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This paper examines how SMEs in Ecuador integrate social media into their business strategies, highlighting the growing significance of these platforms in marketing and communication. Employing a quantitative methodology, online surveys were administered to 850 companies, yielding 289 valid responses. The findings reveal variations in social media adoption based on company size, with greater integration in larger firms, indicating a positive correlation between company size and platform use. A preference for instant messaging and visual content platforms such as WhatsApp and Instagram were observed, aligning with global digital marketing trends. Furthermore, a high frequency of image and infographic updates was noted, with a tendency towards less frequent updates for infographics, suggesting unique characteristics of the Ecuadorian market. This study contributes to existing literature by emphasizing the need to tailor digital strategies to specific company capabilities and suggests the necessity for further research and public policies to enhance Ecuador's digital economy. These findings are significant for marketing professionals and policymakers interested in supporting the digital transformation of SMEs, promoting a more inclusive and connected economy.

Nos últimos anos, o campo de estudos sobre movimentos sociais no Brasil tem se revitalizado a partir de novas problemáticas empíricas e teóricas. Diante desse cenário, este artigo propõe as seguintes questões. Quais métodos e técnicas de pesquisa têm sido mobilizados por pesquisadoras de movimentos sociais e como eles têm sido apresentados e discutidos na produção acadêmica sobre esse tema? Quais são os desafios metodológicos para o estudo de movimentos sociais no Brasil contemporâneo? Para responder essas questões, este artigo propõe uma revisão sistemática dos textos apresentados em GTs e STs dedicados a essa temática nos Encontros Anuais da ANPOCS e nos CBS realizados entre 2011 e 2020. Os resultados indicam que os papers analisados tendem a apresentar baixa transparência na exposição de suas escolhas teórico-metodológicas e baixa diversidade metodológica, concentrando-se em estudos qualitativos e priorizando o uso da observação, da pesquisa documental e das entrevistas.

La generación fotovoltaica se presenta hoy en día como una alternativa ventajosa desde el punto de vista ambiental frente a las fuentes convencionales de energía y es una opción para el sector agropecuario poder disminuir los gastos debido a la facturación de electricidad. Un sistema fotovoltaico conectado a la red en La Empresa Agropecuaria Horquita permitirá reducir el consumo de electricidad desde la empresa eléctrica. En este artículo se describe una propuesta de sistema fotovoltaico conectado a red que consta de 1014 paneles de 270 Wp con 13 inversores. La capacidad total del sistema es de 273 kWp y es capaz de generar 346,4 MWh/año. Se simuló el desempeño del sistema utilizando el software profesional PVSyst 7.1 para comprobar los resultados del cálculo manual además de obtener información adicional sobre el desempeño del sistema en el tiempo. La propuesta es factible económicamente arrojando un VPN de 1,7 MMCUP con un periodo de recuperación de 8 años a partir de la disminución de la facturación de electricidad en 640 840 CUP/año. Sin embargo, se detectó que este tipo de proyecto no es muy atractivo para aprovechar fondos de oportunidad si se tiene en cuenta que la TIR es muy baja (4%) en comparación con la tasa de descuento empleada. El proyecto tiene como ventaja adicional que permite la reducción de emisiones de CO2 a la atmósfera estimándose emisiones evitadas de 242,5 t de CO2/año. Palabras clave: Sistema fotovoltaico, fuentes renovables, paneles solares, energía, software PVSyst. ABSTRAC Photovoltaic generation is presented today as an environmentally advantageous alternative to conventional energy sources and is an option for the agricultural sector to reduce the expenditure incurred due to electricity billing. A photovoltaic system connected to the grid at the Horquita Agricultural Enterprise allow reducing electricity consumption from the electrical company. This paper details a proposal for a connected to grid photovoltaic system that consists of 1014 panels with 270 Wp connected to 13 inverters. The total capacity of the system is 273 kWp and it is capable of generating 346,4 MWh/year. The performance of the proposed system was simulated using the professional software PVSyst 7.1 and the results of the manual calculation were verified in addition to obtaining other information about its performance. The proposal is feasible from an economic point of view, yielding a positive NPV of 1,7 MMCUP and a payback period of 8 years from the decrease in electricity billing by 640,840 CUP/year. However, it was detected that this type of project is not very attractive to take advantage of opportunity funds if it is taken into account that the IRR is very low (4%) compared to the discount rate used. The additional advantage of the project is that it allows the reduction of CO2 emissions into the atmosphere, estimating avoided emissions of 242.5 t of CO2/year. Keywords: Phtovoltaic system, renewable sources, solar panels, energy, PVSyst software

Introducción: Con la creciente demanda de aplicaciones en el mercado, las empresas han priorizado atender las necesidades tecnológicas del usuario promedio en detrimento de aquellos con diversidad funcional. Esto ha convertido la accesibilidad en un desafío crucial en diversos contextos, especialmente en el ámbito educativo, donde la diversidad de personas que acceden a contenido web es notable. Objetivo: Este trabajo presenta un estudio basado en una inspección de accesibilidad de seis portales web pertenecientes a universidades en la ciudad de Cartagena. El objetivo es determinar la relación entre la inclusión de pautas de accesibilidad y los factores de posicionamiento web obtenidos a través de Webometrics. Metodología: Se definen cinco fases metodológicas: elección de los portales web, selección de herramientas de inspección, aplicación de la inspección de accesibilidad, análisis de los resultados y formulación de conclusiones y recomendaciones. Resultados: Como resultado del estudio, se ha determinado una correlación superior a 0.8 entre el ranking local de las universidades según Webometrics y el ranking de problemas de accesibilidad identificados mediante herramientas de inspección automática. Conclusiones: El uso de herramientas automáticas de evaluación web debería ser implementado por las instituciones educativas para mejorar la accesibilidad de los sitios institucionales. Esta revisión periódica y la corrección de errores es una buena práctica para mejorar el posicionamiento local e internacional. ABSTRACT Introduction: With the growing demand for applications in the market, companies have increasingly focused on meeting the technological needs of the average user, often overlooking those with functional diversity. Consequently, accessibility has emerged as a critical challenge across various contexts, particularly within the educational sphere, where the diverse range of individuals accessing web content is particularly pronounced. Objective: This paper presents a study centered on the accessibility inspection of six university websites located in the city of Cartagena. The primary aim is to ascertain the relationship between the integration of accessibility guidelines and web positioning factors as determined by Webometrics. Methodology: The methodology comprises five distinct phases: website selection, tool selection for inspection, execution of accessibility inspection, analysis of obtained results, and formulation of conclusions and recommendations. Results: The study revealed a correlation exceeding 0.8 between the local ranking of universities according to Webometrics and the ranking of accessibility issues identified through automated inspection tools. Conclusions: It is recommended that educational institutions adopt automatic web evaluation tools to enhance the accessibility of their institutional websites. This regular review and rectification of issues represent best practices for improving both local and international visibility and usability.

Society management and the COVID-19 pandemic require continuous restatement and consolidation. Furthermore, the 2030 Agenda for Sustainable Development created by the United Nations establishes a set of 17 Sustainable Development Goals (SDGs) that meet the needs of the present without compromising the ability to meet the needs of future generations and where Goal 5 addresses gender equality as a central priority. The main aim of this paper is to present a crossed-analysis study on how the health crisis has influenced differently the social behaviour between gender and generations in Spain. For this study there have been used a massive open data from the Sociological Research Centre (CIS). The mixed techniques´ methodology of this research was applied to study four social effect dimensions, such as “way of living”, “way of thinking”, “way of self-healthcare” and “social habits and behaviour”. The used techniques contributed analytically to gender and generations management during the pandemic with the intent of complementarity. Obtained findings by analysing four studied dimensions explain the effects and consequences of the pandemic involving differences between men and women, younger and older generations, leading to society management implications that can timely serve as a paradigm with scientific insights for public policies.

This work is structured around two exploratory objectives. Firstly, it aims to analyse the effects of connective participation and consumption in which donations in political crowdfunding campaigns can be framed. Secondly, it will study the characteristics and socio-demographic profile of the people who donate to political crowdfunding campaigns. In order to obtain information, we have developed a questionnaire that has resulted in a non-probabilistic purposive sample of one hundred and twenty-five valid and complete responses. The paper closes with a discussion and the presentation of two hypotheses that reflect the main findings of this exploratory study. On the one hand, the characteristics and profile of the participants would be predominantly male, middle-aged (thirty-six to fifty years old), with a high level of formal education (university studies) and a medium income level. On the other hand, the participation analysed is hegemonic among activists with experience and commitment. This fact could reflect an increase in participatory inequalities between participatory and nonparticipatory people as a consequence of the characteristics of the forms of connective action and consumption.

This paper examines frictions between bio-scientific and traditional knowledge in three dimensions: (1) traditional healing and caring practices and public health; (2) food heritage and food safety; (3) traditional agricultural systems and conservation policy. Drawing on conflicts observed in processes of recognition of cultural assets as intangible heritage in Brazil, the paper discusses whether epistemic rights can be guaranteed as cultural rights in contexts in which the nature/culture divide is blurred.

In this paper, I try to highlight the reasons behind the threat to a museum related to frevo in Recife -PE, after the recognition of this cultural expression as a Cultural Heritage by IPHAN and UNESCO. Based on an ethnography of some protests and on the recent Brazilian political context analysis, I try to shed light on the challenges regarding the maintenance of cultural equipment and the echoes of the recent crises that we have faced in the heritage field in Brazil at the local levels.

This paper proposes to analyse the insipient links between the development of tourism and the rural population in the northwest of Córdoba. It is argued that, based on a knowledge of the cultural practices of peasant families rooted in the territory, it is possible to consider this activity as a complementary source of income (counter-harvesting) and beneficial for the communities as long as it is supported by the construction of community ties with the logic of cultural conservation and care for the native forest.

This paper reflects on health reparation practices in the context of neoliberal hegemony and long-lasting impunity. It builds on an ethnographical approach (2019-2022) to four health reparation initiatives created by users and workers of a state reparation program together with civil organizations in the South of Chile. It states that the way these initiatives deal with the damage produced by state violence (1973-1990) point toward an alternative horizon for health reparations, which may also counter today’s authoritarian orientations.

This paper seeks to approach the story that blames the Chilean left for the institutional breakdown that ended in the civil-military dictatorship led by Augusto Pinochet. If we take as a reference the Uruguayan case, in relation to the discussion on "who threw the first stone" (the left or the right), we do it to question and deepen our own case, by analyzing the arguments that justify representations of the past that criminalize, shame and dehumanize the identity pillars of the Chilean left. Thus, we will explore the responsibilities of the right wing not only in the institutional ruptures, but also in the dissemination and representation of common meanings that aim to see the actions of the left as a "cause" and the military irruption as a "consequence".

This paper aims to explore the ‘migratory careers’ of a group of highly educated Brazilian women and the dynamics activated to achieve the job-education match in Spain. It analyses the reasons for emigration and settlement, as well as the structures of opportunities and constraints, from a multidimensional perspective. The main findings show the existence of a system of vulnerabilities that influence both their geographical trajectories and their occupational (im)mobilities. This is explained in terms of the interrelationship between hindering/fostering factors in different dimensions of life, with the aim of developing a balanced migratory career to achieve the job-education match.

Spanish musical film was recurrent during the Francoism, with actors who sang or singers who acted. At first, linked to popular styles, Spanish cinema opted since 1960s for melodic song or pop, and promoted an idea of modernity to Europe and Latin America through singers of the time. This paper analyzes the characters and songs of the seven films which Raphael starred between 1966 and 1973, in the second Francoism, where, almost autobiographically, he played aspiring and music stars, sang the hits from his albums and his performances worked in these films as a music video.

The aim of this paper is discussing some polemical points when it comes to the Brazilian literature written by afro-Brazilian writers. What is the most adequate category to use for talking about these texts: afro-Brazilian literature? Afrodescendent literature? Brazilian black literature? After that, it is presented a “study case” focusing the short novel Ilhota, written by Zeli de Oliveira Barbosa.

This paper analyses the decolonial production of Edgardo Lander and Ramón Grosfoguel. It will focus on a historiographical reconstruction of the characteristics presented by the Coloniality-Modernity network. The methodological approach applied here is that of the History of the Latin-American Ideas. It concludes that the network fractures due to the publication of a political document authored by some of the decolonial intellectuals, who are critics of Nicolas Maduro’s government. These theoretical-political dissidences allow to disarticulate the myth of the Modernity-Coloniality group.

El turismo es una actividad económica con impactos tanto positivos como negativos en la sociedad. Este estudio se enfocó en analizar los impactos económicos del turismo en proveedores de servicios turísticos a nivel mundial. Se realizó una búsqueda exhaustiva de papers científicos en bases de datos como Scopus, Web of Science y Dialnet, resultando en 89 artículos, de los cuales se seleccionaron 12 para su revisión. Los hallazgos revelaron impactos altamente positivos en empresas de servicios turísticos, como alojamientos, restaurantes, centros de esparcimiento, campamentos y operadores turísticos. Además, se destacaron los emprendimientos a nivel microeconómico como beneficiarios. En conclusión, el turismo contribuye significativamente a la generación de beneficios económicos locales. No obstante, las tendencias globales actuales exigen que la actividad turística se enfoque en principios de equidad, responsabilidad y respeto. El turismo, cuando se gestiona adecuadamente, se convierte en un motor dinamizador de la economía a nivel local y global.

O artigo analisa como o conceito de Comunicação Pública é mobilizado nas pesquisas desenvolvidas na área da Comunicação no Brasil. Observa-se, para tanto, 276 artigos e papers que trazem em seu escopo tal abordagem. Utiliza-se a perspectiva cientométrica que culmina em uma revisão sistematizada, mesclada à perspectiva narrativa. A discussão trata I) da distribuição institucional das pesquisas; II) dos aspectos temáticos e objetos; III) das organizações promotoras e, por fim, IV) da centralidade do conceito dentro do desenho de pesquisa apresentado. Os resultados indicam: foco na comunicação de Estado, uma perspectiva voltada às redes sociais digitais, centralidade da produção no eixo Sul-Sudeste e o impacto do contexto político e governamental sobre a produção acadêmica da área.

This paper aims to discuss Legal Pluralism from a transformative perspective as a product of community practices exercised by social collectivities that seek to address fundamental needs. In this perspective, the problem is to verify if the institutionalized pluralism in the Andean region (the constitutions of Ecuador and Bolivia) is qualified as a transforming legal pluralism, autonomous from state and with an authentic community profile. Even though this premise can be admitted, the essential question is: to what extent are its strength, validity and efficiency satisfactory inside the political-legal institutions? The result is the duality recognition of the legal pluralism that not only traditionally coexists with the State but is characterized as “subaltern” and limited by impositions of a monist culture that renews itself by keeping colonial remnants. For the discussion, a theoretical-reflective methodological approach with a critical and socio-legal content was employed, along with a specific bibliography.

The present paper analyses the work of three contemporary, independent women artists active in the Portuguese comics scene: Hetamoé, Joana Mosi, and Ana Margarida Matos. It provides a close formal reading of their work by following Peter Wollen's seminal article on counter-cinema. Despite the caveats of adopting whole cloth and in a clearcut manner notions from different media, there are enough commonalities and narratological features that provide stimulating comparisons. As in cinema, comics also have a broadly accepted normative understanding of comics' way of creating meaning, against which these three authors present what one can call, after Wollen, resisting formal strategies. Portuguese comics have had a troubled history, which entails a difficult economic development and the lack of wider social recognition (as a culturally relevant field). However, its most independent realms and sub-cultures have provided ample proof of engaged, informed, and inventive individual creators. Women creators are no exception to this, and this particular group shows three potentialities of opening up the field, both politically and aesthetically. Moreover, these same de/re/constructive strategies broach issues associated with identity, self-portrait, bodily matters, memory, and the very meaning-making processes at the core of their work. The feminist dimensions of their work, albeit quite varied, allow one to detect intense interpretations of the self and the role of womanhood in a broader process of self-actualization and social life. Thus, I will use Sianne Ngai's notions of "cuteness" and "animatedness" to understand the three author's specific manners of doing so, as depicted and constructed within the medium of comics.

The paper aims to analyze the accelerated growth of distance education (EaD – acronym in Portuguese), its relationship with the COVID-19 pandemic and the advancement of digital technologies in teacher training in a context of private-commercial domain and capitalism platform. Digital business platforms and private HEIs are driving the growth of distance learning, transforming it into a profitable market. These peculiar service companies act as intermediaries, connecting students, teachers, and educational institutions through their digital platforms. The analysis undertaken here considers data from the INEP Higher Education Census since the last decade of the 20th century, focusing, however, on more recent times, from the triggering of the COVID-19 pandemic which, in our understanding, served as a catalyst for the exorbitant expansion of EaD. The article seeks to establish the debate on equal access to education, digital inclusion, as well as reflecting on the privacy of the actors involved in the teaching-learning process and also on the conflict between public and private, especially in teacher training in Brazil.

Linking literature with tourism can be crucial in preserving and promoting cultural heritage associated with literary production. Many towns and cities around the globe have become literary landmarks because of their association with acclaimed writers and their work. Literary lovers are attracted to the actual sites depicted in literature or other locations related to literary production, e.g., authors' residences or graves. This article presents examples of literary heritage valorisation by national and international organisations. It also explains the tourism potential of traditional Greek lighthouses through the findings of a research that focused on the cultural capital they represent. Literature and oral storytelling regarding Greek lighthouses, in combination with their magnificent history, architecture and landscape, have surrounded them with a spiritual aura that appeals to sophisticated tourists. The paper illustrates the reasons for the strategic incorporation of lighthouse literary tourism in the Greek tourism product.

This paper applies the concept of Soja’s Thirdspace to the phenomenon of Lazgi dance and tourism in Uzbekistan. In doing so it analyses the different levels of perception (including Firstspace and Secondspace) of Lazgi and tourism via an autoethnographic lens. Complemented by expert interviews, the interaction of Lazgi and tourism is examined and characteristics of the Lazgisphere (world of Lazgi) in Uzbekistan are distilled. The results show that Lazgi is often directly or indirectly connected with tourism in Uzbekistan, but even more so serves to reaffirm national identity.

This special issue publishes a collection of seven original research papers and one research note on tourism and art in its multiple forms and intersections. To reflect on the association between tourism and arts is to acknowledge that these two fields have converged since the embryonic forms of tourism. Even before the organisation of the tourism industry as we know it nowadays, travellers visited destinations in search of art in its multiple shapes. This activity has evolved into cultural tourism and its ever-expanding sub-niches: literary tourism, religious tourism, heritage tourism, food and wine tourism, and street art tourism, among others, that human creativity and tourism stakeholders have fashioned. Curiosity and the desire to learn and understand are fundamental elements of human nature, and tourism has organised access to art as a strategy to meet visitors' needs and expectations and to take art as a place-changing phenomenon.

With the development and application of algorithms as catalysts, the changing modes of information production, dissemination, and consumption have also given rise to a myriad of serious ethical challenges. This study employs a multi-case approach and semistructured in-depth interviews to examine three prominent international information technology companies, namely, Meta, Sina, and Byte Dance. By investigating the utilization of algorithms in content creation and distribution and adopting an epistemic, ethical framework, this paper analyzes the phenomenon of information cocooning resulting from inconclusive algorithmic evidence, the presence of algorithmic black boxes stemming from inscrutable evidence, and the issue of algorithmic bias caused by misguided evidence. Consequently, this paper proposes three fundamental ethical principles for algorithmic systems: certainty, interpretability, and reliability.

This paper investigates how Chinese taxi drivers utilize low-tech equipment, such as handheld radios and mobile phone services, to form local ride-hailing networks. Previous studies have analyzed how Internet platforms like Didi Chuxing have reshaped labor relations through technology and policies, but they have ignored the fact that outside metropolitan areas, traditional technological solutions, such as on-call radio platforms, have not been replaced by the rapidly expanding ride-hailing platforms. Therefore, to outline China’s diverse ICT practice environment, this paper focuses on a case study in two Chinese towns (Laizhou, Shandong; Ziyang, Sichuan), shifting the attention from metropolitan areas to neglected fourth- and fifth-tier cities. After reviewing the previous advancements in mobile communication technology, we discuss the economic, cultural, and social motivations behind the use of ‘low-tech’ devices and cooperative services by the Chinese taxi drivers in question.

This paper focuses on income-related health inequalities amid COVID‑19 in Greece. The prolonged crisis and the pandemic have exacerbated the socioeconomic risks in the country. A major implication is the sharp decline in incomes, which has worsened the health status and the access and use of healthcare, especially among low and middle income individuals. We analyze the theoretical background on health inequalities and describe the dual shock to Greek society, both with the ongoing fiscal consolidation and the COVID-19 pandemic. By utilizing EU-SILC data through alternative techniques, we offer empirical estimates of the extent of health inequalities ranked by incomes. The empirical findings indicate a certain increase in income-based health inequalities over a critical period for Greece’s population.

The current situation shows the importance of the insertion of society in the relationship between the State and the private sector, with the objective of collaboration to improve government programs. Shared Governance is one of the great challenges that the Italian government is currently facing to avoid the crises of governance (society) and governability (negotiation with opposition and work with the public administration), in particular after the decision of the new government (September 2022) to extinguish the Reform of the Public Administration - National Recovery and Resilience Plan - PNRR, and also the largest social participation initiative in Italy, the Tuscany Regional Policy for Social Participation - TRPP. This article recuperates the good points of PNRR and TRPP and another case study in Emilia-Romagna region. Offering a new perspective to the existing literature, this paper share the “famous” model for the Public Administration, the New Public Service (NPS), created to spread the idea that public service is seen as an extension of citizenship, and therefore both government and citizens need to abandon short-term interests and imitation of the competition of private sector of the New Public Management (NPM), assuming collaborative roles in building an educated and mature civil society. Based in a literature review on the NPS model, Knowledge Management - KM, Governmental Intelligence -OI and Cultural Intelligence -CI, the article presents a theoretical model of CI, OI and Social Participation – SP (CIGISP) to improve the effectiveness of public policies. This work concludes that CIGISP model is useful to identify how the learning by comparison with other values, believes and assumptions (CI) and use of GI Practices leads to a better quality of social participation.

Este artigo visa apresentar como os veículos de mídia brasileiros apareceram na cobertura dos principais jornais e agências de notícias internacionais que trabalharam no país durante os anos do Regime Militar (1964-1985). Com este trabalho historiográfico, a pesquisa apresentada permite que se ampliem estudos sobre: as distinções entre os métodos de censura aplicados a veículos nacionais e internacionais; o decorrer das mudanças nas políticas externas brasileiras e estadunidenses ao longo dos 21 anos de ditadura, refletidas no jornalismo transnacional; a evolução midiática nacional e sua influência política, considerando as alterações no modelo jornalístico, outorgadas pela realidade da Guerra Fria. Este artigo ambiciona uma proposta interdisciplinar e transnacional para o objeto oferecido.

This paper engages with current societal identity debates related to select postcolonial southern African circles, whose European origins can partially be traced back to the creation of the colonial photography genre. The contemporary visualisation of non-white Africans in the European landscape is linked to a genre that was born in the times of High Imperialism. As a child of its time, colonial photography laid the foundation for both racist and racial depiction patterns of certain African peoples and what their supposed traits and looks were from the coloniser’s point of view, thereby creating seeing patterns. Until today, social debates and political movements are linked to the visualisation of non-white peoples. This project is about the historical muting of sub-Saharan Africa through stereotypical images and its links to the shaping and maintenance of postcolonial identity debates concerning racialised visualisation traditions in Europe. This repetitive visual blinding is another form of colonial aggression by constantly perpetuating certain image(rie)s and thereby facilitating colonial mentalities. Examples presented below show how far-reaching the colonial photographic stereotypes are by not limiting the scope of seeing traditions to photographs. Instead, other areas of visible everyday spaces like street names, monuments, statues, lawsuits or book covers are included.

Abstract What is the concept of liberalism? Despite being a conceptually contested term, political parties still label themselves liberal and seek legitimacy by joining Liberal International (LI). In this paper, I adopt a mixed-methods strategy to assess what this ideology means in Latin America. First, I rely on economic and political theory to propose four potential components of liberalism: private property, liberal democracy, non-conformism, and social justice. Then, I search for these components in the declaration of principles of all the region’s LI members. Next, I assess liberals’ relative support for these components by comparing the attitudes of their elites and voters to those of conservatives and socialists in Paraguay, Honduras, and Nicaragua. This paper finds that liberal democracy is the only core component of liberalism in Latin America. Even though non-conformism and social justice are widely mentioned in political documents, their support among elites and voters is context-dependent. These results emphasize the contestability of liberalism while shedding light on what unites liberals in Latin America.

This paper presents reflections about the changes and challenges arising from the process of recognition of territorial rights with the issuance of the Collective Domain Recognition Titleon lands occupied by remaining quilombolas. A case study was carried out to analyze the titling of the quilombola community Sagrado Coração de Jesus -Genipaúba River, a floodplain area of Abaetetuba/PA. It was assumed that definitive titling has a positive impact in the community life experience. The methodology usedwas to work with data collected from the elders of the aforementioned community, in which the authors are residents. For that,qualitative and quantitative approaches wereused, considering that the methodological procedures involved brief doctrinal and legislative researches, and also the filtering of informal conversations based on the practical experience of the titled community in question. As main results, it was possible to elaborate an organization chart that describes the paths oftitling, facilitating the understanding of quilombolas residing in the titled territory, as well as assisting those who seek the titling of their territories in state lands.

The text argues, from the point of view of historical experiences, changes and continuities in the ways of life of an Amazonian fishing community residents, Forty of Mocooca, from the emergence of new forms of mobility with the construction of a road that provoked the need of other contact zones, social practices, cultural exchanges, changing traditions in local daily life. The research was carried out in the Quarenta doMocooca region, a village in the municipality of Maracanã, in the Paraense Salgado Zone, between 2018 and 2021, chronologically defined between 1960-2020. Theoretically, it was based on Social History and Cultural Studies and methodologically, it followed guidelines from documental criticism and Oral History to dialogue with collective and individual memories in circuits of oral tradition as constituents of the ways of being, thinking and acting of the inhabitants of this region. In this paper, the thesis defended is that changes perceived in the study of the past compared to the present, on the one hand, they change webs of relationships woven for decades between residents and the environment with the contact of new historical agents, information, cultural products, especially, at the turn of the 20th to the 21st century, on the other hand, even in unequal conditions, the social agents of the place re-elaborate the new technological and cultural apparatuses and continue in defense of their living traditions, fighting daily for what they believe to be the path of local development. To explain this thesis, the research is based on analyzes of the backgroundand experiences of these people, as well as on the study of small and large local events, some individual, others collective, in an attempt to understand the history of this community that presents itself in a network of relationships and decisions of a mobile life between the countryside and the city, between the past and the present, between nature and urbanization, between fishing and a type of tourism, which we call “alternative” and “informal”, which has been forcing the emergence of some globalized practices observed from the arrival of new needs and local consumption habits.

This paper is a poetic self-study based on a community education project in which the author was involved and in which poetry was a process of social transformation. There is a poetic process of weaving between writings produced during the project, occurred years ago, and writings created for this self-study. Its main purpose is to reflect on this poetic process, questioning how it can continue to illuminate our understandings, develop dialogue and transcend contradictions and ambivalences. A few meaningful events are selected where poetry played a relevant part and where poetic writing, combinins sounds and silence to create a singular musicality, is assumed as a way of deepening and transforming understanding and practice. It is a poetic organisation of rhizomatic relations that facilitates the flow of reflexivity and evocation of the movements experienced during the project and identified as important. They are in accordance with the principles of the project, where dialogical and critical approaches are emphasised. In the final sections the author discuss her positionalities and conflicts as researcher, educator and poet assumed along the process, and conclude by reflecting on some of the main contributions of this paper to the poetic self-study field and poetic inquiry.

This paper aims to discuss the production and reproduction of knowledge —such categories, notions, theories, and methodologies that are part of mathematics education research— drawn from an epistemic approach that pursues to disturb the supposed neutrality, objectivity, and order of our field. The paper's premise is shaped by the idea that searching for new ways of doing is plausible to make visible conditions of possibilities, in which new ways of thinking are traced to what we can and can't do in mathematics education. Premise framed in epistemological anarchism, here it argues that scientific progress could be restricted due to prescriptive scientific methods, as well as fixed and universal norms. The acknowledgment of diverse action flows and tools able to mould in order to respond to reality and context, it is understood as potency to think of new possibilities; along with this, to unpack and read the network rhizomatic entangled to look into teaching and learning of mathematics beyond the didactic triangle. In this fashion, diverse authors assert that the research is a political and power issue. The (re)production of knowledge is not neutral or innocent. The non-neutrality and innocent become possible since an aesthetic that circulates and normalizes what is considered as —valid and valuable— research, as well as the ways of doing and producing —valid and valuable— knowledge. This normalization generates events of violence, particularly against —epistemic or ontological— minorities.

This paper presents a qualitative study of four Grade 1 and Grade 2 national mathematics curricula coming from francophone countries: Côte d’Ivoire, Djibouti, Canada (Québec), and France. A comparative analysis was performed to identify differences that potentially lead to inequities among the countries. We identified all the concepts present in the Grade 1 and Grade 2 mathematics curriculum using the mathematical literacy framework developed by the OECD through its PISA assessment: quantity, change and relationship, data and uncertainty, and space and shape. Then we looked across countries to find the major differences among them. The findings show three categories of possible inequities among the different curricula: some mathematical concepts are not presented in culturally relevant ways to students, some concepts present in the mathematics curricula are not mathematical concepts, and some important mathematical concepts are not part of the mathematics curricula. Our results show that these inequities appear in all four national curricula analysed here. Those findings highlight the need to question the political inequities among mathematics curricula around the world in order to give a chance for all students to learn strong and meaningful mathematics.

This is an attempt at putting down how I experienced ‘research’, while conducting an ethnographic field work at a fishing village as part of a project to understand experiences of ‘uncertainty’. I will first describe for the reader what seeded/triggered this write up—the unease I experienced during my initial days at the village. This shall be followed by detailing my disposition with respect to the particular project in question here and how I arrived at the village. In the second half of the paper, through reflection, recollection and excerpts from my field notes, I will try to illustrate how notions of consent, rapport, data etc shaped and constrained my experience during (and of) the field study and what effect it had on my being. I do not intend to argue for or against certain practices or arrive at some conclusion, but wish to seek resonances and conversations with those who may have had similar experiences.

The purpose of this paper is to analyse possibilities of including and conveying a variety of values in teaching mathematics through tasks in terms of their openness. In the first part of the introduction we present the theoretical ideas about values in mathematics education by Bishop and Lim & Ernest. The second part of introduction sets out the reasons why an emphasis on values seems advisable. Mathematics is not commonly associated with a variety of values. However, for mathematical education an orientation towards societal demands appear relevant. Scholars like Skovsmose and Fischer alike demanded the development of a reflecting ability. Some national state curricula depict some of the societal demands by calling for an orientation towards general values for all school subjects, but in this we see discrepancies to practiced teaching. The section “Tasks and Values” relates to justifying why tasks appear to be a useful means of influencing mathematics education. Several scholars have already investigated the possibilities of different task-types for teaching values. Here we connect this purpose to tasks characterized by their varying openness. As teachers are essential to unfold the potential of tasks, the present analysis is intendent to give them concrete ideas for mediating values in mathematics classes. In the main part we analyse traditional tasks from ancient textbooks, with experiences in Armenian classes, as well as an open task with experiences of Austrian students in partner work. The discussed tasks provide opportunities for mathematical values like control, openness and for epistemological values as well as for more general values like self-confidence, mutual respect, justice and mathematics educational values like accuracy and consistency. In conclusion, the encouragement towards discussions among and with the students during the solving process of the task appears to be essential. Our experiences show that students mainly react positively towards such discussing activities. This could be a motivation for teachers to take up this issue besides of idealistic reasons.

In our society, which is based on the division of labor, the ability to communicate with experts is a core competence. Reflection plays a central role for non-experts/laypersons in classifying and evaluating expert statements, and in the closely related decision-making process. Reflection is seen as a cognitive ability as well as an attitude. Mathematical concepts and models are applied in many socially relevant areas. For a (better) understanding of these, their fit, effects, limitations as well as their role and meaning, they should be dealt with and reflected on different levels. In the paper, the following levels of reflection are considered in more detail from this social perspective: mathematics-oriented, model-oriented, context-oriented, and subject-oriented reflection. The fact that such reflections can also be integrated into mathematics lessons is demonstrated by means of concrete tasks.

In this paper we explore the concept of dialogicity, taking a workshop offered to in-service indigenous teachers as a reference. This concept has been explored for decades in the academic literature. In recent years, it has gained greater importance, as official curricula in several countries have emphasized the importance of developing education that is more centered on the needs of learners. Although the general guidelines of these curricula are defined, the exercise of dialogue in classrooms involves the challenge of balancing the formal requirements of the various fields of knowledge with the students' own interests. Thus, in most cases, researchers examine dialogues in the classroom, verifying the extent to which teachers allow students to express themselves on issues specific to school knowledge. In this sense, it is still not the students’ existential questions that prevail, since the most valued results of the dialogues are already defined in advance. Such results will be related to the domain of school contents. Would it be possible to approach formal education in other ways? Would it be possible to prioritize questions raised by students? These are present challenges for educators who propose to approach teaching from a socially centered perspective. The workshop described in this paper constitutes an example of dialogicity exercised from an existential questioning formulated by the participating teachers. Such questioning was related to the creation of a numbering system that would suit their mother tongue. In that context, it can be inferred that there has been progress in the sense of understanding school practice as a possibility of broadening perceptions of the world through serious consideration of the needs formulated by the learners.

This paper focuses on the reconceptualization of the mathematics curriculum with Roma students presenting a nomadic exploration of the mathematics teaching. An alternative, methodologically privileged, model is proposed which identifies the opportunity for an alternative curriculum from within rather than from a distance. The main aim of the research is to indicate how researching for a curriculum reconceptualization might be enlightened by thinking rhizomatically where common spaces of in-between are constructed by a confabulative conversation between Roma students and the researcher who takes up a nomadic position. Roma students, educational becoming and subjectivities at the level of individuals and situations involved both interact as elements of an unpredictably evolving rhizome which consists of discontinuity, rupture and constantly emerging multiplicities.

As a mathematics education researcher from India, I try to capture glimpses of a messy terrain named education— or maybe field-notes from experiential tours, humbly inviting the MES community to engage and together become more reflexive towards our collective practices and baggage. This paper would, nonetheless, ask questions pertaining to mathematics education. However, it would not start with asking them, marking them as research questions. In this paper, I would rather try to trace the birthmarks of certain research questions; to show how this endeavour brings us to certain existential methodological issues in conducting and reporting mathematics education research.

The teacher is one of the key factors in the transmission of curricular objectives to their students. Their knowledge and positive attitude toward students' ethnomathematics and its pedagogical approach play an important role to make classroom teaching culture friendly. This paper is intended to explore the in-service teachers’ knowledge of ethnomathematics and perception on the integration of the ethnomathematics approach in their teaching with respect to the demographic factors of in-service teachers such as gender, academic status, teaching experience, teacher training, and nature of institution they associated. This study was conducted among 120 in-service mathematics teachers from 32 secondary schools in Kathmandu District. The explanatory sequential mix method was employed to carry out this study. The perception of in-service teachers on ethnomathematics pedagogy in their classroom teaching was measured with survey instruments in the first stage. For further justification of the results obtained from the quantitative data, six teachers with different demographic factors were interviewed in the second stage of the data collection process. The relationship between in-service teachers’ understanding on ethnomathematics and different demographic factors was investigated using the Pearson Chi-square test. From the statistical data analysis, it was found that there is no relationship between gender, academic qualifications, and teachers' training in their understanding of ethnomathematics. However, a significant relationship was found between the teachers' experience and nature of the institutions they were involved, and their understanding on ethnomathematics. In-service teachers have a similar understanding on ethnomathematics and their perception in the integration of the ethnomathematics approach in the teaching of school mathematics.

Textbooks function as an important resource for teaching and learning of mathematics at the school level across the world. At least at the primary grades the contents of textbooks are situated in the larger society around the learners, in order that the learners can relate to what is taught to them. This opens the possibility for textbooks to uncritically reinforce the prevailing stereotypes or use the opportunity textbook provide to creatively break the stereotypes. Mathematics education research has engaged with the question of gender stereotypes in mathematics textbooks which has had an impact how gender figures in textbooks. However, gender is neither a binary nor monolithic. In the Indian context, gender is not the only social hierarchy that operates. The National Curriculum Framework 2005(hence forth referred to as NCF 2005) addresses the question of prevailing stereotypes about children from social margins and says care must be taken to ensure that the curriculum, textbooks and classroom interaction do not reinforce the stereotypes. Moreover, in the last two decades transgender people have been able to demand recognition and acceptance at least in the higher educational spaces as transgender people. Given these, it would be important to understand how textbooks reflect the changes and demands. This paper analyses the content of the mathematics textbooks developed by the State Council of Education Research and Training (SCERT) of one Indian state, namely Kerala, to understand how they represent gender, caste, class and religious differences and to investigate if the textbooks are inclusive of the disabled learners. Based on the content analysis of the textbooks the paper argues that even as the textbooks try to ensure representation of both girls and boys in the pictures and word problems and make an attempt to be inclusive of different religions and marginalised cultures ( for example by incorporating the picture of Theyyam, which uses an art form of the marginalised people in Kerala) in a textbook, they end up strengthening the existing gender, class, religious stereotypes. It also draws attention to the complete absence of disabled children in the textbooks.

The main objective of this paper is to present a mathematics education of helplessness in a problematization movement of political affects. So, we produce a discussion about Circuit of Affects, by the Brazilian philosopher Vladimir Safatle, in which fear and hope are constituted as affects that paralyze us and prevent us from creating new forms of life. Helplessness could be constituted as an affect for us to move with the contingency outside the temporality of expectation. The Covid-19 pandemic is used as example for our considerations in the direction of presenting, in a first draft, three concepts to think/operate a mathematics education of helplessness: scale, belonging and border. A mathematics education with Gaia between humans and non-humans in becoming movements.

In this paper, various dimensions of care involved in mathematics education are linked to the need to develop classroom activities that connect mathematics and social justice issues. Drawing from literature that shows cognition is situated and embodied, the importance of meaningful contextualization and social interaction when learning mathematics is highlighted. The concept of “simulation-based mathematics and social justice activities” is presented as an approach for the work of bringing social justice issues that have mathematics at their core to the classroom. Theoretical constructs and examples are discussed, to illustrate what such simulations may entail and what may be learned from scholars, in different educational fields, who use simulations in classroom activities. Potentially beneficial features of social justice simulations are related to various educational goals, such as: decreasing arbitrary boundaries between mathematical sub-areas and between mathematics and other disciplines; providing opportunities for choice and the embodiment of different perspectives; and offering opportunities for inter-personal learning. I report on a simulation-based mathematics and social justice activity, conducted in a teacher education classroom. Students—in this case future teachers—were prompted to write reflectively about their participation in the activity. My interest lies in finding out what, if any, cognitive and affective benefits these prospective teachers connect with their experience of mathematics in the activity. To investigate this, I analyze six themes that are present in the data and illustrate each theme using excerpts of student writing. The thematic analysis allows us to learn about connections made by these students, between mathematics, in the context of the activity, and issues that are personally meaningful to them, such as: their own future teaching practice, learning and interacting with peers, beliefs and feelings about mathematics and the learning of mathematics, and different perspectives on complex decisions, involving cooperation or lack thereof, that are encountered in real life situations.

This paper explores how the promises of equity and inclusion vanish into discourses about effectiveness, competitiveness, and meritocracy. Intentions of correcting onto-epistemic violence mutate into paradoxes of good intentions in the search for securing social order and economic prosperity. The hopes and fears about the future embody legacies of capitalist aspirations that position mathematics teachers as agents of change. Hence, mathematics teachers are granted full responsibility for correcting the wrongs generated by historical practices that shape modern society. The paper argues that Deleuze and Guattari's schizoanalysis becomes an analytical tool to map the flows of desire for equitable and inclusive education within capitalist aspirations. The desire flows are explored through global (transnational) and local (Chile) rhizomatic assemblage. Oedipus is used to reflect on the effects of power and desiring-production that positions education as a priority to safeguard the glocal future.

Mathematics continues to be a gatekeeper in limiting participation in the sciences especially among underserved, underrepresented, and racially minoritized students. The contribution of Historically Black Colleges and Universities (HBCUs) to broaden the participation of racially minoritized students in science, technology, engineering and mathematics (STEM) in the United States is significant. This paper reports the findings of a quasi-experimental study on the use of undergraduate teaching assistants (UTAs) in gatekeeper mathematics courses in the context of an HBCU. UTAs were assigned to gatekeeper mathematics courses to disrupt the individualized and deficit-oriented milieu commonly associated with learning mathematics. A total of 1,188 undergraduate students of African descent completed an end-of-semester survey on the use of UTAs in gatekeeper mathematics courses. Results reveal evidence of significant and positive effects of UTA use in gatekeeper mathematics courses on student outcomes. The significant positive results are attributed to the comparative proxies of UTAs who shared similar race and ethnicity with students enrolled in gatekeeper mathematics courses. The significant results of UTA use in gatekeeper mathematics courses bode well for meaningful and practical application to HBCUs and other similar higher education settings seeking to increase STEM outcomes for students of African descent.

Generally, research with Black youth/population in mathematics education have largely focused on their mathematics experiences in the context of United States with a special focus on issues of race/racism, equity, and social justice. While these studies are important and have informed our understanding of the schooling experiences of Black youth, there is a dearth of research with specificity on the mathematics learning experiences of Black African immigrant youth. In this paper, using duoethnography, we analyze our previous projects with Black African immigrant youth/families to argue for more nuances in the theoretical and methodological lenses when engaging with this population.

In this paper, the authors take part in a duoethnographic dialogical and reflective conversation about their experiences in mathematics teaching and learning in two unincorporated United States (US) territories (Guåhan and the US Virgin Islands) and discuss how such differed from experiences since moving to the US mainland. The two authors are in a professional mentor-mentee relationship and currently work at a large research university in the central US. Informed by recent experiences since living in the US mainland, the authors used the edited book, “Rehumanizing Mathematics for Black, Indigenous, and Latinx Students” by Goffney et al. (2018) to ground their reflections and discussion. The Rehumanizing Mathematics conceptual framework was used as a sociopolitical lens to guide their dialogic exchange. As duoethnography was used as the methodological approach to analyze the discussion and reflections, the authors were the focal sites of research. Findings from this duoethnography revealed three themes: (1) a recollection of race, culture, language in mathematics; (2) math classrooms as familial community; and (3) culturally responsive mathematics. The paper concludes with implications of these findings for researcher and practitioner communities.

This paper is part of a larger study that contributes to theory and method related to the study of how racism permeates teaching practice. I combine concepts from critical realism and critical race theory to develop a theory to better describe how local social interactions that occur in a mathematics classroom can disrupt common patterns of interactions that lead to the reproduction of the racial structure that permeates contemporary U. S. society. Drawing primarily on the concept of norm circles, I discuss how specific mathematical teaching practices supported the creation of a conflictive normative space inside of a classroom in which local disruption of racism is more likely to occur. With data collected from an elementary mathematics laboratory classroom, I refine and improve the theory. I also discuss some methodological considerations that include the need to capture unexpected disruption of (racist) patterns and confirmation of such a disruption being normative in the classroom. I illustrate such work by reporting on how keeping the focus on mathematics supported the creation of intersectional normative spaces in which Black children were more likely to engage in doing mathematics and to expect and be expected to do so. In these spaces, they were also less likely to be disciplined or have their thinking immediately evaluated and corrected.