Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Over the centuries, the stone monument of Isabel of Aragon Queen Consort of Portugal (c. 1270-1336), a masterpiece of Portuguese Gothic sculpture from the first half of the 14th century, has been the subject of different types of interventions. They were intended to preserve the integrity and decorum of the sarcophagus which had held the “holy body”, found intact inside the sepulchre, of the queen proclaimed blessed in 1516 and saint in 1625. Through the study of the historical sources (literary and iconographic), it was possible to propose a reconstruction of the sequence and the chronology of various actions, which focused mainly on the pictorial surface rather than on the structure of the tomb; to identify the areas of intervention; to reflect on their motivations, modalities and techniques; and to advance hypotheses about a new reading of the iconography of the queen’s effigy and the permanence of the medieval polychromy.

The Germanisches Nationalmuseum Nuremberg (GNM) owns a total of eight sculptures from the workshop of Tilman Riemenschneider. The depiction of Saint Elizabeth of Thuringia, created around 1510, is considered his own work and most probably comes from the central shrine of an altarpiece. The preserved layers of paint can be attributed to two different phases of polychromy. The technological and stylistic characteristics of the oldest polychromy point to its creation in the 17th century. Underneath, there are remnants of a reddish coating on the smoothed wood. Material analyses (SEM/EDX, FT-IR, Raman-spectroscopy, HPLC-PDA-HRMS, LC-MS/MS) identified a thin, sparsely pigmented protein coating directly on the wooden surface without any dirt or dust in between. This glaze seems to be the original finish that protected, refined and slightly coloured the raw limewood. The findings provide a contribution to the understanding of the type of monochrome sculptures, in particular from the workshop of Tilman Riemenschneider.

Stone tools and faunal remains are abundant in the archaeological record, serving as key focal points for research and important features of museum exhibitions. Nevertheless, they are under-represented in the conservation literature. This article reports on the conservation of over 2,000 finds from the Early Pleistocene site of Barranc de la Boella (Spain) recovered during field seasons 2007-2023. It focuses on osteological remains, lithic artefacts and coprolites (fossil faeces), detailing the workflow from the fieldwork to the laboratory, specifying the criteria and techniques employed for each group of materials. In the absence of clear guidelines, the archaeological study approaches adopted for each group of finds helped define the conservation strategies. Therefore, conservation treatments are naturally aligned with the research aims, making conservation an integral part of the research project. We conclude by emphasising the importance of sharing conservation practices to inspire innovation in conservation techniques.

This year marks 20 years since Conservar Património (CP) published its first issue (2005). We want to celebrate this date by giving a short summary of the journal's journey, both in the long term and in the more recent past and take the opportunity to point out some new achievements.

En el artículo se comparten algunos resultados de una investigación iniciada en el año 2022, cuyo tema aborda los procesos de construcción de conocimiento, particularmente de una noción nodal como es la de aprendizaje; en estudiantes que cursan la Licenciatura de Psicopedagogía en una universidad de gestión privada y en una universidad de gestión estatal de la provincia de Córdoba (Argentina). Se trata de un análisis reconstructivo de los procesos, desde una perspectiva psicogenética y psicosocial, desde un enfoque cualitativo longitudinal. En este escrito presentamos un recorte en el que abordamos las prenociones, es decir las construcciones preconceptuales en tanto representaciones o creencias que se tienen sobre el aprendizaje identificadas en las enunciaciones que las y los jóvenes expresan en producciones escritas. Se analizan 52 cartas de estudiantes que se encontraban al inicio del primer año de la carrera. En los análisis encontramos que las aproximaciones intuitivas sobre aprendizaje se asocian a un proceso en el cual hay una temporalidad como continuidad y permanencia; una novedad, dado que el aprendizaje incorpora conocimiento nuevo y; un incremento cuantitativo en términos más acumulativos que transformativos. Además de estas características resaltan la importancia de la experiencia y la intersubjetividad al momento de aprender como de igual modo dan valor a aspectos subjetivos como el deseo y el interés por aprender, al mismo tiempo, que consideran que ello determina el propósito o la razón para aprender.