Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial
El objetivo de este trabajo es analizar el impacto de la violencia, el crimen, los secuestros y la pobreza extrema en el rendimiento académico y la salud mental de los alumnos de bachillerato y de licenciatura de las escuelas y facultades públicas ubicadas en Puerto- Príncipe, Haití. Es una investig...
- Autores:
-
Lindor, Moïse
Carro-Suárez, Marilú
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/11309
- Acceso en línea:
- https://hdl.handle.net/11323/11309
https://doi.org/10.17981/cultedusoc.12.1.2021.02
- Palabra clave:
- Violencia
Educativa
Pobreza extrema
Deserción escolar
Percepción del miedo
Violence
Education
Extreme poverty
School dropout
Perception of fear
- Rights
- openAccess
- License
- CULTURA EDUCACIÓN Y SOCIEDAD - 2020
| id |
RCUC2_61813330cdde6b18ed38809ba8128a99 |
|---|---|
| oai_identifier_str |
oai:repositorio.cuc.edu.co:11323/11309 |
| network_acronym_str |
RCUC2 |
| network_name_str |
REDICUC - Repositorio CUC |
| repository_id_str |
|
| dc.title.spa.fl_str_mv |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| dc.title.translated.eng.fl_str_mv |
Extreme poverty, violence and inclusive education in Haiti: Student performance analysis from the multifactorial approach |
| title |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| spellingShingle |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial Violencia Educativa Pobreza extrema Deserción escolar Percepción del miedo Violence Education Extreme poverty School dropout Perception of fear |
| title_short |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| title_full |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| title_fullStr |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| title_full_unstemmed |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| title_sort |
Pobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorial |
| dc.creator.fl_str_mv |
Lindor, Moïse Carro-Suárez, Marilú |
| dc.contributor.author.spa.fl_str_mv |
Lindor, Moïse Carro-Suárez, Marilú |
| dc.subject.spa.fl_str_mv |
Violencia Educativa Pobreza extrema Deserción escolar Percepción del miedo |
| topic |
Violencia Educativa Pobreza extrema Deserción escolar Percepción del miedo Violence Education Extreme poverty School dropout Perception of fear |
| dc.subject.eng.fl_str_mv |
Violence Education Extreme poverty School dropout Perception of fear |
| description |
El objetivo de este trabajo es analizar el impacto de la violencia, el crimen, los secuestros y la pobreza extrema en el rendimiento académico y la salud mental de los alumnos de bachillerato y de licenciatura de las escuelas y facultades públicas ubicadas en Puerto- Príncipe, Haití. Es una investigación cualitativa de tipo deductivo y entrevista semi-estructurada para recolectar los datos y sacar las conclusiones pertinentes. Los resultados evidencian una proporción de estudiantes de licenciatura en situaciones socioeconómicas muy difíciles, y con miedo a ser secuestrados al momento de ir a la escuela, por los actos violentos. Asimismo, los alumnos de bachillerato han expresado su temor a ser violentados, lo que provoca diversos trastornos psicológicos. Se concluyó que la pobreza y los sucesos violentos perjudican la educación inclusiva y continua, el rendimiento escolar, el bienestar colectivo y la tranquilidad de los estudiantes, y la población en general. |
| publishDate |
2020 |
| dc.date.issued.none.fl_str_mv |
2020-01-01 |
| dc.date.accessioned.none.fl_str_mv |
2021-01-01 00:00:00 2024-04-09T19:54:57Z |
| dc.date.available.none.fl_str_mv |
2021-01-01 00:00:00 2024-04-09T19:54:57Z |
| dc.type.spa.fl_str_mv |
Artículo de revista |
| dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.content.eng.fl_str_mv |
Text |
| dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.local.eng.fl_str_mv |
Journal article |
| dc.type.redcol.eng.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
| dc.type.version.eng.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.coarversion.eng.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| format |
http://purl.org/coar/resource_type/c_6501 |
| status_str |
publishedVersion |
| dc.identifier.issn.none.fl_str_mv |
2145-9258 |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/11323/11309 |
| dc.identifier.url.none.fl_str_mv |
https://doi.org/10.17981/cultedusoc.12.1.2021.02 |
| dc.identifier.doi.none.fl_str_mv |
10.17981/cultedusoc.12.1.2021.02 |
| dc.identifier.eissn.none.fl_str_mv |
2389-7724 |
| identifier_str_mv |
2145-9258 10.17981/cultedusoc.12.1.2021.02 2389-7724 |
| url |
https://hdl.handle.net/11323/11309 https://doi.org/10.17981/cultedusoc.12.1.2021.02 |
| dc.language.iso.eng.fl_str_mv |
eng |
| language |
eng |
| dc.relation.ispartofjournal.spa.fl_str_mv |
Cultura Educación Sociedad |
| dc.relation.references.eng.fl_str_mv |
Castillero, M. O. (March 8, 2017). What is social violence? In Psychology and mind. [Online]. Available: https://psicologiaymente.com/social/violencia-social#:~:text=Violencia%20social%3A%20%C2%BFqu%C3%A9%20es%3F,o%20por%20la%20propia%20comunidad Dávila, N. G. (2006). Inductive and deductive reasoning within the research process in experimental and social sciences. Laurus, 12(1), 180–205. Available: https://biblat.unam.mx/es/revista/laurus Echeburúa, E. (2019). Violence and mental disorders. A complex relationship. Neurology journal, 69(11), 69–472. https://doi.org/10.33588/rn.6911.2019424 ECLAC. (2013). Social protection systems in Latin America and the Caribbean: Haiti. [Online]. Available: https://www.cepal.org/es/publicaciones/4050-sistemas-proteccionsocial-america-latina-caribe-haiti Educational Trends Information System in Latin America. (2005). Trends in the relationship between education and unemployment in Latin America. [Online]. Available: http://archivo.siteal.iipe.unesco.org/sites/default/files/tendencias_educacion_desempleo.pdf Espín, J. C., Valladares, A. M., Abad, J. C., Presno, C. & Gener, N. (2008). Violence, a health problem. Cuban Journal of Comprehensive General Medicine, 24(4), 1–6. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21252008000400009 Feijoó, M. & Corbetta, S. (2004). School and poverty: educational challenges in two scenarios in Greater Buenos Aires [Argentina]. [Online]. Buenos Aires: IIPE-UNESCO. Available: https://unesdoc.unesco.org/ark:/48223/pf0000142343 Gamboa, A. (november 27, 2012). Brain drain grows in poor countries. [Online]. Available in: https://aldianews.com/es/articles/politics/crece-fuga-de-cerebros-en-pa%C3%ADsespobres/30058 García, T. (2003). The questionnaire as a research/evaluation tool. [Online]. Available in: http://www.univsantana.com/sociologia/El_Cuestionario.pdf Garmendia, L. F. (2011). Violence in Latin America. Annals of the Faculty of Medicine, 72(4), 269–276. https://doi.org/10.15381/anales.v72i4.1081 González, E. G., Pardo, M. E. & Izquierdo, J. M. (2017). Violence as a public health problem in Venezuela: some reflections from the perspective of the citizen security professional. Medisan, 21(5), 642–648. Available: http://scielo.sld.cu/pdf/san/v21n5/san20215.pdf IHSI. (2001). Survey on Living Conditions in Haiti 2001. ECVH, 2001. [Online]. Available: https://catalog.ihsn.org/index.php/catalog/4320 López, N. (2003). What’s new, man? [Document for discussion]. Buenos Aires: Mimeo. López, J. L. (2001). Scientific Methods and Hypothesis. México, D.F.: Trillas. López-Roldan, P. & Fachelli, S. (2015). Social research methodology Quantitative. Barcelona: Universitat Autònoma de Barcelona. Available: https://ddd.uab.cat/pub/caplli/2016/163567/metinvsoccua_a2016_cap2-3.pdf Maya, E. (2014). Research methods and techniques. An agile proposal for presentation scientific work in the areas of architecture, urban planning and related disciplines. Ciudad de México: UNAM. Mexico. Muñoz, V. (2014). The Human Right to Education. Sinéctica Electronic journal of education, 42(1), 1–10. Available: https://sinectica.iteso.mx/index.php/SINECTICA/article/view/67/59 Narro, J., Martuscelli, J. & Barzana, E. (Coord.) (2012). Ten-year plan to develop the National Education System. [Online]. México, D.F.: UNAM. Available: http://www.planeducativonacional.unam.mx Ortiz, F. X. (january 29, 2015). The importance of education in Mexico. Practice. [Online]. Available: https://www.gestiopolis.com/la-importancia-de-la-educacion-en-mexico-ensayo/2 Robles, A. L. (2014). Fear in the streets: the main thrill of public criminal insecurity. A criminological and gender study. Journal of the Institute of Legal Sciences of Puebla, 8(34), 81–100. http://dx.doi.org/10.35487/RIUS.V8I34.2014.123 Plazaola-Castaño, J. & Ruíz, I. (2004). Violence against women in the couple and consequences on physical and mental health. Clinical Medicine, 122(12), 461–467. https://doi.org/10.1016/S0025-7753(04)74273-6 Sánchez, C. J. (2016). Insecurity and unemployment. Population and Development Magazine, 29(16), 94–106. Available: https://dialnet.unirioja.es/descarga/articulo/5654297.pdf Sánchez, R. A. (2015). Student’s T. Uses and abuses. Mexican cadiology magazine, 26(1), México, D.F. Available: https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=56921 Sarabia, S. (2018). Violence: a public health priority. Journal of Neuro-Psychiatry, 81(1), 1–8. http://dx.doi.org/https://doi.org/10.20453/rnp.v81i1.3267 Schenone, M. & Narodowski, M. (2018). The educability in the educational agenda. A Hybrid Method. [Online]. Available: https://www.researchgate.net/publication/327189371_LA_EDUCABILIDAD_en_la_agenda_educativa_Un_Metodo_hibrido UN. (2016). Ending poverty. [Online].Available: https://www.un.org/es/sections/issuesdepth/poverty/index.html UN. (2013). Peace and Security. [Online]. Available: https://www.un.org/es/sections/issues-depth/peace-and-security/index.html UN. UNDP. (2013). Human Development Report for Latin America 2013-2014. [Online]. Available: https://www.latinamerica.undp.org/content/rblac/en/home/library/human_development/informe-regionalde-desarrollo-humano2013-2014-.html UNESCO. (october 10, 2018). What you need to know about the right to education. [Online]. Available: https://en.unesco.org/news/what-you-need-know-about-right-education UNESCO. (2016). Education Policies Recommendations in Latin America based on Terce. [Online]. Santiago de Chile: OREALC/UNESCO. Available: http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Education-Policies-Recommendations.pdf UNICEF. (2010). Children in Haiti. Achievements and perspectives six months after the Earthquake. [Online]. Available: https://www.unicef.org/Infancia_en_Haiti-_6_meses_despues.pdf Vinces, E. (2006). Violence and mental illness. Spanish Journal of Penitentiary Health, 8(3), 95–99. Available: http://www.sanipe.es/OJS/index.php/RESP/article/view/119/279 Vidal, F. (2008). The new accelerators of remoderned violence. In: A. Garcia-Mina (Coord.), New scenarios of violence. Reflections Quotes Social Sciences I (pp. 17–46). Madrid: Universidad Pontificia Comillas de Madrid. WHO. (2013). Global and regional estimates of violence against women: prevalence and health effects of intimate partner violence and non-partner sexual violence. Ginebra: WHO. Available: http://www.who.int/reproductivehealth/publications/violence/9789241564625/en/ |
| dc.relation.citationendpage.none.fl_str_mv |
36 |
| dc.relation.citationstartpage.none.fl_str_mv |
19 |
| dc.relation.citationissue.spa.fl_str_mv |
1 |
| dc.relation.citationvolume.spa.fl_str_mv |
12 |
| dc.relation.bitstream.none.fl_str_mv |
https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/2875/3051 https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/2875/3052 https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/2875/3053 |
| dc.relation.citationedition.spa.fl_str_mv |
Núm. 1 , Año 2021 : Cultura Educación y Sociedad |
| dc.rights.eng.fl_str_mv |
CULTURA EDUCACIÓN Y SOCIEDAD - 2020 |
| dc.rights.uri.eng.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.accessrights.eng.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.coar.eng.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
CULTURA EDUCACIÓN Y SOCIEDAD - 2020 https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.mimetype.eng.fl_str_mv |
application/pdf text/html text/xml |
| dc.publisher.spa.fl_str_mv |
Universidad de la Costa |
| dc.source.eng.fl_str_mv |
https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/2875 |
| institution |
Corporación Universidad de la Costa |
| bitstream.url.fl_str_mv |
https://repositorio.cuc.edu.co/bitstreams/9739106d-579a-4351-be36-e58a293fae95/download |
| bitstream.checksum.fl_str_mv |
576433904b4009321ada892b7ef998bd |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 |
| repository.name.fl_str_mv |
Repositorio de la Universidad de la Costa CUC |
| repository.mail.fl_str_mv |
repdigital@cuc.edu.co |
| _version_ |
1811760832937197568 |
| spelling |
Lindor, MoïseCarro-Suárez, Marilú2021-01-01 00:00:002024-04-09T19:54:57Z2021-01-01 00:00:002024-04-09T19:54:57Z2020-01-012145-9258https://hdl.handle.net/11323/11309https://doi.org/10.17981/cultedusoc.12.1.2021.0210.17981/cultedusoc.12.1.2021.022389-7724El objetivo de este trabajo es analizar el impacto de la violencia, el crimen, los secuestros y la pobreza extrema en el rendimiento académico y la salud mental de los alumnos de bachillerato y de licenciatura de las escuelas y facultades públicas ubicadas en Puerto- Príncipe, Haití. Es una investigación cualitativa de tipo deductivo y entrevista semi-estructurada para recolectar los datos y sacar las conclusiones pertinentes. Los resultados evidencian una proporción de estudiantes de licenciatura en situaciones socioeconómicas muy difíciles, y con miedo a ser secuestrados al momento de ir a la escuela, por los actos violentos. Asimismo, los alumnos de bachillerato han expresado su temor a ser violentados, lo que provoca diversos trastornos psicológicos. Se concluyó que la pobreza y los sucesos violentos perjudican la educación inclusiva y continua, el rendimiento escolar, el bienestar colectivo y la tranquilidad de los estudiantes, y la población en general.The objective of this work is to analyze the impact of violence, crime, kidnapping and extreme poverty on the academic performance and mental health of high school and undergraduate students in public schools and colleges located in Port-au-Prince (Haiti). It is a qualitative research of a deductive type and a semi-structured interview to collect the data and draw the pertinent conclusions. The results show a proportion of undergraduate students in very difficult socioeconomic situations, and with fear of being kidnapped when going to school, due to violent acts. Likewise, high school students have expressed their fear of being violated, which causes various psychological disorders. It was concluded that poverty and violent events harm inclusive and continuous education, school performance, collective well-being and the tranquility of students, and the general population.application/pdftext/htmltext/xmlengUniversidad de la CostaCULTURA EDUCACIÓN Y SOCIEDAD - 2020https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/2875ViolenciaEducativaPobreza extremaDeserción escolarPercepción del miedoViolenceEducationExtreme povertySchool dropoutPerception of fearPobreza extrema, violencia y educación inclusiva en Haití: Análisis del desempeño estudiantil desde el enfoque multifactorialExtreme poverty, violence and inclusive education in Haiti: Student performance analysis from the multifactorial approachArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadCastillero, M. O. (March 8, 2017). What is social violence? In Psychology and mind. [Online]. Available: https://psicologiaymente.com/social/violencia-social#:~:text=Violencia%20social%3A%20%C2%BFqu%C3%A9%20es%3F,o%20por%20la%20propia%20comunidadDávila, N. G. (2006). Inductive and deductive reasoning within the research process in experimental and social sciences. Laurus, 12(1), 180–205. Available: https://biblat.unam.mx/es/revista/laurusEcheburúa, E. (2019). Violence and mental disorders. A complex relationship. Neurology journal, 69(11), 69–472. https://doi.org/10.33588/rn.6911.2019424ECLAC. (2013). Social protection systems in Latin America and the Caribbean: Haiti. [Online]. Available: https://www.cepal.org/es/publicaciones/4050-sistemas-proteccionsocial-america-latina-caribe-haitiEducational Trends Information System in Latin America. (2005). Trends in the relationship between education and unemployment in Latin America. [Online]. Available: http://archivo.siteal.iipe.unesco.org/sites/default/files/tendencias_educacion_desempleo.pdfEspín, J. C., Valladares, A. M., Abad, J. C., Presno, C. & Gener, N. (2008). Violence, a health problem. Cuban Journal of Comprehensive General Medicine, 24(4), 1–6. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21252008000400009Feijoó, M. & Corbetta, S. (2004). School and poverty: educational challenges in two scenarios in Greater Buenos Aires [Argentina]. [Online]. Buenos Aires: IIPE-UNESCO. Available: https://unesdoc.unesco.org/ark:/48223/pf0000142343Gamboa, A. (november 27, 2012). Brain drain grows in poor countries. [Online]. Available in: https://aldianews.com/es/articles/politics/crece-fuga-de-cerebros-en-pa%C3%ADsespobres/30058García, T. (2003). The questionnaire as a research/evaluation tool. [Online]. Available in: http://www.univsantana.com/sociologia/El_Cuestionario.pdfGarmendia, L. F. (2011). Violence in Latin America. Annals of the Faculty of Medicine, 72(4), 269–276. https://doi.org/10.15381/anales.v72i4.1081González, E. G., Pardo, M. E. & Izquierdo, J. M. (2017). Violence as a public health problem in Venezuela: some reflections from the perspective of the citizen security professional. Medisan, 21(5), 642–648. Available: http://scielo.sld.cu/pdf/san/v21n5/san20215.pdfIHSI. (2001). Survey on Living Conditions in Haiti 2001. ECVH, 2001. [Online]. Available: https://catalog.ihsn.org/index.php/catalog/4320López, N. (2003). What’s new, man? [Document for discussion]. Buenos Aires: Mimeo.López, J. L. (2001). Scientific Methods and Hypothesis. México, D.F.: Trillas.López-Roldan, P. & Fachelli, S. (2015). Social research methodology Quantitative. Barcelona: Universitat Autònoma de Barcelona. Available: https://ddd.uab.cat/pub/caplli/2016/163567/metinvsoccua_a2016_cap2-3.pdfMaya, E. (2014). Research methods and techniques. An agile proposal for presentation scientific work in the areas of architecture, urban planning and related disciplines. Ciudad de México: UNAM. Mexico.Muñoz, V. (2014). The Human Right to Education. Sinéctica Electronic journal of education, 42(1), 1–10. Available: https://sinectica.iteso.mx/index.php/SINECTICA/article/view/67/59Narro, J., Martuscelli, J. & Barzana, E. (Coord.) (2012). Ten-year plan to develop the National Education System. [Online]. México, D.F.: UNAM. Available: http://www.planeducativonacional.unam.mxOrtiz, F. X. (january 29, 2015). The importance of education in Mexico. Practice. [Online]. Available: https://www.gestiopolis.com/la-importancia-de-la-educacion-en-mexico-ensayo/2Robles, A. L. (2014). Fear in the streets: the main thrill of public criminal insecurity. A criminological and gender study. Journal of the Institute of Legal Sciences of Puebla, 8(34), 81–100. http://dx.doi.org/10.35487/RIUS.V8I34.2014.123Plazaola-Castaño, J. & Ruíz, I. (2004). Violence against women in the couple and consequences on physical and mental health. Clinical Medicine, 122(12), 461–467. https://doi.org/10.1016/S0025-7753(04)74273-6Sánchez, C. J. (2016). Insecurity and unemployment. Population and Development Magazine, 29(16), 94–106. Available: https://dialnet.unirioja.es/descarga/articulo/5654297.pdfSánchez, R. A. (2015). Student’s T. Uses and abuses. Mexican cadiology magazine, 26(1), México, D.F. Available: https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=56921Sarabia, S. (2018). Violence: a public health priority. Journal of Neuro-Psychiatry, 81(1), 1–8. http://dx.doi.org/https://doi.org/10.20453/rnp.v81i1.3267Schenone, M. & Narodowski, M. (2018). The educability in the educational agenda. A Hybrid Method. [Online]. Available: https://www.researchgate.net/publication/327189371_LA_EDUCABILIDAD_en_la_agenda_educativa_Un_Metodo_hibridoUN. (2016). Ending poverty. [Online].Available: https://www.un.org/es/sections/issuesdepth/poverty/index.htmlUN. (2013). Peace and Security. [Online]. Available: https://www.un.org/es/sections/issues-depth/peace-and-security/index.htmlUN. UNDP. (2013). Human Development Report for Latin America 2013-2014. [Online]. Available: https://www.latinamerica.undp.org/content/rblac/en/home/library/human_development/informe-regionalde-desarrollo-humano2013-2014-.htmlUNESCO. (october 10, 2018). What you need to know about the right to education. [Online]. Available: https://en.unesco.org/news/what-you-need-know-about-right-educationUNESCO. (2016). Education Policies Recommendations in Latin America based on Terce. [Online]. Santiago de Chile: OREALC/UNESCO. Available: http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Education-Policies-Recommendations.pdfUNICEF. (2010). Children in Haiti. Achievements and perspectives six months after the Earthquake. [Online]. Available: https://www.unicef.org/Infancia_en_Haiti-_6_meses_despues.pdfVinces, E. (2006). Violence and mental illness. Spanish Journal of Penitentiary Health, 8(3), 95–99. Available: http://www.sanipe.es/OJS/index.php/RESP/article/view/119/279Vidal, F. (2008). The new accelerators of remoderned violence. In: A. Garcia-Mina (Coord.), New scenarios of violence. Reflections Quotes Social Sciences I (pp. 17–46). Madrid: Universidad Pontificia Comillas de Madrid.WHO. (2013). Global and regional estimates of violence against women: prevalence and health effects of intimate partner violence and non-partner sexual violence. Ginebra: WHO. Available: http://www.who.int/reproductivehealth/publications/violence/9789241564625/en/3619112https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/2875/3051https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/2875/3052https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/2875/3053Núm. 1 , Año 2021 : Cultura Educación y SociedadPublicationOREORE.xmltext/xml2721https://repositorio.cuc.edu.co/bitstreams/9739106d-579a-4351-be36-e58a293fae95/download576433904b4009321ada892b7ef998bdMD5111323/11309oai:repositorio.cuc.edu.co:11323/113092024-09-17 14:07:30.657https://creativecommons.org/licenses/by-nc-nd/4.0/CULTURA EDUCACIÓN Y SOCIEDAD - 2020metadata.onlyhttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.co |