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This paper presents the results of formative research conducted from January to June 2020 in the Department of Atlántico, Caribbean region of Colombia, whose findings were used as inputs to design the national strategy for comprehensive sexuality education (CSE) outside school – Tírala Plena – including its curriculum. This is within the framework of the multi-country project coordinated by UNFPA and WHO aimed at generating evidence on the role of facilitators in the delivery of CSE in non-school contexts. The research was carried out in four municipalities in northern Colombia, in rural and marginal urban contexts with conditions of vulnerability for the adolescent population, including a strong presence of migrant populations from Venezuela. A total of 150 male and female adolescents ages 10–17 participated in the formative research. Workshops such as patchwork quilt, body mapping and talking maps were used as methods to gather information. The groups were divided by sex and age (10–13 years old and 14–17 years old). Knowledge, attitudes and social norms regarding adolescent pregnancy, sexually transmitted infections, including human immunodeficiency virus, and gender-based violence, were identified in adolescents (schooled and not schooled, but with minimal or no access to CSE). All of the above enabled us to establish a set of recommendations for the strengthening of the CSE strategy Tírala plena. [ABSTRACT FROM AUTHOR]

Gramsci’s vision of the national-popular and counter-hegemonic struggle offers an insightful framework for a more systematical and synthetic reading of the Bolivarian revolutionary process in Venezuela. In contradistinction to the simplistic accounts that draw on pure anti-capitalist and/or anti-imperialist struggles, a Gramscian lens can sharpen the perspective into internal colonial relationships with regard to squattering, race and gender as well as the contradictory nature of socialism. A Gramscian lens can also help us formulate a coherent critique of prevailing hegemonic leadership types from a participatory-democratic perspective. With this in mind, I contend that Chávez bequeathed two major legacies that need to be carefully taken into account by the revolutionaries and other socialist intellectuals and scholars of the twenty-first century. The first is that the task of the national-democratic revolution has become more pressing than ever for Third World revolutions and needs to be successfully incorporated into the struggle for socialism. Interestingly enough, this legacy brings to the table what Gramsci understands by the “national-popular.” Following Schiller’s (Dialect Anthropol 35(3):255–260, 2011 ) assertion that a comparative outlook on Venezuela is necessary in order to offer a more nuanced and sophisticated analysis of the complexity of the Bolivarian process, this paper also presents a comparative/historical analysis of Gramsci’s Italy and Venezuela. Chávez’s second legacy arises from the recognition that socialism is to be understood as a long protracted process replete with inner contradictions and risks embedded in the political-cultural transformation of daily life. This legacy underlines institutional innovation and cultural struggle, which exhibit astonishing similarities with Gramsci’s vision of counter-hegemonic struggle. As such, this paper touches on the challenges and contradictions of the post-Chávez era as they pertain to the transformation of daily life via counter-hegemonic tools and leadership mechanisms. Indeed, any genuine social transformation toward socialism excludes race- and gender-blind approaches, hence the necessity of rigorously analyzing the limitations of the Bolivarian process in race and gender relations. [ABSTRACT FROM AUTHOR]

Background: Forcibly displaced adolescents face increased risks for mental illness and distress, with adolescent girls disproportionately affected in part due to heightened gender inequity. Although the family unit has the potential to promote healthy development in adolescents, few family interventions have employed a gender transformative approach or included male siblings to maximize benefits for adolescent girls. Methods: This study will assess a whole-family and gender transformative intervention-Sibling Support for Adolescent Girls in Emergencies (SSAGE)-to prevent mental health disorders among adolescent girls in Colombia who were recently and forcibly displaced from Venezuela. The study will employ a hybrid type 1 effectiveness-implementation pilot randomized control trial (RCT) to test the program's effectiveness to explore determinants of implementation to establish the feasibility, acceptability, and fidelity of SSAGE. To address these aims, we will enroll 180 recently arrived, forcibly displaced adolescent girls in an RCT and examine the program's effectiveness in the prevention of mental illness (through reduction in anxiety, depression, interpersonal sensitivity, and somatization symptoms) one-month post-intervention. We will use contextually adapted to collect data on the hypothesized mechanistic pathways, including family attachment, gender-equitable family functioning, self-esteem, and coping strategies. The implementation evaluation will employ mixed methods to assess the program's feasibility, acceptability, fidelity, and barriers and facilitators to successful implementation. Discussion: Findings can support humanitarian program implementation, as well as inform policy to support adolescent girls' mental health and to prevent the myriad disorders that can arise as a result of exposure to displacement, conflict, and inequitable gender norms. [ABSTRACT FROM AUTHOR]

This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) and the production of open educational resources (OERs) for teaching, as a significant key to understand the meaning of being an academic today in a social and economic context such as the Latin American one, and the perspectives this contributes to educational innovation. It arises from the need to deepen research on systemic structures of empowerment for open-access creation and publication, where gender is critical, considering the imbalances that are evident in other fields of educational technology, and specifically in the use of OERs. A qualitative methodology based on grounded theory was implemented, together with the biographical method and digital ethnography, with in-depth interviews with nine women academics from different areas of knowledge from Venezuela, Costa Rica, and Uruguay. The results offer an insight into their professional identities and how this is configured in relation to education, open educational resources, and educational innovation in university teaching. Participation in the open education movement provides a space for empowerment and mobilisation, which contributes to a transformative identity, as an emerging habitus, that underpins educational innovation in this field. [ABSTRACT FROM AUTHOR]

Copyright of Fermentum: Revista Venezolana de Sociologia y Antropologia is the property of Universidad de Los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines individual out-migration in Venezuela as a function of personal attributes and place characteristics indexing development, using logistic regression. The likelihood of out-migration varies inversely with age and directly with educational attainment and is higher for females and persons in places with more traditional socioeconomic structures and greater levels of population pressure; but place characteristics also affect the role of personal attributes. As a step toward elaborating a development-migration paradigm, of continuing concern is the proper representation of development and whether, in any case, development is only an artifact of public policy. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)