Portal de revistas electrónicas de la UAM (Univ. Autónoma de Madrid)
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An adaptive approach to the rights of children in street situations
No full textEste artículo explora el complejo problema de la discriminación e injusticia que enfrentan los niños, niñas y adolescentes en situación de calle (NNASC). Examina críticamente cómo las percepciones sociales de la infancia y el enraizamiento de los NNASC en sus entornos sociales influyen en su trato y acceso a espacios públicos. A pesar de la accesibilidad prevista de los espacios públicos para todos, los NNASC a menudo enfrentan restricciones significativas debido a discursos dominantes que los excluyen física y epistémicamente, lo que lleva a su segregación y libertad limitada. La justificación paradójica de estas restricciones retrata a los NNASC simultáneamente como vulnerables y como amenaza para la vida urbana, racionalizando su exclusión de los espacios públicos. Este artículo tiene como objetivo abordar la brecha en la literatura teórica sobre NNASC al destacar la falta de reconocimiento de las voces y el punto de vista epistemológico de NNASC. A través de las voces de los propios NNASC, introduce una versión alternativa de sus derechos e intereses, ofreciendo nuevas perspectivas normativas. Al examinar las consecuencias adversas del discurso conflictivo de protección y criminalización, el artículo busca contribuir a un enfoque más matizado y empático hacia los derechos y el estatus de los NNASC en entornos urbanos.This article explores the complex issue of discrimination and injustice faced by children, adolescents, and youth in street situations (NNASC). It critically examines how societal perceptions of childhood and the embeddedness of NNASC in their social environments influence their treatment and access to public spaces. Despite the intended accessibility of public spaces for all, NNASC often face significant restrictions due to adult-driven ideologies and priorities, leading to their segregation and limited freedom. The paradoxical justification for these restrictions portrays NNASC as both vulnerable and a threat to urban life, rationalizing their exclusion from public spaces. This article aims to address the gap in the literature by highlighting the lack of recognition of NNASC’s voices and epistemic standpoint. Through the voices of NNASC themselves, it introduces an alternative understanding of their claims and interests, offering new normative perspectives. By examining the adverse consequences of the conflicting discourse of protection and criminalization, the article seeks to contribute to a more nuanced and empathetic approach to the rights and status of NNASC in urban environments
The Silencing of Women in Deliberative Spaces: Epistemic and Emotional Injustices
No full textLa participación ciudadana en la democracia sigue condicionada por sesgos de género, clase y etnia, los cuales obstaculizan la deliberación y perpetúan las desigualdades estructurales. Este trabajo analiza cómo ciertos comportamientos negativos en los procesos deliberativos, como la devaluación de la credibilidad y la manipulación emocional, afectan directamente a ciertos participantes, y, a su vez, imposibilitan la creación de un espacio seguro para la deliberación democrática. Propongo para ello, entender estos comportamientos no como hechos aislados, sino como mecanismos sistemáticos de exclusión que determinan quiénes son reconocidos como portadores legítimos de conocimiento y qué expresiones emocionales se consideran válidas. Estos comportamientos negativos constituyen formas de injusticia epistémica e injusticia emocional, ya que surgen de prejuicios negativos hacia la identidad social del interlocutor y provocan el silenciamiento de cualquier intento de ser comprendido o comprendida. Con este enfoque, busco visibilizar estas barreras estructurales y abrir el debate sobre la necesidad de transformar las condiciones de la deliberación democrática para lograr una participación real y equitativa. Sin embargo, para superar estas barreras no basta con modificar el comportamiento individual; es fundamental promover un cambio colectivo e institucional. Por ello, analizo brevemente técnicas de facilitación del discurso que ayudan a ser conscientes del interlocutor antes de incurrir en injusticias, y propongo el activismo epistémico como herramienta para transformar la estructura del poder discursivo y promover una deliberación realmente equitativa.Citizen participation in democracy continues to be conditioned by gender, class, and ethnic biases, which hinder deliberation and perpetuate structural inequalities. This work analyzes how certain negative behaviors in deliberative processes, such as the devaluation of credibility and emotional manipulation, directly affect certain participants and, in turn, make it impossible to create a safe space for democratic deliberation. I propose understanding these behaviors not as isolated events, but as systematic mechanisms of exclusion that determine who is recognized as a legitimate bearer of knowledge and which emotional expressions are considered valid. These negative behaviors constitute forms of epistemic injustice and emotional injustice, as they arise from negative prejudices towards the interlocutor’s social identity and result in the silencing of any attempt to be understood. With this approach, I aim to highlight these structural barriers and open the debate on the need to transform the conditions of democratic deliberation to achieve real and equitable participation. However, to overcome these barriers, it is not enough to modify individual behavior; it is essential to promote a collective and institutional change. For this reason, I briefly analyze discourse facilitation techniques that help raise awareness of the interlocutor before engaging in injustices, and propose epistemic activism as a tool to transform the structure of discursive power and promote truly equitable deliberation
Age Bias and Alzheimer’s: A Critique of the Gaps in the Dependency Law
No full textLa Ley de Dependencia Española se publicó en el año 2006, desde entonces se han publicado varias actualizaciones, pero no se ha generado una nueva Ley. Esto se torna en problemática social por las nuevas necesidades por las que deben abogar la sociedad y el estado. Cada vez son más los pacientes de Alzheimer y se requieren estudios de las nuevas variables para una adaptación digna y humana. Esta nueva necesidad se propone como crítica a la Ley actual con la ética del cuidado como posible base de estudio para una futura solución.The Spanish Dependency Law was published in 2006, since then several updates have been published but no new law has been generated. This is becoming a social problem due to the new needs that society and the state must advocate for. There are more and more Alzheimer\u27s patients and studies of the new variables are required for a dignified and humane adaptation. This new need is proposed as a critique of the current law with the ethics of care as a possible basis of study for a future solution.
Inovação em cursos do Ensino Médio do Instituto Federal de Educação, Ciência e tecnologia de Brasília: um estudo comparativo
No full textLa educación secundaria brasileña ha pasado por diversas transformaciones en sus prácticas pedagógicas, currículos e innovaciones educativas, impactando directamente el proceso de enseñanza y aprendizaje. Entre los modelos de instituciones educativas brasileñas, destacan los Institutos Federales de Educación, Ciencia y Tecnología. Estas instituciones fueron estructuradas a partir de modelos de los antiguos Centros Federales de Educación Tecnológica, escuelas técnicas federales, además de escuelas técnicas vinculadas a universidades federales. Este estudio investiga la innovación educativa mediante un análisis comparativo entre dos cursos del Instituto Federal de Brasília, Campus Brasília: el Técnico en Informática y el Técnico en Eventos Integrado a la Educación Secundaria. El objetivo de la investigación es analizar las innovaciones en las prácticas pedagógicas, identificar enfoques metodológicos, comparar la organización curricular, las formas de evaluación y los desafíos de cada curso. Para ello, se examinaron los Proyectos Pedagógicos de Curso y se realizaron entrevistas con docentes. La justificación del estudio radica en la posibilidad de identificar diferentes enfoques en la relación entre teoría y práctica, evidenciando buenas prácticas susceptibles de adaptación a nuevos contextos y necesidades. La investigación sigue la perspectiva contemporánea de la educación comparada, basada en el aprendizaje mutuo y en la comprensión del "otro" en sus contextos, diferencias y singularidades, mediante el enfoque hermenéutico-reconstructivo (Macedo; Devechi, 2024). La investigación se basó en tres dimensiones principales: análisis documental de los proyectos pedagógicos, entrevistas con docentes e interpretación de los datos recopilados. Se trata de una investigación cualitativa que incluyó entrevistas semiestructuradas con seis docentes, lo que permitió identificar aspectos relevantes para el análisis. Los resultados evidencian la presencia de diferentes estrategias innovadoras en los cursos analizados, con énfasis en la predominancia de metodologías activas, el protagonismo de los estudiantes, acciones cooperativas/colaborativas promovidas por los proyectos y la autonomía del alumnado en la producción del conocimiento. En el curso Técnico en Eventos, se observó un cambio significativo en la forma de evaluación, lo que contribuyó a una mayor integración entre teoría y práctica. En síntesis, el análisis comparativo permitió una reflexión crítica sobre el concepto de innovación y su aplicabilidad en la educación secundaria profesionalizante. La investigación demostró que la innovación se manifiesta en las prácticas docentes, promoviendo cambios significativos en la organización curricular y en las metodologías de evaluación, especialmente en el curso de eventos. Entre los puntos observados, se destacan: Predominio de metodologías activas con protagonismo y colaboración/cooperación, Autonomía del alumnado en la producción del conocimiento, Formación integral para la humanización y reconocimiento de la innovación como un proceso de resignificación de las prácticas existentes.Brazilian secondary education has undergone various transformations in its pedagogical practices, curricula, and educational innovations, directly impacting the teaching and learning process. Among the models of Brazilian educational institutions, the Federal Institutes of Education, Science, and Technology stand out. These institutions were structured based on models from the former Federal Centers for Technological Education, federal technical and agricultural schools, and technical schools affiliated with federal universities. This study investigates educational innovation through a comparative analysis of two courses at the Federal Institute of Brasília, Brasília Campus: the Computer Science Technician and the Events Technician Integrated into Secondary Education. The objective of the research is to analyze innovations in pedagogical practices, identify methodological approaches, compare the curricular organization, assessment methods, and challenges of each course. To this end, course pedagogical projects were examined and interviews were conducted with teachers. The justification for this study lies in the possibility of identifying different approaches to the relationship between theory and practice, highlighting good practices that can be adapted to new contexts and needs. The research follows the contemporary perspective of comparative education, based on mutual learning and understanding the "other" in their contexts, differences, and singularities, through the hermeneutic-reconstructive approach (Macedo; Devechi, 2024). The research was based on three main dimensions: documentary analysis of the pedagogical projects, interviews with teachers, and interpretation of the collected data. This qualitative research included semi-structured interviews with six teachers, which allowed us to identify relevant aspects for the analysis. The results demonstrate the presence of different innovative strategies in the analyzed courses, with an emphasis on the predominance of active methodologies, student agency, cooperative/collaborative actions promoted by the projects, and student autonomy in knowledge production. In the Events Technician course, a significant change in the assessment method was observed, which contributed to a greater integration between theory and practice. In summary, the comparative analysis allowed for a critical reflection on the concept of innovation and its applicability in vocational secondary education. The research demonstrated that innovation is manifested in teaching practices, promoting significant changes in curricular organization and assessment methodologies, especially in the course of events. Among the points observed, the following stand out: a predominance of active methodologies with leadership and collaboration/cooperation, student autonomy in the production of knowledge, comprehensive training for humanization, and recognition of innovation as a process of redefining existing practices.Brazilian secondary education has undergone various transformations in its pedagogical practices, curricula, and educational innovations, directly impacting the teaching and learning process. Among the models of Brazilian educational institutions, the Federal Institutes of Education, Science, and Technology stand out. These institutions were structured based on models from the former Federal Centers for Technological Education, federal technical and agricultural schools, and technical schools affiliated with federal universities. This study investigates educational innovation through a comparative analysis of two courses at the Federal Institute of Brasília, Brasília Campus: the Computer Science Technician and the Events Technician Integrated into Secondary Education. The objective of the research is to analyze innovations in pedagogical practices, identify methodological approaches, compare the curricular organization, assessment methods, and challenges of each course. To this end, course pedagogical projects were examined and interviews were conducted with teachers. The justification for this study lies in the possibility of identifying different approaches to the relationship between theory and practice, highlighting good practices that can be adapted to new contexts and needs. The research follows the contemporary perspective of comparative education, based on mutual learning and understanding the "other" in their contexts, differences, and singularities, through the hermeneutic-reconstructive approach (Macedo; Devechi, 2024). The research was based on three main dimensions: documentary analysis of the pedagogical projects, interviews with teachers, and interpretation of the collected data. This qualitative research included semi-structured interviews with six teachers, which allowed us to identify relevant aspects for the analysis. The results demonstrate the presence of different innovative strategies in the analyzed courses, with an emphasis on the predominance of active methodologies, student agency, cooperative/collaborative actions promoted by the projects, and student autonomy in knowledge production. In the Events Technician course, a significant change in the assessment method was observed, which contributed to a greater integration between theory and practice. In summary, the comparative analysis allowed for a critical reflection on the concept of innovation and its applicability in vocational secondary education. The research demonstrated that innovation is manifested in teaching practices, promoting significant changes in curricular organization and assessment methodologies, especially in the course of events. Among the points observed, the following stand out: a predominance of active methodologies with leadership and collaboration/cooperation, student autonomy in the production of knowledge, comprehensive training for humanization, and recognition of innovation as a process of redefining existing practice
Diego Soto’s wild library
No full textEste artículo propone la hipótesis de que la figura y la peripecia de Diego Soto, de Estrella distante —publicada por Roberto Bolaño en 1996—, vehicula una lectura históricamente condicionada de dos de los dominios literarios más frecuentados por el autor: la posvanguardia y la obra de Borges. El cambio de perspectiva al que el personaje es sometido da cuenta de una recepción tardía que transforma el significado cultural que solio atribuírsele —por ella, y tras haber constatado su carácter despolitizado durante los setenta, estas dos tradiciones dan cuenta de un potencial revolucionario que podría incluso refundar la noción del escritor comprometido. Así, el autor invita a mirar con otros ojos el legado cultural que el ethos setentista latinoamericano no asimiló completamente —la simbólica e insospechadamente «salvaje» biblioteca de Diego Soto.This paper proposes the hypothesis that the figure and adventures of Diego Soto, a character from Estrella Distante published by Roberto Bolaño in 1996—, convey a historically conditioned reading of two of the literary domains most frequented by the author: the post avant-garde and the works of Borges. The change of perspective to which the character undergoes reflects a delayed reception of both domains that transforms their cultural meaning. Because of it, and after having confirmed its depoliticized character during the seventies, these two traditions reveal a revolutionary potential that could even revamp the notion of the «escritor comprometido». And so, the author invites us to look with different eyes at the cultural legacy that the Latin American seventies ethos did not completely assimilate —the symbolic and unexpectedly «wild» library of Diego Soto
La escritura persuasiva: un enfoque innovador para explorar habilidades cognitivas asociadas con lectura crítica y competencias ciudadanas
No full textThis study examines how middle school students in a Colombian state school develop key skills for critical thinking and citizenship formation through the creation of persuasive writings. Texts in which fifty-seven students addressed a conflictive situation were analyzed with the Argumentum Topic Model (AMT), observing both the relationship between premises and conclusions and the inferential strength of their reasoning. The results revealed the use of diverse argumentative strategies such as resorting to places of definition, establishing causal relationships, foreseeing consequences or exploring alternative solutions. The ability to reflect, to apply legal knowledge, to analyze conflicts and to understand different perspectives that students can develop by writing persuasive papers related to a problem that is close to them was evidenced. Finally, this study allows us to appreciate the important educational implications of persuasive writing for critical thinking and citizenship education.Este estudio examina cómo los estudiantes de educación media de un colegio estatal colombiano desarrollan habilidades clave para el pensamiento crítico y la formación ciudadana a través de la creación de escritos persuasivos. Se analizaron textos en los que cincuenta y siete estudiantes abordaron una situación conflictiva y se analizaron con el modelo de tópicos Argumentum (AMT) observando tanto la relación entre premisas y conclusiones, como la fuerza inferencial de sus razonamientos. Los resultados revelaron el empleo de diversas estrategias argumentativas tales como recurrir a lugares de definición, establecer relaciones causales, prever consecuencias o explorar alternativas de solución. Se evidenció la capacidad para reflexionar, aplicar conocimientos jurídicos, analizar conflictos y entender distintas perspectivas que pueden desarrollar los estudiantes elaborando escritos persuasivos relacionados con una problemática que les sea cercana. Finalmente, este estudio permite apreciar importantes implicaciones educativas de la escritura persuasiva para el pensamiento crítico y la formación ciudadana
Roman rural settlement and the relationship with the Mediterranean coastal marshes: the case of the northern area of the ager saguntinus (Plain of Castelló, Valencian Country)
No full textEl presente texto pretendre analizar los patrones de asentamiento rural romano en la Plana de Castelló (País Valenciano) durante las épocas altoimperial y tardoantigua, relacionándolos con la expansión máxima de los humedales litorales (marjales). En este contexto, el estudio destaca que los marjales no eran espacios marginales, sino elementos clave del territorio, integrados plenamente en el paisaje y la economía romana del ager saguntinus. Además, podemos observar que no se desecaron, sino que se explotaron intensivamente. También se ha podido reconstruir la máxima expansión que ocuparon estos, gracias al estudio de los patrones del poblamiento rural y de la morfología del paisaje.This text aims to analyse the patterns of Roman rural settlement in the Plana de Castelló (Valencian Country) during the High-Imperial and Late Antique periods, relating them to the maximum expansion of the coastal wetlands (marshes). In this context, the study highlights that the marshes were not marginal spaces, but key elements of the territory, fully integrated into the Roman landscape and economy of the ager saguntinus. Furthermore, we can observe that they were not drained, but rather intensively exploited. Also been possible to reconstruct the maximum expansion that they occupied, thanks to the study of the patterns of rural settlement and the morphology of the landscape
Rivas Zancarrón, Manuel, y Julián Sancha Vázquez, (eds.) (2025), Variación e ideología lingüísticas en el español de los siglos XVIII y XIX, Madrid/Frankfurt, Iberoamericana Vervuert, 310 pp. [ISBN: 978-84-9192-489-0]
No full textVox y su Agenda España en la crisis del globalismo
No full textThis article analyses the critical position adopted by the Spanish political party Vox towards the United Nations 2030 Agenda, placing this reaction in the broader context of the crisis of neoliberal globalisation and contemporary geopolitical tension. Starting from the hypothesis that Vox’s rejection of the Sustainable Development Goals (SDGs) embodies a response to the structural erosion of historical capitalist hegemony and the progressive loss of national autonomy of European nations in the face of supranational institutions, the study interprets this antagonism not as a mere ideological reaction but as the manifestation of a new conservative articulation of power. The paper interrogates Vox’s counter-hegemonic vision of the globalist project represented by the 2030 Agenda under the parameters of the so-called cultural battle, where moral, religious, and national values become central political instruments.
The article\u27s main objective is to demonstrate that Vox’s critique of the 2030 Agenda is not only reactive but also programmatic; an attempt to build an alternative nationalist project based on traditional Western values rooted in Judeo-Christianity and the mobilisation of its symbols. In this way, the party politicises religion as a unifying element capable of redefining belonging in an age marked by transnational interdependence. Vox denounces key components of the Agenda, particularly those related to gender equality, migration, climate change, and international cooperation policies, portraying them as manifestations of a globalist totalitarianism that undermines identity, sovereignty, and economic growth.
The research question focuses on the discursive and strategic mechanisms by which Vox deploys its conservative agenda and the social alliances that sustain it. The analysis adopts a Critical Contemporary World Politics approach, which questions the dominant narratives of the international system and emphasises the asymmetric relations between the Global North and South. The methodology is framed in the neo-Gramscian tradition: following Cox (1983), hegemony is understood as the dynamic balance between material capabilities (economic power, financial institutions), ideas (legitimising discourses), and institutions (the organisational expression of power). This framework allows the article to explore how transnational neoliberalism (originally hegemonic) faces resistance from new political actors that resignify the notion of sovereignty and community.
From this perspective, the analysis incorporates Robinson’s (2021) interpretation of transnational social blocs as coalitions that maintain or contest global capitalist domination, and it draws on dependency theory (dos Santos, 1978; Amin, 1973) to situate Europe’s internal peripheries, including Spain, within the unequal geography of neoliberal development. The theoretical scaffolding thus links the rise of Vox to the exhaustion of globalisation’s promises and to the crisis of representation that has fragmented traditional party systems in the post-2008 era.
Methodologically, the study relies on qualitative coding of Vox’s official documents, particularly Agenda España (2021), speeches by Santiago Abascal, and parliamentary interventions. This is complemented by a critical review of specialised literature and comparative analysis with EU political discourses. The structure is divided into four main sections: conceptual framework, geopolitical tensions, the Vox project, and conclusions.
The first section revisits classical and contemporary theories on interest groups and elite formations. Building on Deutsch’s (1968) definition of groups as networks of coordinated collective action, the article introduces Gramsci’s (1999) notion of the historic bloc and Putnam’s (1988) two-level game, showing how transnational elites shape both global agendas and domestic policy alignments. Examples such as the negotiation of free trade agreements (Transatlantic Trade and Investment, TTIP, Comprehensive Economic and Trade Agreement, CETA) illustrate how neoliberal consensus is maintained through a combination of institutional coercion and cultural consent. David Harvey’s (2005) critique of speculative neoliberalism adds a further dimension, underlining how financialization reproduces inequality and constrains the capacity of Southern states to negotiate favourable conditions. These dynamics set the backdrop for the backlash against globalist governance, of which Vox is a European expression.
The second section focuses on the 2030 Agenda and its seventeen SDGs, paying special attention to the spheres where friction between North and South is most acute: climate finance, technology transfer, and official development assistance. The text examines Southern claims of historical responsibility for emissions and demands for more substantial commitments from developed economies. Within this debate, far-right critiques, including those articulated by Vox, accuse the Agenda of inefficiency, corruption, and ideological bias, particularly regarding gender and LGBTIQ+ policies. The SDGs thus become not only a framework for sustainability but also a symbolic battlefield in which diverse actors contest the moral and economic meaning of development.
The third section constitutes the analytical core. After briefly tracing the legacy of the Franco regime, the post-transition two-party system, and the emergence of anti-establishment mobilisations such as 15-M, the article situates Vox’s creation in 2013 as both a reaction against the Partido Popular’s centrism and a symptom of broader social disaffection. Through a detailed analysis of Agenda España, the paper identifies twenty objectives that intentionally mirror and invert the SDGs in an identitarian, protectionist, and conservative key. Goals concerning family policy, migration control, sovereignty vis-à-vis the European Union, and the construction of an Iberosphere exemplify this reappropriation. Quotations from Abascal’s speeches emphasise the defence of freedom, natural order, and biological truth, deploying a moralised narrative of collective vulnerability: the Spanish nation, once hegemonic, is now portrayed as besieged by globalist elites, Islamist migration, and woke minorities.
From a neo-Gramscian angle, Vox’s discourse seeks to create a new historical bloc, uniting small business owners, conservative bureaucracies, rural producers, and segments of the working class under the banner of Catholic nationalism. This coalition, legitimised by the language of common sense and tradition, aspires to reconfigure the ideological field in Europe’s periphery. The rhetorical opposition between globalists and patriots functions as a moral dichotomy that simplifies complex structural contradictions, transforming economic dependency into a question of cultural sovereignty.
The conclusion argues that Vox’s strategy transcends mere reaction. It represents an alternative hegemonic project, one that reinterprets the crisis of neoliberal globalisation through a cultural-religious lens. By aligning itself with other right-wing movements in Europe and Latin America, from Fratelli d’Italia to Bolsonarism, Vox contributes to a transnational network of conservative resistance that contests the normative order of global governance. The attempt to fuse economic nationalism with moral traditionalism reflects a shift from neoliberal globalism toward a civilisational politics, where values and identity replace productivity and efficiency as sources of legitimacy.
Ultimately, the article reveals how Vox’s discourse appropriates the language of sustainability and development to justify an exclusionary nationalism. By framing its pro-family and pro-development narratives within Judeo-Christian ethics, the party seeks to naturalise inequality and preserve hierarchies while claiming moral superiority. This ideological inversion exemplifies what Gramsci described as a passive revolution: a change in rhetoric that preserves the underlying structures of domination.
The article provides a novel reading by integrating the neo-Gramscian perspective with the empirical analysis of party documents and dependency theory, revealing the dialectic through which conservative actors appropriate elements of sustainability to legitimise their political positions, often leaving the frontal attack to try to reinterpret concepts, as in the case of feminism. By showing that Vox deploys an apparently pro-development and pro-family discourse to pursue a nationalist agenda, the study invites us to rethink the notion of progress in contemporary politics and offers a useful conceptual framework for understanding resistance to globalism in Spain and the global South.El presente artículo examina el rechazo del partido político español Vox ante la Agenda 2030 de la Organización de las Naciones Unidas en el marco de la tensión geopolítica del siglo XXI y la crisis de la globalización neoliberal. La hipótesis sostiene que la oposición de Vox a los Objetivos de Desarrollo Sostenible (ODS) es una respuesta estructural ante el desgaste de la hegemonía capitalista global y la pérdida progresiva de autonomía de los Estados nacionales europeos frente a las instituciones supranacionales. Desde esta perspectiva, el discurso se concibe como un intento de construir una narrativa contrahegemónica que reivindica la soberanía, la tradición, la nación y los valores occidentales con base en el judeocristianismo.
El trabajo aplica un enfoque de Política Mundial Contemporánea crítica y se apoya en la metodología neogramsciana de las Relaciones Internacionales. El texto se organiza en cuatro secciones. La primera aborda las teorías clásicas sobre los grupos de interés y las élites globales, destacando cómo las redes transnacionales de poder configuran el consenso neoliberal mediante una combinación de coerción institucional y consentimiento cultural. La segunda analiza las tensiones Norte-Sur en torno a la Agenda 2030, especialmente en los ejes de financiamiento climático, transferencia tecnológica y ayuda al desarrollo, donde se evidencian fricciones entre las demandas del Sur y las resistencias del Norte. La tercera sección examina el surgimiento de Vox en el contexto de la crisis del bipartidismo español y su documento Agenda España (2021), el cual reinterpreta los ODS desde una lógica nacionalista e identitaria. En este marco, la familia, la soberanía y la tradición judeocristiana se erigen como pilares discursivos frente al globalismo percibido como amenaza de una élite progresista.
El texto concluye que Vox contiene una agenda propositiva en la que recupera símbolos del judeocristianismo y del nacionalcatolicismo identitario para presentar una alternativa al modelo globalista de los Objetivos del Desarrollo Sostenible. El proyecto político busca consolidar una nueva alternativa con base en un proyecto nacionalista y conservador, en contraposición del proyecto de globalización neoliberal que conciben como parte de un proyecto de una élite que busca destruir a las naciones, formando en ese relato una familia de nuevas derechas en auge. Vox, lejos de ser reactivos, tienen una agenda propositiva en contraposición de una hegemonía en declive