vol. 5 núm. 2 (2014): enero-junio de 2014

Objective: To analyze the strategies used by victims of forced displacement in Colombia women and the strategies employed by the institutions to participate and / or promote participation in the design of public policy of the state of attention, assistance and reparations. Method: The sample was represented by 47 women that belong to organizations, victims and officials of institutions. The techniques used were: focus groups, surveys and interviews. Results: The results show that institutional logics hinder participation; women use the following strategies: the creation of organizations and make concrete proposals to gain the respect of the entities. However lack of training. One of the biggest impacts mentioned by women was sexual violence, little psychosocial support and implement actions to eliminate or remedy the situation.

This article gladly sent to the academic community some asides on socio-cultural realities of Indigenous Communities of the Sierra Nevada de Santa Marta, in the context of the research project which is entitled "current status of education in Indigenous communities" project which is anchored in the vicinity of the Indigenous Communities of the Sierra Nevada de Santa Marta. Research is limited to the school curriculum in the field of social and cultural realities of these communities given their different realities in the social, political, economic, linguistic, and religious. It also aims to provide spaces for discussion in national and international academic community and particularly in the north of Colombia since in this region where Indigenous communities are located as subjects of academic meeting this scenario, in this sense our position, rooted in ethnic education budgets epistemic, intercultural education, citizenship and multiculturalism, inclusive citizenship, from which we have been working in the context of formal education and particularly which has been offering in communities indigenous of Colombia.

The constant changes in the social dynamics due to economic and technological development has brought along the need to dispose of a High Court, with competence over International Crimes. The above was the reason to establish the International Criminal Court, destined to prosecute and punish the maximum responsible for crimes of its jurisdiction. Nonetheless, despite the existence of individual criminal responsibility as an accomplice in the case of entrepreneurs who contribute to the crime, there is not an actual investigation or conviction as such in the Court fase for those individuals. Through a criminological study, the actions in the frame of the criminal policy in international law, in order to hold individual criminal responsibility towards entrepreneurs for international crimes, will be evaluated, from the dogmatic categories established in the international guidelines as well as from international doctrine.

Conceptions of the participation of students of law in Colombia, attending a course problematizes staging professional right after she graduated from the program in a consistent relationship to the principles of citizenship, democracy, values are not evidence, citizenship that is supposed to contain the student's education law, having as a fundamental reference in its professionalization CN 1991.

This article analyzes the reflection right to education from the perspective of access and permanence in the educational system and elements that ensure the aims of education as a public service that fulfills a social function in the framework of the rule of law. The reflection of the understanding and meaning of education in our country; enter and remain in the educational system as two elements that constituted beyond to guarantee the right to education in relation to the provision of educational services, are all factors that promote in children and adolescents a set of values cultural, political and social rights that relate to a culture of peace; finally, to establish a concept of citizenship based on the purposes of education.

The article reviewed addresses the concern to develop a society that is capable of responding to current needs, which tends towards equity, inclusion and interculturality, by proposing pedagogical spaces that allow to promote the formation of people and groups with virtues and abilities to live In a context of plurality and human diversity. The author rightly believes that from the perspective of interculturality, inclusion and education, the development of skills allows for respect, dialogue and coexistence, which ends up impacting on daily living and improving the quality of peoples.