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Reinterpretando la ecología de saberes y la traducción intercultural desde la construcción pluricultural del conocimiento
No full textEl trabajo se propone explorar los aspectos centrales de las gramáticas de producción del conocimiento y sus proyecciones como crite-rios de validez, o invisibilización, para la integración de éstos al reservorio cultural de las comunidades humanas. A partir del análisis y discusión de las categorías de “ecología de saberes”; “traducción intercultural” y “re-contextualización” se busca desentrañar cómo estas estructuras de conocimiento se transforman en marcadores de relaciones sociales. Se concluye haciendo una valoración crítica de las posibilidades que la praxis social de recontextualizar el conocimiento supone a la hora de valorar el cono-cimiento tradicional indígena como saber constitutivo del reservorio de conocimientos que estructuran el pensar desde sus contextos culturales.The objective of the paper is to explore the grammars of knowledge production and their projections as criteria of validity, or invisibility, for the integration of these into the cultural reservoir of the communities in which they are participants. From the analysis and discussion of the categories of "ecology of knowledge"; "intercultural translation" and "recontextualization" seek to un-ravel the mechanics of how these knowledge structures of validated knowledge are transformed into markers of social relations. That is, the relationships established by the different elements that make up the structure of knowledge and the type of realities-knowledge that they account for. It concludes by ma-king a critical assessment of the horizon of possibilities that the social praxis of recontextualizing knowledge allows in terms of its possibilities of valuing traditional indigenous knowledge as constitutive knowledge of the reservoir of knowledge that structures the thinking of their cultural contexts, to the extent that. For this reason, it is postulated as a sine qua non condition to implement Bernstein's "recontextualization" or Santos’s "ecology of knowledge" in its poli-tical nature based on collective and explicit moral principles
Entrenamiento con restricción parcial de flujo sanguíneo en personas con enfermedades cardiovasculares: una revisión exploratoria
No full textObjetivo
Analizar la evidencia sobre los efectos del entrenamiento con restricción parcial del flujo sanguíneo en personas con enfermedades cardiovasculares.
Materiales y métodos
Se realizó una búsqueda en las bases de datos de MEDLINE, EMBASE, SPORTDiscus, CINAHL, LILACS, SCOPUS y Wiley. Fueron incluidos estudios experimentales y no experimentales que investigaron sobre los efectos de la restricción parcial del flujo sanguíneo en sujetos con enfermedad cardiovascular.
Resultados
Seis ensayos clínicos y tres estudios no experimentales cumplieron los criterios de inclusión. Los estudios experimentales fueron realizados en sujetos con hipertensión arterial y enfermedad isquémica del corazón. Los estudios no experimentales describieron las adaptaciones hemodinámicas y los potenciales efectos secundarios de la terapia. El riesgo de sesgo de los ensayos clínicos incluidos fue de moderado a alto. El estrés hemodinámico inducido por el ejercicio aumenta significativamente durante el entrenamiento con restricción parcial del flujo sanguíneo en comparación al entrenamiento tradicional. La limitada cantidad de estudios disponibles se han centrado mayoritariamente en los efectos agudos, sin embargo, los efectos crónicos son desconocidos.
Conclusión
Actualmente no hay evidencia que recomiende el uso de la restricción parcial del flujo sanguíneo en personas con enfermedades cardiovasculare
Evaluative practices in initial teacher training: a collaborative self-study research
Get PDFLas políticas actuales en Chile sobre formación docente exigen transformaciones a nivel estructural en las prácticas evaluativas. El objetivo del artículo es describir el proceso de resignificación y transformación de la propia práctica evaluativa del formador mediante la reflexión y colaboración entre amigos críticos. La metodología utilizada fue Self Study, participan de este estudio 4 docentes formadores de profesores de tres universidades chilenas, quienes conformaron una comunidad de aprendizaje entre amigos críticos que reflexionan sobre sus prácticas de evaluación formativa a nivel individual y colectivo. Los diálogos pedagógicos entre formadores llevaron a dilucidar nudos críticos entre el discurso y la práctica evaluativa, dicha tensión develó la concepción de aprendizaje y evaluación formativa que subyace a la práctica docente. Dichos resultados permiten concluir que el análisis sistemático de la práctica evaluativa aporta a la transformación de la cultura de aprendizaje en la formación del profesorado.Current policies in Chile on teacher training require structural transformations for evaluative practices. The objective of the article is to describe the process of resignification and transformation of the evaluative practice of the educator through reflection and collaboration between critical friends. The Self-Study methodology was applied, and 4 teacher trainers from three Chilean universities participated in this study, who formed a learning community of critical friends who reflect on their evaluative practices individually and collectively. The pedagogical dialogues between trainers allowed to elucidate critical knots between discourse and evaluative practices, and the concept of learning and formative evaluation that underlies teaching practice was revealed within this tension. These results allow us to conclude that the systematic analysis of evaluative practices contributes to the transformation of learning culture in teacher training
PRELIMINARY RECORDS OF ABUNDANCE AND MORPHOMETRY OF THE TIGER CRAB, <i>AEGLA CONCEPCIONENSIS</i> (SCHMITT, 1942) (ANOMURA, AEGLIDAE) IN A LAKE OF SOUTHERN CHILE
No full textThe tiger crab, Aegla concepcionensis, is a threatened endemic freshwater decapod of Chile, distributed throughout small areas of the Mediterranean region of Central Chile (37 degrees 30 similar to -38 degrees 00 similar to S). Its habitat includes streams and lakes with riparian areas dominated by native plants, with little or null human intervention. To our knowledge, the tiger crab's distribution is limited and human stressors (e.g., water withdrawal, exotic tree plantations and climate change) have led to degradation of its habitat. Based on the presence of these stressors and the virtual lack of knowledge of its ecology, the tiger crab has been categorized as Endangered (EN). This study presents a preliminary description of the species' ecology based on its abundance and its morphometrics, as well as on its feeding habits in Caburgua lake, South Central Chile. We established 16 sampling points, half of which in the shallow bathymetric stratum (0-10 m depth) of the lake itself, and half in the Lumaco stream, one of the lake's tributaries. We used baited traps to capture specimens. A. concepcionensis appeared to be found in the lake's shallow bathymetric stratum, but not in the stream. Individuals showed negative allometric growth, males were larger than females, and they showed scavenger feeding behaviour. Our findings provide useful information to help with tiger crab conservation, although more extensive surveys will be required to collect sufficient data for establishing a robust conservation program for the species in the study area
Validation of an Abbreviated Scale of the CENVI Questionnaire to Evaluate the Perception of School Violence and Coexistence Management of Chilean Students: Differences between Pandemic and Post-Pandemic
No full textThe objective of the study was to specify an abbreviated model of the school coexistence questionnaire for non-violence (CENVI) for students from 5th to 8th grade (9 to 14 years old), in order to determine the perception of violence and management of school coexistence, and the differences between Mapuche and non-Mapuche students. A total of 1870 students from schools in the city of Temuco (Chile) responded to the CENVI questionnaire. There were two samples: (1) Pandemic, with online, face-to-face and hybrid classes; and (2) Post-pandemic, with face-to-face classes. Sample 1 consisted of 848 students aged 9 to 15 years (M = 11.90; SD = 1.27). Sample 2 consisted of 1022 students aged 9 to 14 years (M = 11.46; SD = 1.14). The questionnaire was validated using expert inter-judgment and Confirmatory Factor Analysis. A good fit of the proposed model to the data and good internal consistency measured according to the composite reliability were found, and convergent validity was demonstrated. Mapuche students perceived more physical violence and social exclusion. Cut-off points were proposed for the interpretation of the results. In the data, the effect of Coexistence Management on School Violence was null. The discussion approaches the findings from the literature on education in spaces of socio-cultural diversity in a Mapuche context
Resignification of the Evaluation Process: The Experience of a School Learning Project and Professional Collaboration
No full textThe new pedagogical approaches lead teachers to develop collaborative practices that influence students' deep learning. In this context, this article aims to describe the process of resignification of students and educators on the assessment and learning culture following the project pedagogy approach. The design of this educational research is framed in a case study with a qualitative methodology. Moreover, the participants were intentionally selected, they consisted of nine classroom teachers and one hundred forty-four students in the fifth and sixth grades of primary education in a school from the commune of Temuco, La Araucani a region, Chile. Regarding the data collection, the researchers used techniques such as participant observation and discussion groups to deepen the analysis of their resignification experiences according to a grounded theory approach. The findings indicate that the development of the project methodology contributes to favoring the leading role of students during the pedagogical process by actively engaging in the evaluations of their learning. Therefore, the investigators conclude that integration methodologies are challenging, and this translates into an opportunity for the teacher's professional development while allowing them to position themselves as co-learners in the learning project. Finally, the researchers recommend applying project pedagogy to foster the resignification of the assessment and learning culture while protecting its formative, democratic, and located sense in schools
The Acobamba Treaty (1566) And the Quilacoya Parlamento (1593): Two Interconnected Capitulations
No full textThe present study establishes a connection between the Treaty of Acobamba (1566) in Peru and the Parliament of Quilacoya (1593) in Chile, two capitulations between the Spanish Crown and indigenous representatives, so far analyzed as two completely different phenomena, without any relation between them. The connection is established on the version of the Spaniards in both cases since the analysis is based on the minutes of the capitulations that they elaborated. Our hypothesis that both capitulations are indeed interconnected is based on two main points: first, the content of the capitulations, which in our opinion represent fundamentally vassal relations; second, the human connection personified by Martin Garcia Onez de Loyola and his wife, Beatriz Clara Coya, protagonists in Peru and, later in 1593, in Chile as well, where Onez de Loyola assumed his position as governor
MITOCHONDRIAL TRANSFER FUNCTIONALLY RESTORES THE HUMAN OSTEOARTHRITIS (OA) CHONDROCYTE, IS PROTECTIVE AGAINST OXIDATIVE STRESS AND IMPROVES OA IN AN ANIMAL MODEL OF DISEASE
No full textHabitability as a historical category for interpreting the Anthropocene
No full textThe article examines the development of a new discourse on habitability in the sixteenth century, which breaks with the ancient notion that distinguished between habitable and uninhabitable spaces according to their climate and location. In it, a new conception of the world as completely habitable and exploitable is articulated, and the European ideal of a temperate climate as a reference to characterize the territories and inhabitants of various latitudes is put forward. I considered more than sixty texts related to cosmography, and a hundred maps and diagrams that were published and circulated as Europe expanded around the globe in the early modern period, and that exhibit new semantics and meanings about habitability. This study, through the analysis of these specific sources, aims to contribute to the debate on the origins of the Anthropocene and the political and imaginative logic that enables its development. The author suggests that the discursive pillars that shaped modern thinking about habitability were crucial in giving life to the ideas of extractivism, speculation, and unlimited connectivity that structures the Anthropocene. (c) 2023 Elsevier Ltd. All rights reserved