The school is a crucial socialisation institution that forms young people’s perceptions, attitudes, and beliefs (Gidengil et al., 2016). Moreover, it is the main socialisation space that provides the youth with broader social relationships compared to the intimate social context of the family (Vincent et al., 2018). This Fondecyt project will ethnographically analyse the school’s role in socialising attitudes towards socioeconomic inequality among secondary students in classrooms with a diversified socioeconomic composition. Studying these attitudes is crucial since they might symbolically legitimise or challenge the existing social order (Sandel, 2021) and contribute to the reproduction or transformation of socioeconomic inequalities (Alesina et al., 2012). Since evidence on this issue is key for democratic governments in socioeconomically unequal societies to inform policies for reducing inequality and increasing social cohesion, the project focuses on Chile, a country with extreme levels of socioeconomic inequality (WID, 2022). By identifying opportunities and challenges for schools to promote egalitarian attitudes towards socioeconomic inequality among their socioeconomically diverse students, the project will provide decisive evidence for education policy to improve their support to school communities. The general objective of this project is to analyse how the schools contribute to shaping attitudes towards socioeconomic inequality among secondary students in classrooms that have diversified their socioeconomic composition. The specific objectives are as follows: 1. To characterise the socioeconomic heterogeneity within schools with secondary education in Chile and identify those that have diversified the socioeconomic composition of their students in the last decade. 2. To determine the schools’ pedagogical, organisational and community responses to the increase in their socioeconomic diversity and examine how these responses promote particular attitudes towards socioeconomic inequality. 3. To describe the students' inter-class relationships and identify how these relate to particular attitudes towards socioeconomic inequality, including awareness of inequality, perceptions of the fairness of social inequalities, meritocratic beliefs, and egalitarian preferences. The study will use a sequential mixed methods design, with a first quantitative phase aimed at answering Specific Objective 1 and informing the selection of the sample of schools for the second - ethnographic - phase, which is the predominant one and seeks to answer Specific Objectives 2 and 3: a) Quantitative phase: A Socioeconomic Diversity Index (SDI) will be created using data from the Quality of Education Agency through its SIMCE questionnaire to parents of secondary students for 2014-2024, which asks about the families’ socioeconomic information. Descriptive statistics will be used to describe SDI and its temporal variation by school. b) Ethnographic phase: Ethnographic fieldwork will be deployed in three schools with increased socioeconomic diversity, as measured in the SDI. Fieldwork in each school will last approximately two months, and the following methods will be used: - Interviews with staff members: 10 in each school (30 total), including the Principal, two Deputy Principals, three professionals from a psychosocial support team and four teachers. - Friendship maps and interviews with students: Maps of the students’ social relationships will be built with secondary students, seeking to include the whole class in each school (approximately 100 students in total). Maps will be followed by interviews. - Observations: They will be conducted in classrooms, playgrounds, and school events for approximately 100 hours in each school (approximately 300 hours of observation in total). The expected results include a) a map of all Chilean schools according to their current socioeconomic diversity and its temporal variation; b) in-depth evidence of inter-class relationships between secondary students and how these affect their attitudes towards socioeconomic inequality; and c) a systematisation of the schools’ responses to the students’ socioeconomic heterogeneity, their links to the development of attitudes towards socioeconomic inequality, and their facilitating and hindering elements. These findings will be useful for other schools that are diversifying their student body, wish to do so, or are interested in promoting egalitarian attitudes among their students. Ultimately, the project will provide critical evidence for public policy to promote schools that foster the development of egalitarian attitudes and potentially contribute to reducing social inequalities.

El objetivo general de este proyecto es analizar las condiciones, prácticas y discursos feministas en el campo de las ciencias sociales en Chile, desde las experiencias de personas y comunidades que históricamente han ocupado posiciones subordinadas en la producción de conocimiento, como mujeres, disidencias y personas indígenas, desde una perspectiva feminista. El proyecto espera contribuir a sistematizar y difundir los avances y desafíos en términos de equidad de género en el campo de ciencias sociales en Chile. Objetivos específicos: 1. Caracterizar las condiciones de trabajo y criterios de productividad académica en las ciencias sociales según grupos de posiciones subordinadas. 2. Identificar discursos y prácticas feministas en el área de las ciencias sociales en Chile. 3. Analizar el contexto territorial a partir del cual se desarrollan las condiciones, prácticas y discursos feministas en las ciencias sociales en Chile. 4. Visibilizar la experiencia y las investigaciones de cientistas sociales, especialmente mujeres, disidencias y personas indígenas, que analizan la producción de conocimiento y configuración de la academia en Chile utilizando epistemologías feministas.

Uso de la química de elementos altamente siderófilos y calcófilos para discriminar rocas asociadas a yacimientos minerales productivos

Nesta pesquisa se propoe a produção de silagens de forrageiras anuais com uso de fertirrigação com Si e uso de microrganismos no solo, para aumenta a produção de grãos e silagens para ruminantes no período de estressafra (seca).

The state of Rio de Janeiro presents very varied relief forms, with marked topographic contrasts, with expressive spatial and temporal climatic variability. Besides these factors, the history of colonization and differentiated policies have contributed for the agricultural production in Rio de Janeiro to present distinct regional dynamics, with differentiation in land occupation and use and diversification of economic activities, which, as a function of the different levels of soil fragility, have generated different degrees of degradation. Carbon (C), nitrogen (N) and phosphorus (P) concentrations and stoichiometry play important roles in biogeochemical cycles of the ecosystems, yet it is still unclear how the allocations of C, N and P concentrations and stoichiometry of soils and its coexisting vegetation, including leaf litter, are related. Thus, the general objective of the project is to determine whether there are significant differences and influence of C:N:P stoichiometry ratios of the soil and coexisting vegetation including litter in each study area and examine how and to what extent soil and soil management conditions it influence the physical and soil chemistry in two contrasting physiographic regions of the State of Rio de Janeiro. Two regions of the State were selected to be studied, namely: Norte Fluminense and Costa Verde regions. These regions present different degrees of soil degradation due to different forms of use and occupation, soils and climate. The current scenario in some regions of the State of Rio de Janeiro shows that natural vulnerability and inadequate soil management can compromise the sustainability of the soil in the medium and long term. This proposal is associated with the thematic project entitled “Soil quality indicators in areas with different histories of use and occupation in the State of Rio de Janeiro” funded by the Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro (FAPERJ) by through the Support Program for Thematic Projects in the State of Rio de Janeiro, FAPERJ Notice No. 28/2021. In this context, it is essential to develop research that can serve as a guide for the adoption of conservationist soil management, essential for the sustainability of agricultural production. Furthermore, the results of studies developed with the collaboration of farmers in the field encourage them to adopt new habits in agricultural activities

Síntesis de espinela MFe2O4 (M = Mg, Mn, Cu) mediante dos métodos de preparación. Posteriormente estos materiales serán unidos a biocarbones obtenidos desde cáscaras de avena, y se evaluarán en la degradación de contaminantes emergentes seleccionados.