ENVIRONMENTAL COMMUNITARIAN EDUCATION collaborative actions to an integral sustainable coastal development

A transdisciplinary approach on the emancipatory dynamics of learning to live sustainably acts as a bridge that passes over the fields of educational and environmental sciences. With this approach, the research Environmental Communitarian Education: collaborative actions to an integral sustainable coastal development cooperated to environmental coastal knowledge. Considering that coastal areas encompass a diversity of human activities attracted by the ocean potentialities in a paradigm that dissociates individual, society, and nature, the emergence of the environmental issues appears as a direct result of the problematic relationship between society and nature. The present research proposes to understand how community-based collaborative actions, grounded in a holistic transformative education, can contribute to an integral sustainable coastal development, by (1) identifying concepts of traditional, local, and technical coastal knowledge; (2) promoting the dialogue among traditional, local, technical, and scientific knowledge; (3) identifying community-based praxis that support that dialogue; and (4) critically co-analyzing the community-based collaborative actions. Acknowledging inner worlds as a realm of transformation towards an integral sustainability, this research acts on a SPIRAL framework, grounded on a Critical Ethnographic methodology, resignifying the environmental paradigm to an integral coastal ecology, which places humanity and nature as essential elements. The findings of this research, among which the process that sought to explore the potential of Memories, Community, Care, Respect for different rhythms, and Sense of belonging, contributed to strengthen the knowledge of natural systems, and to promote the inter-knowledges dialogue for generating and supporting social transformation. A five-cycle model structured 20 events increasing the awareness of coastal communities' members of the interdependencies among individual, society, and nature. This theoretic-methodological approach illustrated how Slow Pedagogy promotes respect for personal and collective rhythms, boosting the potential - action and knowledge co-development, to reach integral sustainability. From this experience we soon saw that a sectoral and structured line of research, whose main concern is the external phenomena and the collective social structures, does not adequately acknowledge the importance of humans as both dependents and contributors.Uma abordagem transdisciplinar sobre as dinâmicas emancipatórias de aprender a viver de forma sustentável atua como pontes que permeiam a ciência da educação e a ciência ambiental. Sob esta abordagem, a investigação Educação Ambiental Comunitária: ações colaborativas para um desenvolvimento costeiro sustentável integral cooperou para o conhecimento ambiental costeiro. Considerando que as áreas costeiras englobam uma diversidade de atividades humanas atraídas pelas potencialidades oceânicas em um paradigma que dissocia indivíduo, sociedade e natureza, a emergência das questões ambientais surge como resultado direto da relação problemática entre sociedade e natureza. Esta investigação propõe-se a compreender como ações colaborativas de base comunitária, alicerçadas em uma educação holística e transformadora, podem contribuir para um desenvolvimento costeiro sustentável integral, por meio da (1) identificação de conceitos de conhecimento costeiro tradicional, local e técnico; da (2) promoção do diálogo entre os conhecimentos costeiros tradicional, local, técnico e científico; da (3) identificação de práxis comunitárias que apoiam esse diálogo; e da (4) co-análise crítica das ações colaborativas de fundo comunitário. Reconhecendo os mundos interiores como um domínio de transformação para uma sustentabilidade integral, esta linha de investigação atua num quadro SPIRAL, assente numa metodologia Etnográfica Crítica, ressignificando o paradigma ambiental para uma ecologia costeira integral, que coloca humanidade e natureza como elementos essenciais. Os resultados desta investigação, entre os quais o processo que ativa o potencial de Memórias, Comunidade, Cuidado, Respeito pelos diferentes ritmos e Sentido de pertença, contribuíram para fortalecer o conhecimento dos sistemas naturais e promover o diálogo interconhecimentos para gerar e apoiar a transformação social. Um modelo de cinco ciclos estruturou 20 eventos, aumentando a conscientização dos membros das comunidades costeiras para as interdependências entre indivíduo, sociedade e natureza. Esta abordagem teórico-metodológica realça a forma como a Pedagogia da Lentidão promove o respeito pelos ritmos pessoais e coletivos, elevando o potencial - ação e co-desenvolvimento do conhecimento, para alcançar a sustentabilidade integral. Desta experiência entende-se que uma linha de investigação sectorial e estruturada, cuja principal preocupação são os fenómenos externos e as estruturas sociais coletivas, não reconhece a importância do ser humano como dependente e contribuinte

A diversidade dialogante num processo educativo indígena : observações num curso de etnomatemática

Tese de mestrado, Ciências da Educação (Educação Intercultural), Universidade de Lisboa, Instituto de Educação, 2012Esta dissertação de mestrado surge como fruto de reflexões sobre o processo educativo e o diálogo intercultural, reflexões que se adensaram pela minha participação num curso de Etnomatemática, desenvolvido no contexto de uma licenciatura para educadores escolares indígenas. A minha imersão neste contexto despoletou um processo etnográfico crítico de observação, análise documental e, principalmente, de diálogo para a conscientização de momentos de diversidade dialogante neste curso de graduação indígena. A disciplina de Etnomatemática concentra um foco central, uma vez que este era o pretexto essencial para interações e diálogos. Numa tentativa de ser favorável a uma visão holística deste curso de Etnomatemática, dei primazia a uma contextualização abrangente que realce o background dos participantes, bem como os seus sonhos e ambições para o futuro; e enfatize a diversidade dialogante vivenciada, para tal, esta dissertação surge como forma de partilha de reflexões.This thesis is born from a set of reflections about the education process, and intercultural dialogue. Reflections that become denser with my participation in an Ethnomathemathics course, developed in a native scholar education graduation course context. My immersion in this context has triggered a critical ethnography process of observation, documental analysis, and, mainly, of dialogue for awareness of dialogical diversity moments in this graduation course. The Ethnomathemathics course is the central focus, since this was the main purpose for interactions and dialogues. In one attempt to be favorable to an holistic view of this course, I gave primacy to an extensive contextualization, that enhances participants background as well as their dreams and ambitions for the future; and that emphasizes the experienced dialogical diversity. To this end, this thesis arises as a way of sharing reflections

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)