Revistas en linea Universidad Católica Luis Amigó
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La palabra como paradigma de la fenomenicidad en Jean-Louis Chrétien
Full text linkThis paper aims to show that, in Chrétien’s phenomenology, the word appears as the paradigm of phenomenality, situating his proposal within the field of eventual phenomenology. Thus, based on various dimensions of the phenomenon of the word (antiphonic, agonistic, affective, and corporeal), we seek to argue that Chrétien’s phenomenology allows for a rethinking of the concept of performativity from the perspective of his project on “acts of the Word” (actes de la parole). In this way, performativity is not conceived within the analytical horizon of Speech Acts, but rather from a strictly phenomenological perspective as the original mode of phenomenalization. We also argue that this productive appropriation of performativity in Chrétien is rooted in his reception of the Christian Neoplatonic concept of the Verbum, understood as the mode in which reality unfolds and realizes itself as Word.El presente trabajo pretende mostrar cómo en la fenomenología de Chrétien, al inscribir su propuesta en el campo de la fenomenología acontecial, la palabra aparece como el paradigma de la fenomenicidad. Asimismo, a partir del análisis de diversas dimensiones del fenómeno de la palabra (antifónico, agonístico, afectivo y corporal), sostenemos que la fenomenología de Chrétien permite repensar el concepto de performatividad a partir de su proyecto de los “actos de la palabra” (actes de la parole). Según este proyecto, la performatividad no se concibe desde el horizonte de su sentido analítico, como Speech Acts, sino desde una perspectiva estrictamente fenomenológica en tanto modo originario de fenomenalización. Argumentamos también que esta apropiación productiva de la performatividad en Chrétien tiene su raíz en la recepción del concepto neoplatónico cristiano del Verbum, entendido este como el modo en el que lo real se despliega y se realiza como palabra
Civic education and ideologization in cuban elementary school
Full text linkThis article analyzes the role of Cuban educational institutions and their curriculum in shaping citizenship.Using discourse analysis methodology, the civic education texts for 5th and 6th grade are examined to identify how the figure of the Cuban citizen is constructed within a socialist political system. The findings show strong ideologization and normalization, promoting a dichotomous worldview and limiting the development of critical thinking. The texts reinforce an ideologized view of citizenship, where homeland and socialism are intrinsically linked. They promote conformity and obedience to a specific political regime, with a notable absence of terms related to democracy and peace, and a prevalence of concepts like revolution and work. This limits critical thinking and diversity of perspectives.This article analyzes the role of Cuban educational institutions and their curriculum in shaping citizenship. Using discourse analysis methodology, the civic education texts for 5th and 6th grade are examined to identify how the figure of the Cuban citizen is constructed within a socialist political system. The findings show strong ideologization and normalization, promoting a dichotomous worldview and limiting the development of critical thinking. The texts reinforce an ideologized view of citizenship, where homeland and socialism are intrinsically linked. They promote conformity and obedience to a specific political regime, with a notable absence of terms related to democracy and peace, and a prevalence of concepts like revolution and work. This limits critical thinking and diversity of perspectives
La fenomenología acontecial de Emmanuel Falque
Full text linkThe article examines the phenomenology of Emmanuel Falque, situating it within the broader context of the new French phenomenologies and specifically within evential phenomenologies. It is argued that Falque takes the openness of phenomenological thought to the extreme by insisting that phenomena manifest themselves not only as intentional objects, but as events that destabilise, wound and transform the subject. Through an analysis that dialogues with Husserl, Heidegger, Marion and other contemporaries, it shows how Falque shifts the centre of gravity of phenomenology towards the experience of fracture, wounding and resistance, arguing that meaning emerges at the limit, where all synthesis fails and where the body and vulnerability become privileged sites of signification. The crossover between philosophy and theology, far from implying an unreflective fusion, appears as a critical challenge and an opportunity to rethink the frontiers of thought from lived experience. Thus, the phenomenology of events proposed by Falque reveals itself as a radical response to contemporary crises, inviting us to inhabit the mystery of what happens beyond all conceptual guarantees.El artículo examina la fenomenología de Emmanuel Falque, situándola en el contexto más amplio de las nuevas fenomenologías francesas y específicamente dentro de las fenomenologías aconteciales. Se argumenta que Falque lleva al extremo la apertura del pensamiento fenomenológico al insistir en que los fenómenos se manifiestan no solo como objetos intencionales, sino como acontecimientos que desestabilizan, hieren y transforman al sujeto. A través de un análisis que dialoga con Husserl, Heidegger, Marion y otros autores contemporáneos, se muestra cómo Falque desplaza el centro de gravedad de la fenomenología hacia la experiencia de la fractura, la herida y la resistencia, al defender que el sentido emerge en el límite, allí donde fracasa toda síntesis y donde el cuerpo y la vulnerabilidad se convierten en lugares privilegiados de significación. El cruce entre filosofía y teología, lejos de implicar una fusión irreflexiva, aparece como un desafío crítico y una oportunidad para repensar las fronteras del pensamiento desde la experiencia vivida. Así, la fenomenología acontecial propuesta por Falque se revela como una respuesta radical a las crisis contemporáneas que invita a habitar el misterio de lo que acontece más allá de toda garantía conceptual
Reading Durkheim con Galtung: Suicide and structural violence
Full text linkIntroduction: This study aims to explore the relationship between suicide and structural violence, using a theoretical approach based on Johan Galtung’s theories on violence and the types of suicide of Émile Durkheim. Methodology: the study is situated within the interpretative paradigm, employing a qualitative, exploratory-level discourse analysis approach. Documentary analysis was used as the data collection technique. A total of 59 studies published in academic journals from different continents were reviewed. Results: Structural and cultural violence, deeply rooted in social and economic inequalities, following Galtung’s model, influence structural violence, which materializes in suicidal behaviors, especially among marginalizedpopulations. Conclusion: it is necessary to continue with the line of research that depathologizes suicide and shifts interest from clinical and individual determinations to social interactions and structural violence, in order to build an authentic interdisciplinary perspective that contributes to the understanding of suicide as a multidetermined phenomenon.Introduction: This study aims to explore the relationship between suicide and structural violence, using a theoretical approach based on Johan Galtung’s theories on violence and the types of suicide of Émile Durkheim. Methodology: the study is situated within the interpretative paradigm, employing a qualitative, exploratory-level discourse analysis approach. Documentary analysis was used as the data collection technique. A total of 59 studies published in academic journals from different continents were reviewed. Results: Structural and cultural violence, deeply rooted in social and economic inequalities, following Galtung’s model, influence structural violence, which materializes in suicidal behaviors, especially among marginalized populations. Conclusion: it is necessary to continue with the line of research that depathologizes suicide and shifts interest from clinical and individual determinations to social interactions and structural violence, in order to build an authentic interdisciplinary perspective that contributes to the understanding of suicide as a multidetermined phenomenon.Introdução: o suicídio é um problema prioritário, razão pela qual se pretende explorar a relação entre o suicídio e a violência estrutural, recorrendo a uma abordagem teórica baseada nas teorias de Johan Galtung sobre a violência e nos tipos de suicídio de Emile Durkheim. Metodologia: adotou-se um estudo de revisão que compila 50 estudos para enriquecer a análise conceitual a fim de conectar essas teorias com as manifestações contemporâneas do suicídio. Resultados: A violência estrutural e cultural, profundamente enraizada nas desigualdades sociais e económicas, influencia significativamente os comportamentos suicidas, especialmente em populações marginalizadas. Conclusão: é necessário dar continuidade à linha de pesquisa que despatologiza o suicídio e desloca o interesse das determinações clínicas e individuais para as interações sociais e a violência estrutural, para construir uma perspectiva interdisciplinar autêntica que contribua para a compreensão do suicídio como um fenômeno multideterminado
Pueblo de Dios en Cristo. Aportes de Ratzinger a la teología en América
Full text linkJoseph Ratzinger develops his theology of the Church based on the images of the “Body of Christ” and the “People of God”, proposed by the Second Vatican Council. The complementarity between these two notions is a key aspect of his ecclesiology, which emphasizes the Eucharistic and theological dimensions. The Church’s task is to resemble Christ and be a sign of God’s presence in the world. This article seeks to present the German author’s ecclesiology and determine whether his approaches can be applied to the reality of Latin America. The conclusion is that sacramentality is an essential feature of the Church, as a sign of the Trinity’s presence in the world; that the baptismal mission also leads to fraternity, with an emphasis on the preferential option for the poor; and that his proposals are relevant to the Church’s mission as a witness to hope in Christ for the American continent.Joseph Ratzinger desarrolla su teología sobre la Iglesia a partir de las imágenes “Cuerpo de Cristo” y “Pueblo de Dios”, resaltadas por el Concilio Vaticano II. La complementariedad entre ambas nociones es un aspecto clave de su eclesiología, en la que destacan las dimensiones eucarística y teológica. La Iglesia tiene como tarea asemejarse a Cristo y ser signo de la presencia de Dios en el mundo. En este artículo se busca presentar la eclesiología del autor alemán y precisar si es posible aplicar sus planteamientos a la realidad de Latinoamérica. Se concluye que la sacramentalidad es un rasgo esencial de la Iglesia como signo de la presencia de la Trinidad en el mundo, que la misión bautismal conduce también a la fraternidad, con énfasis en la opción preferencial por los pobres y que sus propuestas son pertinentes para la misión de la Iglesia como testimonio de la esperanza en Cristo para el continente americano
La definición de alma como pneuma en la tradición estoica
Full text linkThe notion of soul in Stoicism necessarily goes through a reflection that brings together the temporal extension of the school in history, since its conception is in constant interaction with the other doctrines of the school. Conjecturing or thinking about Stoic theories, dispensing with the soul, amounts to entering an exploration with partial or inconclusive corollaries, since harmony in Stoicism includes the soul as part of the guiding principle. According to the above, this article proposes to elaborate a research of the soul in the three epochs of Stoicism based on the notion of soul as πνεῦμα granted by Zeno of Citium, since this definition is indisputably established as the “official” one of the Stoa.En el estoicismo, la noción de alma pasa necesariamente por una reflexión que reúne la extensión temporal de la escuela en la historia, pues su concepción se encuentra en constante interacción con las demás doctrinas. Conjeturar o pensar las teorías estoicas, prescindiendo del alma, equivale a emprender una exploración con corolarios parciales o inconclusos, ya que la armonía en el estoicismo comprende al alma como parte del principio rector. En consecuencia, este artículo se propone realizar una pesquisa sobre el alma en las tres épocas del estoicismo, tomando como base la noción de πνεῦμα otorgada por Zenón de Citio, establecida de manera indiscutible como la “oficial” de la Stoa
Pensamiento creativo y nuevas tecnologías en la educación: aportes teóricos e investigativos
Full text linkEste artículo de divulgación busca presentar algunos aportes teóricos e investigativos acerca del pensamiento creativo y las nuevas tecnologías en la educación, resaltando ambos conceptos como herramientas que pueden enriquecer el aprendizaje y fomentar competencias esenciales para la adaptación a un mundo en constante cambio. Este acercamiento teórico parte de la premisa de que el pensamiento creativo es una competencia fundamental que permite la innovación y la resolución de problemas en contextos educativos y el uso de las nuevas tecnologías impulsa la generación de entornos de aprendizaje dinámicos y participativos. En este marco, se exploran los aportes de diversos autores e investigaciones que brindan aportes significativos a esta discusión. Los hallazgos permiten concluir que mediante el uso consciente y estructurado de las tecnologías, en un entorno que valore el pensamiento creativo en el ámbito educativo, los estudiantes se pueden preparar para enfrentar los desafíos de la sociedad contemporánea
Conditions of human development in Wayuu child malnutrition
Full text linkObjective: To analyze the incidence of factors associated with human development in Wayuu child malnutrition in the department of La Guajira, Colombia. Method: A qualitative study based on a social phenomenological methodology, using semi-structured interviews. Results: Wayuu lived experiences reveal a progressive conception of development, as well as the influence of the territorial context as a determining factor in child malnutrition. The findings show that this social scourge constitutes a multidimensional problem andrepresents the materialization of precarious living conditions and social inequality to which this community has historically been exposed. Conclusions: There is a need to implement comprehensive approaches that enable, through coordinated institutional actions, the effective participation of the community while recognizing and valuing their ancestral knowledge.the department of La Guajira. Method: Qualitative, phenomenological methodology, through semi-structuredinterview. Results: a conception of progressive development is found in the Wayuu experiences, and an incidence of the territorial context as a condition for child malnutrition. It is evident that this social scourge is a multidimensional problem, a materialization of precariousness and social inequality to which this communityhas historically been exposed. Conclusions: it is necessary to implement comprehensive proposals that enable, through articulated institutional actions, the effective participation of the community, recognizing their ancestral knowledge.
Objective: To analyze the incidence of factors associated with human development in Wayuu child malnutrition in the department of La Guajira, Colombia. Method: A qualitative study based on a social phenomenological methodology, using semi-structured interviews. Results: Wayuu lived experiences reveal a progressive conception of development, as well as the influence of the territorial context as a determining factor in child malnutrition. The findings show that this social scourge constitutes a multidimensional problem and represents the materialization of precarious living conditions and social inequality to which this community has historically been exposed. Conclusions: There is a need to implement comprehensive approaches that enable, through coordinated institutional actions, the effective participation of the community while recognizing and valuing their ancestral knowledge.the department of La Guajira. Method: Qualitative, phenomenological methodology, through semi-structured interview. Results: a conception of progressive development is found in the Wayuu experiences, and an incidence of the territorial context as a condition for child malnutrition. It is evident that this social scourge is a multidimensional problem, a materialization of precariousness and social inequality to which this community has historically been exposed. Conclusions: it is necessary to implement comprehensive proposals that enable, through articulated institutional actions, the effective participation of the community, recognizing their ancestral knowledge
La fenomenología como acontecimiento: Claude Romano y la transformación del pensar fenomenológico
Full text linkThis article investigates whether Claude Romano’s phenomenological proposal can be properly characterized as an evential phenomenology. The analysis focuses on the transformation Romano enacts upon Heidegger’s hermeneutical phenomenology, with L’événement et le monde as its central point. It is argued that Romano’s work does not merely describe events as a new type of phenomenon, but reconfigures core phenomenological concepts. From this perspective, the article defends the thesis that L’événement et le monde is not only about events— it is itself an event, insofar as it transforms the possibilities of phenomenology. This claim is developed through the four features that, according to Romano, define a genuine event: univocal assignation, world-creating power, non-causal rupture, and futurally oriented temporality. Finally, it is shown that Romano structurally repeats Heidegger’s gesture, by which reflective phenomenology (Husserl) was transformed into hermeneutical phenomenology. What Romano makes explicit, then, is not merely a new thematic object, but the very mode of operation of phenomenology as event. Phenomenology, the article concludes, is not only capable of describing events—it is itself evential, to the extent that it allows itself to be transformed by what it seeks to think.Este artículo se propone indagar si la propuesta fenomenológica de Claude Romano puede caracterizarse como una fenomenología acontecial en sentido estricto. Para ello, se parte del análisis de la transformación que Romano opera sobre la fenomenología hermenéutica de Heidegger, tomando como eje su obra L’événement et le monde. Se sostiene que esta transformación no se limita a tematizar el acontecimiento como un nuevo tipo de fenómeno, sino que implica una reconfiguración de los conceptos fundamentales de la fenomenología. Desde esta perspectiva, se argumenta que la obra L’événement et le monde no solo describe acontecimientos, sino que constituye un acontecimiento en sí misma, en tanto transforma los posibles de la fenomenología. Esta tesis se articula a través de los rasgos que, según Romano, definen un acontecimiento en sentido propio: Asignación unívoca, apertura de un nuevo mundo, irrupción no causal y temporalidad del advenir. Finalmente, se muestra que el gesto de Romano repite estructuralmente el movimiento por el cual Heidegger había transformado la fenomenología reflexiva de Husserl en una fenomenología hermenéutica. En este sentido, lo que Romano explicita no es solo un nuevo contenido temático, sino el obrar mismo de la fenomenología como acontecimiento. La fenomenología, se concluye, no solo puede describir acontecimientos: Es ella misma acontecial en la medida en que se deja transformar por aquello que busca pensar
Humanidades digitais e aprendizagem lúdica. Reflexões filosóficas sobre videojogos educativos
No full textThis article analyzes the pedagogical impact of the educational video games Intiñam and Intiñam Trivia, on the technopedagogical training of university students in teacher education programs. Employing a transdisciplinary philosophical approach, the study adopts a mixed-methods design based on the Integrated Theoretical Model of Gamification in E-Learning Environments (E-MIGA), applied to a sample of 396 students. The analysis focuses on four dimensions: cognitive, social, emotional, and narrative. Results indicate high levels of conceptual understanding (95%), social engagement (97%), and identity connection with the game’s narrative (95%), confirming the effectiveness of these tools in aligning the national curriculum with playful, contextualized, and meaningful learning experiences. Moreover, the video games act as reflexive, creative, and symbolic devices that reframe education through territoriality, interculturality, and complex thinking. The main limitations of the study include the single-institution sample and the predominance of quantitative data. Future research should extend to rural and intercultural contexts and incorpórate deeper qualitative methodologies. In conclusion, the findings demonstrate that educational video games designed with a local, critical, and transdisciplinary perspective are powerful pedagogical resources for cultivating a digital, critical, and socially engaged citizenship.El presente artículo analiza el impacto pedagógico de los videojuegos educativos Intiñam e Intiñam Trivia en la formación de competencias tecnopedagógicas de estudiantes universitarios en carreras de educación. Desde un enfoque filosófico transdisciplinar, se emplea una metodología mixta sustentada en el Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA), aplicada a una muestra de 396 estudiantes. El estudio abarca cuatro dimensiones: Cognitiva, social, emotiva y narrativa. Los hallazgos reflejan altos niveles de comprensión conceptual (95 %), compromiso social (97 %) y conexión identitaria con la narrativa del videojuego (95 %), y evidencian la eficacia de estos recursos para articular el currículo nacional con experiencias lúdicas, contextualizadas y significativas. Asimismo, se constata que los videojuegos operan como dispositivos reflexivos, creativos y simbólicos que resignifican el aprendizaje desde la territorialidad, la interculturalidad y el pensamiento complejo. Entre las limitaciones se identifica la concentración institucional de la muestra y el predominio del enfoque cuantitativo. Se recomienda extender la investigación hacia contextos rurales e interculturales e incorporar metodologías cualitativas más significativas. En síntesis, esta investigación demuestra que los videojuegos educativos diseñados con enfoque local, crítico y transdisciplinar constituyen potentes herramientas formativas para la construcción de una ciudadanía digital, crítica y comprometida con su entorno.Este artigo analisa o impacto pedagógico dos videojogos educativos Intiñam e Intiñam Trivia, na formação tecnopedagógica de estudantes universitários em programas de formação de professores. Com uma abordagem filosófica transdisciplinar, o estudo adopta um desenho de métodos mistos baseado no Modelo Teórico Integrado de Gamificação em Ambientes de E-Learning (E-MIGA), aplicado a uma amostra de 396 estudantes. A análise centra-se em quatro dimensões: cognitiva, social, emocional e narrativa. Os resultados indicam elevados níveis de compreensão concetual (95%), envolvimento social (97%) e ligação identitária com a narrativa do jogo (95%), confirmando a eficácia destas ferramentas no alinhamento do currículo nacional com experiências de aprendizagem lúdicas, contextualizadas e significativas. Além disso, os videojogos funcionam como dispositivos reflexivos, criativos e simbólicos que ressignificam a educação através da territorialidade, da interculturalidade e do pensamento complexo. As principais limitações do estudo incluem a amostra de uma única instituição e a predominância de dados quantitativos. A investigação futura deve alargar-se a contextos rurais e interculturais e incorporar metodologias qualitativas mais profundas. Em conclusão, os resultados demonstram que os jogos de vídeo educativos concebidos com uma perspetiva local, crítica e transdisciplinar são recursos pedagógicos poderosos para cultivar uma cidadania digital, crítica e socialmente empenhada