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

The communicative approach to language,implemented in the Argentine schoolin the reform of 1994, questioned the importanceof grammar in the teaching of languageand focused on notions referring to the text.Since the reform, some specialists have claimedthe need to return priority to the teachingof reading and writing. Starting from this approach,we understand that it is necessary toreturn to the morphosyntactic contents, in aninstrumental way and articulated with the textualand discursive reflection, in the beginningof university education. The texts producedby many initial students reveal recurrent difficultiesat the level of sentence syntax. In thispaper we propose to record some of theserecurring errors, frequently related to the useof the verb and the complex syntax of theacademic texts, and investigate their possiblecauses; secondly, we will make a pedagogicalproposal to deal with this problem in academicreading and writing classes and to promotemetalinguistic reflection in the writing process.

The micro-story, cataloged by manyas a subgenre of the short story and by othersas a fourth narrative genre, currently occupiesa privileged place in the studies of theory andliterary analysis. And although its origin, denominationand foundational characteristicsseem delimited, it remains in the focus of studies,research, academic journals and, of course,works of authors and anthologies. The explanationfor this explosion and expansion of themicro-story is its discursive, formal, thematicand pragmatic characteristics, which favor itsprotean character.Before addressing the micro-story anddefining the constant and systematic attributesthat typify it, we will expose its possiblecharacterizations in the territory of brevity.First, we will deal with the discursive features:hyper-openness, narrativity, concisenessand expressive intensity, generic hybridity andfragmentariness; then, the formal ones: relevanceof the title, simple structure, typifiedcharacters, absence of descriptive paragraphs,the value of the ellipsis and the surprise endings;in terms of the theme: intertextuality andmetaliterature coexist with humor and parody;finally, the pragmatic features, which seek thecomplicity of the active reader able to find outthe true meaning of a meticulously preparedtext.

BIased on the recognized potential ofLiterature as a source for the study of historical,cultural and social topics, this article positsa reading and a teaching use of some works ofLiterature from Spain that, since the 19th centuryto present, address the issue of violenceagainst women: a selection of stories by EmiliaPardo Bazán and two novels by the writersDulce Chacón (Algún amor que no mate) andLuisa Castro (La segunda mujer). The first partof this project focuses on the revision of thelegal framework in relation to the subject, aswell as on some of the national investigationsthat have been appearing since the approvalof the Organic Law 1/2004, of December29, on Comprehensive Protection Measuresagainst Gender-based Violence, that highlightsthe need to promote, from the university, thetraining of students on gender equality andnon-discrimination. The second part presentsa teaching approach aimed at university studentsthat pursue, on a transversal basis, theprevention and awareness of this matter, accordingto the curricular and methodologicalelements of lesson planning. This project aimsto revalue the role of literary texts as a toolfor training and raising awareness about thissocial scourge.

In a society that underestimatesits link with the past and the Humanities’heritage, in this article we defend the enjoyablereading of Classical texts – eitherselected passages or adaptations of wholebooks – during Literature classes withteenagers. We argue through various reasons,both pedagogical, anthropological andcultural for this purpose, and we postulatethat the teacher is the one who has tochoose the most suitable texts for thoseages. The teacher also has to encourageand guide students in their reading, so thatthey make the most of it, both for their enjoymentand personal benefit. So that thispaper is not a simple academic exposition,we will add some practical examples aboutpresenting specific medieval texts to ourstudents in order to engage them in thereading and its representation. This will beapproached from an extensive and inclusiveperspective of the reading canon, andthe functions that literature must fulfill inthe secondary education curriculum willbe also kept in mind.

Me siento en un banco al sol en el patio de la Universidad de Freiburg y leo mi primer libro académico. La Selva Negra trae un viento fresco. Ya no sé cuánto tiempo leí este libro en ese lugar y hasta qué capítulo llegué, pero siento muy bien lo soleada que estaba aquella tarde de octubre y que no puedo olvidar aquellas horas, porque fue un descubrimiento, un viaje de aventura que comenzó allí y todavía está presente.

The textbook, and more the Spanishlanguage textbook, has been for some timemandatory reading in Primary Education. It isalso evident that the resources chosen to developthe educational practice condition theteaching styles of teachers and the commitmentto innovation in teaching. A study carriedout in the schools of Badajoz, Spain, throughdata collection cards and teacher interviews,confirms the widespread use of the textbookin this instrumental area. The results, analysedwith Microsoft Windows Excel, confirm theteachers’ commitment to this resource, andhow its omnipresence in the classroom conditionsthe teaching-learning processes andacademic performance, and shapes the type ofteacher who interprets, almost dogmatically,the contents, approaches and proposals includedin these manuals, which translates into anexcessively traditional teaching practice. Anyeducational change requires the combinationof new resources and curricular materials, andnew actions, both by teachers and administrations,without forgetting that any study of textbooksconfronts us with the analysis of readingcompetency and the development of other languageskills.

During the last months, Spain hasexperienced emergency circumstancesprovoked by the COVID-19 pandemic. Ithas been a time of deep concern whoseunprecedented number of affected anddeceased people have proved to be overwhelming.The confinement has forced usto reflect on the role of the main socialagent; all the workers of the Spanish healthcaresystem who have fought face to faceagainst the virus. While the general populationshas stayed at home as a measure ofcontainment, hospitals and health clinicshave been the open front where many menand women wearing white, green, and blueuniforms have put other’s lives above theirown. These pages attempt to pay tributeto the healthcare professionals that haveshown the biggest generosity and compromisetoward citizens, beyond just the strictobservations of their duties.

This article attempts a concisetribute to literature, which has accompaniedhuman beings since the beginningof time, transforming life into somethingmuch richer, more consistent and everlasting.The energy of poetry merges withhistorical circumstances and makes the solidarityword emerge in difficult moments,such as the global coronavirus pandemic,which has forced the conversion of faceto-face cultural acts into glimpses manufacturedindoors to be projected into theworld. Poets do not stop but continue tospread their word as a common support inthe face of adversity.

Introduction. Oatmeal (Avena sativa L.) has its origin in Central Asia and is an important crop in Mexico, where there are high grain yields, besides as being an alternative for producers who sow in temporary. Objective. To evaluate the effect of chemical and organic fertilization on the yield and physiological quality of the seed of three oats varieties, during two agricultural cycles (years). Materials and methods. The experiment was established during the autumn-winter cycle at the Tecnologico Nacional de Mexico campus Roque, Guanajuato, Mexico. Two sowing dates were established in 2015 and 2016, considered as factor A. The varieties of the experiment were Turquoise, Diamond, and Chihuahua, assigned as factor B and five fertilizations based on vermicompost and chemical nutrition as factor C, sowed in three replications. Seed physiological quality variables and seed yield components were measured. Characteristics were analyzed in a randomized complete block design with factorial arrangement and a Tukey 0.05 mean comparison test. Results. The environmental effect influenced the seed quality, agronomic characteristics, and grain yield. In the 2016/17 cycle there was a 14.41 % increase in seed yield compared to the 2015/16 cycle. The three oats varieties maintained the same behavior pattern, statistically the same for germination, days to seedling (appearance of the flower knot on the stem), days to flowering, number of seeds per spike, weight of 1000 seeds and seed yield. Oat yield and other physiological quality characters were similar with vermicompost (6.38 t ha-1) and chemical fertilization (6.46 t ha-1). Conclusion. A similar response was found in yield, weight of 1000 seeds, and physiological seed quality, with both types of fertilization.