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This paper presents an investigation on the strategies of higher education teachers to adopt academic activities to virtuality in times of pandemic. An exploratory study was conducted, conducted interviews with university professors from South American countries in order to learn about the different realities. The results suggest that the strategies in the different countries were similar, but in Brazil there was a great distinction between public and private institutions. Most of the teachers moved their classes for remote activities, being that they perceive that the difficulties of connection and access to digital technologies is an intervening factor for the continuity of classes and the attention to students. It is also concluded that students are more collaborative and tend to maintain or increase relationships with other students to overcome the barriers and difficulties imposed by social isolation. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to analyze the objectives of sustainable development (OSD) established in September 2015, in an agreement signed by 193 countries at the United Nations General Assembly, from the perspective of Critical Environmental Education. The specific objectives were: to present the concept of Environmental Education in the critical perspective; to know the objectives of sustainable development; to analyze the OSD in the perspective of Critical Environmental Education. The research question listed was: are there possible approaches to think of the achievement of OSD, through an Environmental Education in its critical aspect? In the present work we start from the assumption that Environmental Education in its critical aspect is defined in Brazil from a matrix that sees education as an element of social transformation, inspired by dialogue, in the exercise of citizenship, in the strengthening of subjects, in the overcoming capitalist forms of domination and understanding the world in its complexity. At the end, it is evident that Environmental Education, in its critical, emancipating and transforming aspect of reality, shows itself as a viable path for the pursuit of the sustainable development goals. [ABSTRACT FROM AUTHOR]

In this paper, we work about the sense that the concept of inclusion acquired as a guiding principle of educational policies in the context of progressive governments 2003-2010 in Argentina, Uruguay and Brasil. We describe and analyze some educational policy programs aimed at educational inclusion in those countries based on theoretical contributions and political perspectives. [ABSTRACT FROM AUTHOR]

Over the last years, Brazil has gained international visibility especially due to the capacity of its economical development and the progress of its public policies on fighting poverty. Though there reason for celebration exists with respect to the country's recent achievements, Brazil still has a lot to do if it wants to gain international prominence. In this paper we address two issues that are fundamental for Brazil to achieve real leadership: education and culture. [ABSTRACT FROM AUTHOR]