gender inflection, especially in written language form, wich, according the decree, would increase the number of p ortuguese words, against the grammatical rules of the language. In this context, this article aims to study, from a feminist perspective, the movement to encourage the debate on gender flexion and the articulation of discourses such as “gender ideology” and “defense of the Portuguese language” in Santa Catarina, considering the tensions in the field of politics and law. This qualitative approach, under an inductive method, use monographic, theoretical and documentary research techniques, in which it is intended to answer the problem: how was the articulation of “gender ideology” and “defense of the Portuguese language” guidelines in the approval of the decree that suppresses the debate in Santa Catarina? From this analysis, which does not revolve the quality of neutral language itself, it is concluded that the political and institutional action that faces the debate on neutral language in the state does not have a democratic character. nonbinary non binary 13292021 1 329 2021 1.329/202 inflection form wich words context study perspective defense law approach method monographic techniques problem analysis itself character 1329202 32 202 1.329/20 132920 3 20 1.329/2 13292 2 1.329/ 1329 1.329 132 1.32 13 1.3 1.

Resumo As questões da linguagem neutra e da ideologia de gênero ganharam destaque no ano de 2021 em Santa Catarina a partir da publicação do decreto 1.329/2021 que, dentre outras questões, veda expressamente as instituições de ensino e bancas examinadoras de seleção de concursos públicos a utilização de novas formas de flexão de gênero, especialmente na linguagem escrita, uma vez que, segundo o decreto, o aumento no número de palavras da língua portuguesa é contrário às regras gramaticais consolidadas. Neste contexto, o presente artigo visa estudar, sob uma perspectiva feminista, o movimento de supressão do debate sobre flexão de gênero e a articulação de discursos como a “ideologia de gênero” e “defesa da língua portuguesa” em Santa Catarina, considerando as tensões produzidas no campo da política e do direito. Trata-se de um estudo de abordagem qualitativa, sob método indutivo, com técnicas de pesquisa monográfica, teórica e documental, em que se pretende responder ao problema: de que forma se articularam posicionamentos de “ideologia de gênero” e “defesa da língua portuguesa” na aprovação do decreto que suprime o debate emSanta Catarina? A partir dessa análise, que não gira em torno da qualidade da linguagem neutra em si, conclui-se que a atuação política e institucional que enfrenta o debate sobre a linguagem neutra no estado não possui caráter democrático ao tolher o debate público sobre tema referente à educação e à cidadania. 202 13292021 1 329 1.329/202 escrita consolidadas contexto estudar feminista defesa direito Tratase Trata qualitativa indutivo monográfica documental problema análise si concluise conclui cidadania 20 1329202 32 1.329/20 2 132920 3 1.329/2 13292 1.329/ 1329 1.329 132 1.32 13 1.3 1.

Abstract Socio-education is an educational and (re)socialization proposal for young people having troubles with the law, a law which also includes the right to health care guaranteed by the Unified Health System (SUS). This study aims to investigate the relationship between health services and socio-educational units in Paraná state, from the perspective of service workers and managers. The qualitative and exploratory research consisted of sixteen semi-structured interviews in five municipalities in the state, with subsequent categorization of the narratives based on hermeneutic analysis. As a result, there was considerable weakness in the coordination between the network’s facilities to promote overall health care, specifically the mental health of young people. Security issues have a strong influence on the regulation of actions, even health actions, in socio-education. The current policy of comprehensive health care in socio-education, implemented in Brazil in 2014, is, however, an important counterpoint for the reordering and nudging policies in this area. Socioeducation Socio education resocialization re socialization SUS. SUS . (SUS) socioeducational socio state managers semistructured semi structured analysis result networks network s actions socioeducation. socioeducation education. socio-education socioeducation, education, 2014 however area (SUS 201 20 2

Resumo A socioeducação é proposta educacional e de (re)socialização do jovem em conflito com a lei, na qual se prevê, igualmente, o direito à atenção à saúde garantido pelo Sistema Único de Saúde (SUS). O presente trabalho visa investigar como se dá a relação entre os serviços de saúde e as unidades socioeducativas no estado do Paraná a partir da perspectiva de trabalhadores e gestores dos serviços. A pesquisa qualitativa e de cunho exploratório consistiu na realização de dezesseis entrevistas semiestruturadas em cinco municípios do estado, com posterior categorização das narrativas a partir de análise hermenêutica. Como resultado evidenciou-se considerável fragilidade na articulação entre os equipamentos da rede para promoção da assistência à saúde em geral e, mais notoriamente, à saúde mental dos jovens. Os quesitos de segurança exercem forte influência na regulação das ações, até mesmo de saúde, na socioeducação. A política atual de atenção integral à saúde na socioeducação, implantada no Brasil em 2014, representa, contudo, um importante contraponto na reordenação e na indução das ações nesse âmbito. resocialização re socialização lei prevê igualmente SUS. SUS . (SUS) hermenêutica evidenciouse evidenciou notoriamente jovens 2014 representa contudo âmbito (SUS 201 20 2

Resumo A socioeducação é proposta educacional e de (re)socialização do jovem em conflito com a lei, na qual se prevê, igualmente, o direito à atenção à saúde garantido pelo Sistema Único de Saúde (SUS). O presente trabalho visa investigar como se dá a relação entre os serviços de saúde e as unidades socioeducativas no estado do Paraná a partir da perspectiva de trabalhadores e gestores dos serviços. A pesquisa qualitativa e de cunho exploratório consistiu na realização de dezesseis entrevistas semiestruturadas em cinco municípios do estado, com posterior categorização das narrativas a partir de análise hermenêutica. Como resultado evidenciou-se considerável fragilidade na articulação entre os equipamentos da rede para promoção da assistência à saúde em geral e, mais notoriamente, à saúde mental dos jovens. Os quesitos de segurança exercem forte influência na regulação das ações, até mesmo de saúde, na socioeducação. A política atual de atenção integral à saúde na socioeducação, implantada no Brasil em 2014, representa, contudo, um importante contraponto na reordenação e na indução das ações nesse âmbito.

Abstract Socio-education is an educational and (re)socialization proposal for young people having troubles with the law, a law which also includes the right to health care guaranteed by the Unified Health System (SUS). This study aims to investigate the relationship between health services and socio-educational units in Paraná state, from the perspective of service workers and managers. The qualitative and exploratory research consisted of sixteen semi-structured interviews in five municipalities in the state, with subsequent categorization of the narratives based on hermeneutic analysis. As a result, there was considerable weakness in the coordination between the network’s facilities to promote overall health care, specifically the mental health of young people. Security issues have a strong influence on the regulation of actions, even health actions, in socio-education. The current policy of comprehensive health care in socio-education, implemented in Brazil in 2014, is, however, an important counterpoint for the reordering and nudging policies in this area.

Résumé Les discussions sur les droits du peuple quilombola sont de plus en plus importantes dans la société. En ce sens, la présente étude visait à discuter de la lutte du peuple quilombola pour ses droits historiques. Il a également été abordé sur les principaux conflits dans les campagnes impliquant les quilombolas, et leurs enjeux d'accès à l'éducation. La méthodologie utilisée a été une étude bibliographique avec une approche descriptive et exploratoire. A travers l'étude, il a été constaté que la réalité des quilombolas en termes d'accès à leurs droits n'est toujours pas idéale. Ainsi, il est du devoir de l'État de mettre en œuvre le droit à la santé, à l'éducation et à la propriété de ces communautés, car la lutte contre l'expropriation foncière est encore très présente dans leur vie. En ce qui concerne l'éducation, il a été constaté qu'il y a eu une augmentation du nombre d'écoles quilombolas dans le pays, ce qui facilite l'accès à l'éducation. Cependant, il y a encore un besoin de former des enseignants dans ces endroits. De ce point de vue, il a été conclu que l'éducation quilombola s'avère efficace et nécessaire pour son peuple dans la mesure où ses conditions structurelles et pédagogiques peuvent fournir une pratique éducative conforme à ce qui est prévu dans les lignes directrices du curriculum.

Resumen Las discusiones sobre los derechos del pueblo quilombola son cada vez más importantes en la sociedad. En ese sentido, el presente estudio tuvo como objetivo discutir la lucha del pueblo quilombola por sus derechos históricos. También se abordó sobre los principales conflictos en el campo que involucran a los quilombolas, y sus problemáticas en cuanto al acceso a la educación. La metodología utilizada fue un estudio bibliográfico con un enfoque descriptivo y exploratorio. A través del estudio se percibió que la realidad de los quilombolas en cuanto al acceso a sus derechos aún no es la ideal. Así, es deber del Estado hacer efectivo el derecho a la salud, la educación y la propiedad de estas comunidades, pues la lucha contra la expropiación de tierras sigue muy presente en sus vidas. Con respecto a la educación, se encontró que hubo un aumento en el número de escuelas quilombolas en el país, lo que facilita el acceso a la educación. Sin embargo, todavía existe la necesidad de capacitar a los maestros en estos lugares. Desde esta perspectiva, se concluyó que la educación quilombola demuestra ser eficiente y necesaria para su gente en la medida en que sus condiciones estructurales y pedagógicas puedan propiciar una práctica educativa acorde con lo previsto en los Lineamientos Curriculares.

Abstract Discussions about the rights of the quilombola people are increasingly important in society. In this sense, the present study aimed to discuss the struggle of the quilombola people for their historical rights. It was also approached about the main conflicts in the countryside involving the quilombolas, and their issues regarding access to education. The methodology used was a bibliographic study with a descriptive and exploratory approach. Through the study, it was noticed that the reality of the quilombolas in terms of access to their rights is still not ideal. Thus, it is the duty of the State to implement the right to health, education and property of these communities, as the fight against land expropriation is still very present in their lives. With regard to education, it was found that there was an increase in the number of quilombola schools in the country, which facilitates access to education. However, there is still a need to train teachers in these locations. From this perspective, it was concluded that quilombola education proves to be efficient and necessary for its people insofar as its structural and pedagogical conditions can provide an educational practice consistent with what is foreseen in the Curriculum Guideline.

Resumo As discussões sobre os direitos do povo quilombola se mostram cada vez mais importantes na sociedade. Nesse sentido, o presente estudo teve por objetivo refletir sobre a luta do povo quilombola pelos seus direitos históricos. Também foram abordados os principais conflitos no campo envolvendo os quilombolas e suas questões perante o acesso à educação. A metodologia utilizada foi um estudo bibliográfico de abordagem descritiva e exploratória. Por meio do estudo percebeu-se que a realidade dos quilombolas no que tange ao acesso aos seus direitos ainda não é a ideal. Dessa forma, é dever do Estado concretizar o direito à saúde, à educação e à propriedade dessas comunidades, pois a luta contra expropriações de terras ainda se faz bastante presente em suas vidas. No que tange à educação, constatou-se que houve um avanço no número de escolas quilombolas no país, o que facilita o acesso à educação. Entretanto, existe ainda a necessidade de capacitação de professores destas localidades. Nessa perspectiva, concluiu-se que a educação quilombola mostra-se eficiente e necessária a seu povo, na medida em que suas condições estruturais e pedagógicas possam proporcionar uma prática educacional condizente com aquilo que é previsto nas Diretrizes Curriculares

Abstract Environmental activism, expressed through art, prompts an educational process, generating reflections and evoking a sense of vulnerability experienced by human bodies before the reality of the climate emergency (Rodriguez-Labajos, 2022). Because ecological art sparks subjective responses aimed at raising awareness and driving action on socio-environmental concerns, this theoretical, reflective, and interpretive article seeks to explore the concepts of “activist art”, “ecological art”, and analogous designations in order to analyse the interplay between culture, environment, and society and the conditions shaping cultural production practices. In pursuit of this objective, our inquiry delved into the framework of Félix Guattari’s concept of “eco-art” (1989/1990), the nature of ecological art approaches and the primary environmental causes they address, the contextual landscape in which environmental activist art practices unfolds and the dynamics of cultural production. Examples from Portuguese artists and projects were used to elucidate the nuances of creative practices and strategies linked to environmental sustainability, aspects relating to environmental education, ethical issues and cultural policies that align with ecological art. This article aims to contribute to the discussion on ecological art by exploring the political identity of art and emphasising the indispensable and inherent analysis between cultural practices and the environment.

Resumo O ativismo ambiental, através da arte, estimula um processo de educação, ao mesmo tempo que gera reflexões e uma experiência de vulnerabilidade sentida pelos corpos humanos diante da realidade da emergência climática (Rodriguez-Labajos, 2022). Devido às subjetividades desencadeadas pela arte ecológica para a consciência e ação sobre as questões socioambientais, este artigo, de cunho teórico, reflexivo e interpretativo, tem o objetivo de abordar os conceitos de “arte ativismo”, “arte ecológica” e outras nomenclaturas análogas, de forma a analisar a relação entre cultura, ambiente e sociedade e as condições por meio das quais as práticas de produção cultural se desenvolvem. Para tanto, procurou-se compreender a perspetiva das três ecologias e da noção de “ecoarte” de Félix Guattari (1989/1990); a natureza das abordagens de arte ecológica e as principais causas ambientais associadas; o contexto em que ocorrem as práticas artísticas de ativismo ambiental e a atividade de produção cultural. Recorreu-se a exemplos de artistas e projetos portugueses para perceber: as particularidades das práticas e das estratégias criativas ligadas à sustentabilidade ambiental; os aspetos referentes à educação ambiental, às questões éticas e às políticas culturais que se adequam à arte ecológica. Com este artigo, pretende-se contribuir para a discussão sobre a arte ecológica sob a ótica da identidade política da arte e da análise necessária e intrínseca entre práticas culturais e ambiente.

Abstract As a result of the increasing demand for Spanish language teaching for foreigners in the context of technological globalization, the 21st century demands to improve the quality of Spanish as a Foreign Language (SFL) teacher training. This commitment implies researching the historical panorama of the teaching of Spanish as a Second Language in Costa Rica, since there were no publications, and it is expected to be an important reference for research in this field of study in the country. The methodology applied was evaluative research, which pursues the systematic study of specific issues within the context of social change. A total of 14 participants were selected by stratified sampling: teachers and coordinators of the curricular programs. The information in the historical panorama is based on the answers of the interviewees and thorough bibliographic research, which led to the proposal of three important stages of history: Stage 1 (1880s onwards), characterized by the religious order; Stage 2 (1940s onwards), where economic, social, and cultural development was promoted; and Stage 3 (1990s onwards), which is associated with educational tourism. The record of each period reflects how the centers for teaching Spanish as a Second Language were created and developed.

Resumen El siglo XXI nos compromete a mejorar la calidad de la formación del profesorado de Español como Lengua Extranjera (ELE), debido al aumento en la demanda de la enseñanza del español para extranjeros en el contexto de la globalización tecnológica. Este compromiso implica investigar sobre el panorama histórico que ha tenido la enseñanza del español como segunda lengua en Costa Rica, porque no había publicaciones al respecto. Se espera que esta sea un referente importante para la investigación en este campo de estudio en el país. La metodología empleada ha sido investigación evaluativa, la cual persigue el estudio sistemático de problemas concretos en un contexto de cambio social. Los participantes fueron seleccionados por muestreo estratificado: educadores y coordinadores de los programas curriculares, para un total de 14 entrevistados. La información del panorama histórico se obtuvo de las respuestas de los entrevistados y de la investigación bibliográfica minuciosa. De ahí surgió la propuesta de tres etapas importantes de la historia: Etapa 1 (década de 1880 en adelante): caracterizada por el orden religioso; Etapa 2 (década de 1940 en adelante): cuando se dio el impulso del desarrollo económico, social y cultural; y Etapa 3 (década de 1990 en adelante): la cual se asocia al turismo educacional. El registro de cada periodo refleja cómo se crearon y se fueron desarrollando los centros de enseñanza del español como segunda lengua.

ABSTRACT This study explores the complex interaction between migration and inequality in Ecuador, highlighting higher education and Sustainable Development Goal 10 in this context. Migration, driven by the search for better economic and social opportunities, is revealed as both a consequence and a cause of inequalities in the country. The main objective is to determine connections on this relationship, focusing on how SDG 10 can serve as a framework to address these issues. The methodology adopted is multidisciplinary, including demographic analysis, government policy review, interviews and literature review. The results indicate persistent challenges despite government efforts. Migrants, especially vulnerable or marginalized migrants, face discrimination, limited access to essential services and obstacles to integration into society. Irregular migration is associated with human rights violations, exacerbating socioeconomic and educational gaps. This research highlights the urgency of addressing issues related to migration and inequality in Ecuador. Despite the policies implemented, challenges persist that require immediate attention, highlighting the importance of combating discrimination, improving access to essential services such as higher education, and ensuring the protection of migrants' human rights.

RESUMEN Este estudio explora la compleja interacción entre la migración y la desigualdad en Ecuador, destacando la educación superior y el Objetivo de Desarrollo Sostenible número 10 en este contexto. La migración, impulsada por la búsqueda de mejores oportunidades económicas y sociales, se revela como tanto una consecuencia como una causa de desigualdades en el país. El objetivo principal es determinar conexiones sobre esta relación, centrándose en cómo el ODS 10 puede servir como marco para abordar estas problemáticas. La metodología adoptada es multidisciplinaria, incluyendo análisis demográficos, revisión de políticas gubernamentales, entrevistas y revisión bibliográfica. Los resultados indican desafíos persistentes a pesar de los esfuerzos gubernamentales. Los migrantes, especialmente los vulnerables o marginados, enfrentan discriminación, limitado acceso a servicios esenciales y obstáculos para integrarse en la sociedad. La migración irregular se asocia con la violación de derechos humanos, exacerbando brechas socioeconómicas y educativas. Esta investigación destaca la urgencia de abordar cuestiones vinculadas a la migración y la desigualdad en Ecuador. A pesar de las políticas implementadas, persisten desafíos que requieren atención inmediata, subrayando la importancia de combatir la discriminación, mejorar el acceso a servicios esenciales como la educación superior y garantizar la protección de los derechos humanos de los migrantes.

The presence of immigrants in South Africa has led citizens to believe that migrants are responsible for increased crime rates in the country. This belief is a harmful stereotype that has no basis in reality, as most of the crimes are not committed by the migrants. This study explores the impact of socio-economic factors on crime rates by international migrants in South Africa from 2012 to 2017. Specifically, it focuses on examining the likelihood and association between two key variables: migrants with no formal education and crime, and unemployed migrants and crime. Through chi-square tests and multinomial regression, the study investigated whether these socioeconomic factors drove criminal behavior among the international migrant population. This study obtained data from secondary sources. The study's findings revealed that unemployment has an impact on migrants and crime rates in South Africa. The relationship showed a weak association, attributed to insufficient supporting evidence due to the low statistical power of educational status. The relationship proved to not have a strong association, lacking supporting evidence due to low statistical power on educational status. The level of education among migrants did not play a substantial role in influencing criminal behavior within the South African context. Other factors, such as social networks, cultural integration, and individual characteristics, might have a more prominent influence on criminal activities among migrants. However, addressing unemployment issues among international migrants in South Africa to mitigate the risk of criminal involvement is crucial. Policymakers and stakeholders should focus on developing effective strategies to promote employment opportunities, skills development, and social integration among migrant communities. By addressing these socio-economic factors, it may be possible to reduce crime rates and create a more inclusive society for both migrants and the host population in South Africa.

The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

Academic supervision is essential for developing students' careers and educational advancement. The systematic review approach was chosen for the methodology of this study. It has been observed in the literature that there are positive and negative experiences between supervisees and their supervisors. This led to the research gap in the study, which stated that supervisors and their supervisees are inadequately prepared for their roles. The study addressed these gaps through a systematic review of the article sub-topics. The conceptual model was adopted for this article, and it articulates how supervisors can exhibit their dispositional qualities. Additionally, this article recommends enhancing creative and innovative research to intensify a sense of autonomy and periodically updating research instructions on actualising the vision and mission statements of Higher Educational Institutions (HEIs). The study further recommends that training initiatives for supervisors should be encouraged in HEIs through academic research groups, among others.