Portal de revistas electrónicas de la UAM (Univ. Autónoma de Madrid)
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Una zanna lavorata di cinghiale dal villaggio nuragico diLu Brandali (Santa Teresa di Gallura, SS), probabile elemento di elmo miceneo
No full textIl rinvenimento nel villaggio nuragico di Lu Brandali (Santa Teresa di Gallura, SS), di una zanna di cinghiale lavorata che presenta caratteri dimensionali ben superiori a quelli dei cinghiali sardi del periodo, fa pensare di essere in presenza di un oggetto di importazione dal continente europeo. La tipologia e il tipo di lavorazione ricordano le placche in canino inferiore di cinghiale degli elmi micenei e ben si inquadrano nell’ambito dei noti rapporti tra la Sardegna nuragica e il mondo miceneo. L’arco temporale della produzione degli elmi micenei a zanne (XV-XIV sec. a.C.), è compatibile con quella del sito di rinvenimento frequentato dal XVI al X sec. a.C.La zanna appartenente ad un elmo ritrovata a Lu Brandali, rappresenta il primo caso rinvenuto nel Mediterraneo occidentale ed il rinvenimento miceneo più settentrionale della Sardegna.Il rinvenimento nel villaggio nuragico di Lu Brandali (Santa Teresa di Gallura, SS), di una zanna di cinghiale lavorata che presenta caratteri dimensionali ben superiori a quelli dei cinghiali sardi del periodo, fa pensare di essere in presenza di un oggetto di importazione dal continente europeo. La tipologia e il tipo di lavorazione ricordano le placche in canino inferiore di cinghiale degli elmi micenei e ben si inquadrano nell’ambito dei noti rapporti tra la Sardegna nuragica e il mondo miceneo. L’arco temporale della produzione degli elmi micenei a zanne (XV-XIV sec. a.C.), è compatibile con quella del sito di rinvenimento frequentato dal XVI al X sec. a.C.La zanna appartenente ad un elmo ritrovata a Lu Brandali, rappresenta il primo caso rinvenuto nel Mediterraneo occidentale ed il rinvenimento miceneo più settentrionale della Sardegna
Animal bone remains from the temple on a podium at Saepinum (South Italy)
No full textThe town of Sepino (Campobasso, Molise) is located in the Tammaro valley along the ‘tratturo Pescasseroli-Candela.’ The animal bone comes from the temple on a podium found in the south-eastern urban quadrant, in levels dated to the first half of the first century AD. Only domestic ungulate species have been identified, among which pigs and cattle are prevalent, whereas Ovis/Capra and horse remains are very rare. Bone remains derive in general from portions of the carcass with little flesh (skull and lower limb). In the lower levels of preparation of the podium floor, bone remains associated with the coin deposit were recovered: a left portion of a skull with the horn core and a whole scapula, with different types of butchery marks, belonging to a cattle and a scapula fragment of an adult pig.The bones, suggesting an animal sacrifice, were probably part of complex ritual practices that could be linked to foundation rites (defunctionalization/purification) of the temple building.The town of Sepino (Campobasso, Molise) is located in the Tammaro valley along the ‘tratturo Pescasseroli-Candela.’ The animal bone comes from the temple on a podium found in the south-eastern urban quadrant, in levels dated to the first half of the first century AD. Only domestic ungulate species have been identified, among which pigs and cattle are prevalent, whereas Ovis/Capra and horse remains are very rare. Bone remains derive in general from portions of the carcass with little flesh (skull and lower limb). In the lower levels of preparation of the podium floor, bone remains associated with the coin deposit were recovered: a left portion of a skull with the horn core and a whole scapula, with different types of butchery marks, belonging to a cattle and a scapula fragment of an adult pig.The bones, suggesting an animal sacrifice, were probably part of complex ritual practices that could be linked to foundation rites (defunctionalization/purification) of the temple building
Tuna fishing in medieval Sicily:A recently discovered Islamic context in Palermo
No full textThis paper presents the result of the analysis of a large sample of bone remains belonging to Atlantic bluefin tuna (Thunnus thynnus), dated between the second half of the 10th century CE and the first half of the 11th century CE, recovered near Porta Sant’ Agata in Palermo.The analytical methodologies applied to the osteological remains made it possible to draw information on the biological profile (size and age at capture) of the individuals constituting the sample. The biometric data obtained were consistent with those reported by previous studies concerning the exploitation of tuna in the Medieval period. Overall, the sample constitutes a significant addition to the archaeozoological record concerning tuna remains from early medieval Sicilian contexts.This paper presents the result of the analysis of a large sample of bone remains belonging to Atlantic bluefin tuna (Thunnus thynnus), dated between the second half of the 10th century CE and the first half of the 11th century CE, recovered near Porta Sant’ Agata in Palermo.The analytical methodologies applied to the osteological remains made it possible to draw information on the biological profile (size and age at capture) of the individuals constituting the sample. The biometric data obtained were consistent with those reported by previous studies concerning the exploitation of tuna in the Medieval period. Overall, the sample constitutes a significant addition to the archaeozoological record concerning tuna remains from early medieval Sicilian contexts
The Imaginary is Not a Mirror. Cornelius Castoriadis’ and Charles Taylor’s Concepts of ‘Imaginary’
No full textEl concepto de «imaginario» aparece con frecuencia en las publicaciones relacionadas con la filosofía política, la sociología o los estudios culturales. Sin embargo, su clarificación teórica no suele ser muy precisa. En este artículo compararemos dos aproximaciones antagónicas: la del canadiense Charles Taylor, cercana a la epistemología social, y la del filósofo greco-francés Cornelius Castoriadis, que fundó en el concepto de «imaginario radical» el sostén de su ontología.The concept of the “imaginary” frequently appears in papers related to political philosophy, sociology, or cultural studies. However, its theoretical clarification is often not very precise. In this article, we will compare two antagonistic approaches: that of the Canadian Charles Taylor, which is close to social epistemology, and that of the Greco-French philosopher Cornelius Castoriadis, who founded his ontology on the concept of the “radical imaginary.
Oblivion and atony: a critique of acceleration from the philosophy of Eduardo Nicol
No full textEl principal propósito del presente artículo es el de reconstruir una lectura crítica en torno a los presupuestos e implicaciones del proceso contemporáneo de aceleración a través de una interpretación de la filosofía de Eduardo Nicol. Mediante la relectura de las bases de su metafísica, de su oposición a la denominada “razón de fuerza mayor” y de su particular concepto de “atonía” se defenderá en qué medida los procesos actuales de aceleración del tiempo coadyuvan a la erosión de la potencial retención del pasado.This paper aims at reframing and offering a critical view on the assumptions and implications surrounding contemporary process of acceleration through an interpretation of Eduardo Nicol’s Philosophy. By means of analyzing the grounds of the metaphysics the provided, his opposition to the so-called “reason of force majeure” and his concept of “atonia” this paper outlines the extent to which process of accelerating time accounts for eroding the retention of the past
Homer and the crisis of the hero
No full textLa obra homérica es la arena donde el héroe alcanza su acmé y, a la vez, completa gran parte de su proceso de desaparición de la escena social. No raramente emparentado con los dioses, sin embargo nunca deja de ser un hombre, sin acceso por ende a la inmortalidad y ni siquiera a la eterna juventud. A través del cuerpo le sobrevienen algunos de los factores que provocarán su caída, pero no es la única vía. Otra igualmente decisiva en su ocaso proviene del concepto de honor, el santo y seña ético-político del héroe que aspira a determinar su conducta, si bien acaba viéndose sobrepasado por las pasiones en dicho cometido. Durante dicho trayecto, concluimos, el personaje que va apareciendo con cada vez mayor fuerza es la vida, en todo su esplendor, es decir, con su grandeza y su miseria, lo que permite afirmar que la desaparición del héroe se remata en su humanización. A partir de semejante cambio se generan o consolidan otros que apuntan hacia la génesis de nuevas formas políticas, entre las que cabe incluir a la propia democracia.The Homeric work is the arena where the hero reaches his acme and, at the same time, completes a large part of his process of disappearance from the social scene. Not rarely related to the gods, he never ceases to be a man, without access to immortality or even eternal youth. Some of the factors that will bring about his downfall come to him through the body, but this is not the only way. Another equally decisive in his downfall comes from the concept of honour, the hero’s ethical-political watchword that aspires to determine his conduct, although he ends up being overtaken by the passions in this task. During this process, we conclude, the character that appears with increasing force is life, in all its splendour, that is to say, with its greatness and its miseries, which allows us to affirm that the disappearance of the hero is crowned by his humanisation. From such a change, others are generated or consolidated that point towards the genesis of new political forms, including democracy itself
El Mito Inmovilista de las Teorías Críticas: Una Problematización desde Proyectos Escolares Transformadores
No full textThe immobilist myth of critical theories in education posits that schools inscribe a monolithic type of consciousness or subjectivity that serves the reproduction of the social order. In the current context, this subjectivity is identified as neoliberal. The aim of this article is to problematize this myth by evidencing instances of interruption and the construction of non-hegemonic subjectivities in education through the implementation of school projects that promote social transformation, address contemporary social challenges, and foster students’ agency. To this end, a case study was conducted in a secondary school in Barcelona that actively pursues this approach. Data collection included interviews with the management team and teaching staff, a questionnaire administered to the student body, and the follow-up of three of these projects. The results show that the implementation of these projects fosters the development of students’ critical consciousness, enabling them to question dominant values and promote alternative or anti-hegemonic discourses. However, tensions remain regarding the structural impact of these initiatives. The study concludes that while education faces challenges in becoming a space for real transformation, the subjectivities it shapes are neither entirely static nor univocal, thus challenging the static perspective predominant in critical theories.El mito inmovilista de las teorías críticas en educación postula que la escuela inscribe un tipo de conciencia o de subjetividad monolítica que resulta funcional a la reproducción del orden social. En la actualidad, tal subjetividad sería la neoliberal. El objetivo de este artículo es problematizar dicho mito, evidenciando algunas instancias de interrupción y construcción de subjetividades no hegemónicas en educación a través de la realización de proyectos escolares que promueven la transformación social, enfrentan desafíos sociales contemporáneos e impulsan la agencia del alumnado. Para ello se realizó un estudio de caso en un instituto de Barcelona que trabaja activamente en esta línea. Allí, se realizaron entrevistas al equipo directivo y al profesorado, se administró un cuestionario al conjunto de estudiantes y se realizó un seguimiento de tres de estos proyectos. Los resultados evidencian que la implementación de estos proyectos fomentan el desarrollo de la conciencia crítica en el alumnado, permitiendo cuestionar valores dominantes y promover discursos alternativos o anti-hegemónicos. No obstante, persisten tensiones sobre el impacto estructural de estas iniciativas. Se concluye que, si bien la educación enfrenta desafíos para convertirse en un espacio de transformación real, el contenido de las subjetividades que forma no es completamente estático ni unívoco, lo que problematiza la idea inmovilista predominante en las teorías críticas
Los ciclos cortos de Educación Superior: un eslabón entre el EEES y el EEE
No full textFrom a formal perspective, the so-called "short-cycle" programmes, corresponding to Level 5 of the 2011 International Standard Classification of Education (ISCED 2011), are considered part of Higher Education. At present, this classification is also recognised within various European and Spanish qualifications frameworks.
Nevertheless, although short-cycle programmes have experienced growing demand and increasing recognition in recent years, there remains significant progress to be made in many countries regarding their full integration into Higher Education. The term "Higher Education" is frequently used interchangeably with "University", often rendering invisible those institutions that do not possess university status.
This article examines the evolution and diversification of Higher Education, traces the origins of short-cycle Higher Education programmes, and subsequently explores their supranational variability and their role—as a "missing link"—within the European Higher Education Area (EHEA) and the European Education Area (EEA).Desde un punto de vista formal, los denominados “ciclos cortos”, correspondientes al nivel 5 de la Clasificación Internacional Normalizada de la Educación (CINE 2011), forman parte de la Educación Superior. En la actualidad este posicionamiento también tiene un reconocimiento en los diferentes marcos de cualificaciones europeos y españoles.No obstante, aunque los ciclos cortos han visto incrementada su demanda y su valoración en los últimos años, en muchos países queda un largo camino por avanzar en su integración real en la Educación Superior. Con frecuencia se cita la “Educación Superior” como sinónimo de “Universidad” y viceversa, invisibilizando a aquellas instituciones que no tienen ese carácter. En el presente artículo se analiza la evolución y diversificación de la Educación Superior, el origen de los ciclos cortos de Educación Superior para posteriormente incidir en su variabilidad supranacional y su papel, como un “eslabón perdido”, en el Espacio Europeo de Educación Superior (EEES) y el Espacio Europeo de Educación (EEE)
El Espacio Europeo de Educación como herramienta política para construir una ciudadanía europeísta-global
No full textThe European Union has placed education at the heart of its strategy to meet the challenges of the 21st century, such as globalization, digital and ecological transition, and the strengthening of social cohesion. This article analyses the role of the European Education Area (EEA) and the European Higher Education Area (EHEA) as regulatory and policy frameworks aimed at promoting a pro-European-global citizenship. Through a qualitative approach based on documentary analysis of recent European educational policies, it examines how these institutional frameworks promote the integration of values such as mobility, multilingualism, sustainability, digital competence, and social inclusion. The study highlights how the EHEA is configured as an engine of transformation that integrates employability with democratic participation and personal development, in a context marked by the need for resilience in the face of global challenges. Finally, the synergy between the EHEA and the EHEA is fundamental to face current challenges, consolidating a plural and supportive European identity through the training of critical and competent citizens committed to democratic values and sustainability.La Unión Europea ha situado la educación en el centro de su estrategia para afrontar los retos del siglo XXI, como la globalización, la transición digital y ecológica, y el fortalecimiento de la cohesión social. Este artículo analiza el papel del Espacio Europeo de Educación (EEE) y el Espacio Europeo de Educación Superior (EEES) como marcos normativos y políticos destinados a promover una ciudadanía europeísta-global. A través de un enfoque cualitativo basado en el análisis documental de políticas educativas europeas recientes, se examina cómo estos marcos institucionales promueven la integración de valores como la movilidad, el multilingüismo, la sostenibilidad, la competencia digital y la inclusión social. El estudio destaca cómo el EEES se configura como un motor de transformación que integra la empleabilidad con la participación democrática y el desarrollo personal, en un contexto marcado por la necesidad de resiliencia frente a los desafíos globales. Finalmente, la sinergia entre el EEES y el EEE es fundamental para afrontar los desafíos actuales, consolidando una identidad europea plural y solidaria mediante la formación de ciudadanos críticos, competentes y comprometidos con los valores democráticos y la sostenibilidad