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Reseña de libro “Archila Neira, M., Cardozo Cardozo, Ó. A., García Velandia, M. C. y Zuluaga Nieto, J. (2025). Ellos tienen las armas, nosotros tenemos la rabia y la esperanza: Luchas sociales en Colombia entre 2010 y 2022. CLACSO. CINEP.”
No full textMéndez Santos, María del Carmen (2024), La desmotivación en el aula de lenguas adicionales: investigación, teoría y práctica, Madrid, Arco/Libros, 76 pp. [ISBN: 978-847133-943-0]
No full textECHOES OF THE CARNATION REVOLUTION IN SPANISH SOCIAL POETRY
No full textEn este trabajo se analiza la escasa presencia de la Revolución de los claveles como tema o motivo en la poesía española durante la Transición, en contraste con la renovada circulación cultural entre España y Portugal en aquel periodo. El artículo se centra, para ello, en el estudio de algunos ejemplos paradigmáticos de la respuesta poética española al 25 de Abril: el monográfico de Litoral. Revista de la poesía y del pensamiento (n.º 53-58, 1975), dedicado a la conmemoración de la Revolución de los claveles; y los poemarios Cuadernillo de Lisboa de Dionisio Ridruejo, Subversión o clamor portugués de Andrés García Madrid y Lembranças e deslembranças de Gabino-Alejandro Carriedo. A partir del estudio de estas publicaciones y el campo cultural de ambos países, se muestra cómo el interés español por el proceso revolucionario portugués se manifestó sobre todo en el ámbito periodístico, ensayístico o musical, y se exponen los motivos de esta divergencia en el género poético, situando a la poesía social española y la poesia de intervenção portuguesa en sus propios contextos histórico-literarios.This work analyzes the limited presence of the Carnation Revolution as a theme or motif in Spanish poetry during the Transition, in contrast with the renewed cultural exchange between Spain and Portugal during that period. The paper focuses on the study of several paradigmatic examples of the Spanish poetic response to April 25th: the monographic issue of Litoral. Revista de la poesía y del pensamiento (n.º 53-58, 1975), devoted to the commemoration of the Carnation Revolution; as well as the collection of poems Cuadernillo de Lisboa by Dionisio Ridruejo, Subversión o clamor portugués by Andrés García Madrid, and Lembranças e deslembranças by Gabino-Alejandro Carriedo. Based on the analysis of these publications and the cultural fields of both countries, the study shows that Spanish interest in the Portuguese revolutionary process focused mainly on journalism, essays, and music. It then offers some explanations for this divergence within the poetic genre, situating Spanish social poetry and Portuguese poesia de intervenção within their respective historical and literary contexts
Experimental archaeology and the tedious component in the experimental research process
No full textLa Arqueología Experimental (AE) permite reconstruir procesos tecnológicos antiguos a través de la reproducción de técnicas y herramientas. Sin embargo, su comprensión suele estar teñida de un enfoque lúdico, donde las actividades replicativas se perciben más como una demostración de destrezas personales que como una investigación rigurosa. Aunque este enfoque tiene un valor pedagógico y de difusión indudable, corre el riesgo de desviar la atención de los objetivos científicos y metodológicos que subyacen a la experimentación.
Este artículo aborda las tensiones inherentes entre la vertiente lúdica de la AE y la necesidad de mantener estándares rigurosos de investigación. A través de una reflexión crítica, se destacan los retos asociados a la recopilación de datos, el diseño experimental y la consideración ética en los proyectos de AE.Experimental Archaeology (EA) allows for the reconstruction of ancient technological processes through the reproduction of techniques and tools. However, its understanding is often influenced by a recreational approach, where replicative activities are perceived more as demonstrations of personal skills than as rigorous research. While this approach has undeniable pedagogical and outreach value, it risks diverting attention from the scientific and methodological objectives underlying experimentation.
This article addresses the inherent tensions between the recreational aspect of EA and the need to maintain rigorous research standards. Through critical reflection, it highlights the challenges associated with data collection, experimental design, and ethical considerations in EA projects
Distribución espacial de los restos de talla lítica en la elaboración de un bifaz achelense
No full textThis experiment studies the spatial distribution of the knapping debris generated during the configuration of a biface of Acheulean tradition with the aim of analyzing how this dispersion differs according to the production phase to which the flake belongs. The knapping was carried out by Javier Baena at the Laboratory of Experimental Archaeology of the UAM (LAEX) and the spatial results were taken with the Total Station. Afterwards, these were processed with QGIS and, after the elaboration of a database with the Excel program, it was observed that there could be a distinguished spatial distribution and that the shift between stages is not an abrupt or linear event. It is an innovative experimental approach in the field of research on the remains produced during the configuration of a lithic tool and in the microstratigraphic analysis of the knapping areas in paleolithic sites.Esta experimentación estudia la distribución espacial de los restos de talla generados durante la configuración de un bifaz de tradición achelense con el objetivo de analizar cómo difiere esta dispersión según la fase de producción a la que pertenezca cada lasca. La talla fue realizada por Javier Baena en el Laboratorio de Arqueología Experimental de la UAM (LAEX) y los resultados espaciales fueron tomados con la Estación Total. Posteriormente, estos se procesaron con QGIS y, tras la elaboración de una base de datos con el programa Excel, se observó que podría haber una distribución espacial distinguida y que el salto entre fases no es un suceso abrupto ni lineal. Se trata de una aproximación experimental innovadora para el campo de la investigación sobre restos producidos durante la configuración de un útil lítico y en el análisis microestratigáfico de las áreas de talla en yacimientos paleolíticos
LAS POLÍTICAS EDUCATIVAS SUPRANACIONALES PARA LA PRIMERA INFANCIA: LO QUE ORIENTAN UNESCO, OCDE y OEI
No full textEarly childhood education is crucial during this stage of children’s life, as it is closely linked to the positive development of both individuals and society. This highlights the importance of educational policies by States that promote quality early childhood education centers and programs, along with ensuring access to them. However, each country develops and implements policies based on its autonomy, and although there are global guidelines from international organizations, they are not always fully understood or applied locally. Thus, this article aims to analyze the supranational guidelines within the framework of State parties\u27 obligation to guarantee the right to early education, through a qualitative, exploratory study that examines the supranational educational policies of the OEI, UNESCO, and the OECD for early childhood, based on a documentary review of the topic (53 documents consulted in total) that describes and compares them using Katarina Tomasevski\u27s 4As model. The results highlight the interests of these organizations and reveal gaps in the supranational educational and political landscape concerning early childhood education and care, which is at least concerning when it comes to guaranteeing the right to early education.La atención educativa en la primera infancia es fundamental durante esta etapa de la niñez, que se relaciona con el positivo desarrollo del ser humano y la sociedad, de ahí la importancia de que existan políticas educativas por parte de los Estados, que propicien centros y programas de atención y educación inicial de calidad junto con el acceso a los mismos. Sin embargo, cada país elabora e implementa políticas para ello desde su autonomía y, aunque existen directrices globales por parte de organismos internacionales no siempre son plenamente comprendidas ni aplicadas a nivel local. De este modo el presente artículo se propone analizar las orientaciones supranacionales en el marco de la obligatoriedad de los Estados parte para garantizar el derecho a la educación inicial, a través de un estudio cualitativo, de carácter exploratorio, que observa las políticas educativas supranacionales de la OEI, UNESCO y la OCDE para primera infancia, a partir de una revisión documental en la temática (53 documentos consultados en total) que las describe y compara desde el modelo de las 4As de Katarina Tomasevski. El resultado evidencia las fuerzas de interés de estos organismos internacionales y desvela los vacíos del ámbito político educativo supranacional para la atención y educación de la primera infancia, cuestión a lo menos preocupante cuando se trata de la garantía del derecho a la educación inicial. 
AGENDA SUPRANACIONAL Y CURRÍCULOS NACIONALES: IMPLICACIONES EN LOS PAÍSES DE LENGUA PORTUGUESA
No full textRetención de agua en cerámicas bruñidas y alisadas
No full textIn ceramics there are different finishing methods that provide specific characteristics and properties to the pieces. In this work, we compare and present results on the water retention capacity of ceramic pieces finished by, both burnishing and smoothing techniques, taking into account different types of variables. During the process we will observe the different capacities of the ceramics and the unforeseen events in relation to temper.En la manufactura de la cerámica existen distintos tipos de acabados que dotan de características y propiedades concretas a las piezas. En este trabajo comparamos y exponemos resultados sobre la capacidad de retención de agua en piezas cerámicas acabadas tanto por la técnica del bruñido como de alisado teniendo en cuenta tipos de variables distintas. Durante el proceso observaremos las distintas capacidades de retención de líquidos de las cerámicas y los imprevistos en relación a los desgrasantes
OS CURRICULOS DOS PAÍSES SUBDESENVOLVIDOS E A INFLUÊNCIA DA GLOBALIZAÇÃO: O CASO DE CABO VERDE: O CASO DE CABO VERDE
No full textThis article, reflective and critical in nature, analyzes how educational reforms in underdeveloped countries fit into the framework of the structural crisis of the neocolonial capitalist system, leading to consequences for various fields, whether economic, political, cultural, or social, marked by globalization processes. It also seeks to understand how these consequences create dependencies not only in these fields but also in the educational and curricular realms. We argue that the curricular policies of these countries, besides being poorly adapted to national realities, reflect a structure strongly influenced by the former colonial power. They are based on the convergence of political and economic interests manifested by quasi-market policies installed in these countries and influenced by a global agenda. The imposition of both standardized and uniform curricular standards, as well as national policy norms, is strongly associated with curricular control, within the logic of results and accountability.Este artigo, de natureza reflexiva e crítica, analisa como as reformas educativas nos países
subdesenvolvidos se inserem no quadro da crise estrutural do sistema capitalista neocolonial,
acarretando consequências para os mais diversos campos, seja o económico, o político, o cultural e
o social, marcadas por processos de globalização. Procura, ainda, compreender como essas
consequências originam dependências, não apenas nestes campos, mas também nos planos
educacional e curricular. Argumentamos que as políticas curriculares desses países, além de não
estarem adaptadas às realidades nacionais, refletem uma estrutura fortemente influenciada pela antiga
potência colonial. Baseiam-se na convergência de interesses políticos e económicos manifestados
pelas políticas de quase-mercados instaladas nesses países e influenciadas por uma agenda global. A
imposição tanto de padrões curriculares standardizados e uniformes quanto de normas nacionais de
políticas está fortemente associada ao controle curricular, na lógica dos resultados e da accountabilityCet article, de nature réflexive et critique, analyse comment les réformes éducatives dans les pays sous-développés s\u27inscrivent dans le cadre de la crise structurelle du système capitaliste néocolonial, entraînant des conséquences pour les différents domaines, qu\u27ils soient économiques, politiques, culturels ou sociaux, marqués par des processus de mondialisation. Il cherche également à comprendre comment ces conséquences créent des dépendances, non seulement dans ces domaines, mais aussi aux niveaux éducatif et curriculaire. Nous soutenons que les politiques curriculaires de ces pays, en plus de ne pas être adaptées aux réalités nationales, reflètent une structure fortement influencée par l\u27ancienne puissance coloniale. Elles reposent sur la convergence d\u27intérêts politiques et économiques manifestés par les politiques de quasi-marché installées dans ces pays et influencées par un agenda mondial. L\u27imposition à la fois de normes curriculaires standardisées et uniformes et de normes nationales de politiques est fortement associée au contrôle curriculaire, dans la logique des résultats et de la responsabilité.Este artigo, de natureza reflexiva e crítica, analisa como as reformas educativas nos países subdesenvolvidos se inserem no quadro da crise estrutural do sistema capitalista neocolonial, acarretando consequências para os mais diversos campos, seja o económico, o político, o cultural e o social, marcadas por processos de globalização. Procura, ainda, compreender como essas consequências originam dependências, não apenas nestes campos, mas também nos planos educacional e curricular. Argumentamos que as políticas curriculares desses países, além de não estarem adaptadas às realidades nacionais, refletem uma estrutura fortemente influenciada pela antiga potência colonial. Baseiam-se na convergência de interesses políticos e económicos manifestados pelas políticas de quase-mercados instaladas nesses países e influenciadas por uma agenda global. A imposição tanto de padrões curriculares standardizados e uniformes quanto de normas nacionais de políticas está fortemente associada ao controle curricular, na lógica dos resultados e da accountability
Strategies for enhancing the international attractiveness of national Higher education systems
No full textThis article addresses the geopolitical dimension of developing higher education systems by examining how national higher education systems deploy strategies to enhance their international attractiveness. To this end, it first explores the concept of soft power in the context of international higher education, demonstrating how universities serve as instruments of public diplomacy by shaping norms, values, and research agendas. A “Model of Manifestation of Soft Power in International Education” is then constructed, offering a typology and analytical framework for understanding these dynamics. Six key aspects are identified: enhancing national reputation; building long-term elite networks; cross-border institutional mobility; value, cultural, and linguistic impact on international students; student-to-student diplomacy; and supranational policy alignment and cooperation. Each aspect is examined through examples drawn from European countries. A visual presentation of the model illustrates the interconnections among these six dimensions. The article concludes by synthesizing insights at the intersection of these dimensions, showing how coordinated efforts at both national and supranational levels generate effects that reinforce higher education as a core geopolitical asset.This article addresses the geopolitical dimension of developing higher education systems byexamining how national higher education systems deploy strategies to enhance their internationalattractiveness. To this end, it first explores the concept of soft power in the context of internationalhigher education, demonstrating how universities serve as instruments of public diplomacy byshaping norms, values, and research agendas. A “Model of Manifestation of Soft Power inInternational Education” is then constructed, offering a typology and analytical framework forunderstanding these dynamics. Six key aspects are identified: enhancing national reputation;building long-term elite networks; cross-border institutional mobility; value, cultural, and linguisticimpact on international students; student-to-student diplomacy; and supranational policy alignmentand cooperation. Each aspect is examined through examples drawn from European countries. Avisual presentation of the model illustrates the interconnections among these six dimensions. Thearticle concludes by synthesizing insights at the intersection of these dimensions, showing howcoordinated efforts at both national and supranational levels generate effects that reinforce highereducation as a core geopolitical asset