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

The article analyses the ruinous destiny and patrimonial strategies of two places used in contexts of violence: Patio 29 of the General Cemetery of Santiago de Chile and the niches of the Columbarios of the Central Cemetery of Bogotá in Colombia. The premise underlying this article is that although heritage administrations are inspired by a positivist idea of memory, they have been ineffective in avoiding processes of ruinification of both places. This investigation shows that there are natural and social processes that contradict patrimonial principles, leading to ruin as an outcome. In the tension between patrimonial principles and social processes, the ruin, due to its controversial nature, historicizes the places and allows to update the narratives around the memory. The article concludes that ruins – as materiality, affect and narrative memory – are an expression of these contradictions within society.   Received: 2019-4-22Revised: 2019-11-3Accepted: 2019-12-16Online: 2020-5-9Publication: 2020-11-27

As a result of the lack of theoretical interest regarding vernacular architecture, there is a contradiction between the traditional way of understanding it and the criteria that are applied for its conservation. This paper approaches this issue through the question of material conservation and its different treatment on the historical and modern vernacular architecture. On the basis of the importance of Theory and authenticity concept, the different types of vernacular architecture are conceptually defined and the criteria or positions that could accordingly lead their material conservation are analysed. From a cultural approach, a more consistent operative with the abovementioned theory is presented, which involves considering the current vernacular architecture and the industrial materials that may be part of it.   Received: 2019-7-18Revised: 2020-1-9Accepted: 2020-2-5Online: 2020-5-30Publication: 2020-11-27

Art uses the contemporary tools developed at the time, because of their material and conceptual possibilities. Comparing with other media, computers and output devices have transformed our society and culture in the last decades more than ever. These resources offered an interesting research path for artists, generating consideration and discussion concerning its use and conservation. On this regard this paper focuses on two main aspects: the materials employed to produce digital prints (technologies, inks, substrates, finishing and mounting) and conservation issues such as terminology concerns, documentation and recording, long-term stability, and reproduction matters. Clear standards are needed in order to guarantee the conservation of these artworks, representative of this century.   Received: 2019-8-13Revised: 2019-11-13Accepted: 2020-1-6Online: 2020-5-13Publication: 2020-11-27

Based on the research done so far, this paper aims at providing a brief excursus on the conservative history of King Dinis’ tomb, a unicum in the Portuguese art scene of the first half of the 14th century and an emblematic piece of medieval European sculpture.On the other hand, this article calls into question some affirmations transmitted in an uncritical way over the years by Portuguese artistic historiography. Thus, notations, considerations and reasoning are formulated based on the visual and material evaluation of the artwork, as well as on the analysis of the historical context. The aim is to revisit the existing literature on the restoration of the monument and to quantify the interventions and damage suffered by the tomb, either as a result of natural disasters or by the hand of man.   Received: 2018-12-10Revised: 2019-12-5Accepted: 2020-2-13Online: 2020-5-30Publication: 2020-11-27

A year has passed since the new editorial and direction board assumed the direction of the journal [1]. We would like to highlight some changes that have been implemented, particularly those involving the image and management of Conservar Património, remarking that some changes are still under development.   Online: 2020-11-27Publication: 2020-11-27

ResumenEl rol de las Tecnologías de la Información y Comunicación (TICs) en contextos educativos ha sido objeto de amplios debates durante las últimas décadas. La Universidad Nacional del Litoral, Argentina (UNL), hace más de diez años, puso a disposición de todos los docentes el Entorno Virtual (EV) complementario para la enseñanza presencial. El objetivo de esta investigación fue analizar las características sociodemográficas, los propósitos iniciales, y posibles modificaciones en el tiempo, sobre el uso del EV en docentes de asignaturas de tres carreras de grado de la Facultad de Bioquímica y Ciencias Biológicas de la UNL. La muestra estuvo constituida por 40 docentes responsables de cursos de EV-UNL, quienes fueron entrevistados de forma personal y presencial. La mayoría de los responsables fueron mujeres, de 46 a 65 años que poseen cargos de profesor, la mitad de ellos con dedicación exclusiva, y la otra mitad simple. Muchos poseen formación de posgrado, pero son escasos los relacionados a docencia universitaria. Un importante número comenzó y continúa la gestión del EV-UNL siguiendo una concepción tradicional del proceso de enseñanza, subutilizando las potencialidades del mismo. Ello permite reflexionar que, si bien las TICs abren nuevas posibilidades de innovación y mejora en los procesos de enseñanza y aprendizaje presenciales, la mera incorporación no garantiza que realmente se produzca una mejora. Estos proyectos deben plantearse, no sólo como innovación tecnológica, sino también y sobre todo, pedagógico-didáctica. Virtual environment: purposes of use by university teachersThe role of Information and Communication Technologies (ICTs) in educational contexts has been the subject of extensive debate over the past decades. More than ten years ago, Universidad Nacional del Litoral, Argentina (UNL) made available the Virtual Environment (EV) to all teachers which is complementary to face to face education. The objective of this research was to analyze the sociodemographic characteristics, the initial purposes, and possible modifications over time, for the use of EV in teachers who teach in three different undergraduate careers at the Faculty of Biochemistry and Biological Sciences of UNL. The sample consisted of 40 responsible teachers for EV-UNL courses who were interviewed face to face. The majority of those responsible were women, 46-65 years old, who hold professor positions. Half of them work full-time while the other half work part-time. Many have postgraduate training, but very few related to university teaching. An important number began and continue the management of the EV-UNL following a traditional conception of the teaching process, underutilizing their potential. This allows us to reflect that, although ICTs open up new possibilities for innovation and improvement in the teaching processes and face to face learning, mere incorporation does not guarantee that an improvement will really occur. These projects must be considered, not only as technological innovation, but also and above all, pedagogical-didactic.

La estadística es utilizada en numerosos y diversos ámbitos actualmente; sin embrago, la disciplina está relegada en la educación secundaria. Los permanentes cambios socio-culturales representan un desafío para los docentes quienes deben continuamente buscar estrategias pedagógicas innovadoras que generen el interés de los jóvenes y se adecuen a las nuevas necesidades de la sociedad. Este artículo describe una estrategia multidisciplinaria para la enseñanza de estadística a través del abordaje de problemas comunitarios. La misma comprende dos estímulos: relevamiento estadístico y programación y ejecución de acciones sobre la problemática. Esta propuesta se implementó de manera parcial en colegios de San Carlos de Bariloche, en una experiencia de articulación entre el nivel medio y el universitario, de la que participaron 14 docentes y 313 estudiantes de cuarto y quinto año de 9 secundarios e investigadores y estudiantes universitarios de las áreas de estadística, biología, matemática y enfermería. La implementación tuvo como principal propósito difundir la propuesta didáctica entre profesores y futuros profesores del nivel medio. Este modo de trabajo le permite al estudiante identificar el valor de los relevamientos estadísticos como generadores de información indispensable para abordar un problema comunitario, aprender métodos estadísticos y revela el potencial propio de influir sobre su comunidad.ABSTRACTStatistics is used in numerous and diverse fields nowadays; however, the discipline is set aside in high school teaching. The permanent socio-cultural changes pose a challenge for educators who have to continuously look for new educational strategies that capture the interest of young people and are suitable to cope with new needs of society. This article describes an interdisciplinary strategy for teaching statistics through community problem solving. The proposal comprises two stimuli: statistical survey and planning, and carrying out actions on the problem. This strategy was partially implemented in high schools from San Carlos de Bariloche in an experience of interaction between high school and university in which 14 teachers and 313 students from the last two high school years of 9 schools, and university researchers and students from different areas participated: statistics, biology, mathematics and nursing. The main purpose of the implementation was to make the proposal known to high school teachers and to students who would become high school teachers. This plan of action lets students identify statistical surveys as a means of obtaining valuable information for dealing with a community problems, learn statistical methods, and uncover the potential of the students to influence their community.

Las consideraciones que se presentan a continuación respecto al aprendizaje escolar parten de un interés relacionado con nuestra trayectoria en la docencia universitaria y la investigación en el campo psicopedagógico, apoyándonos en algunos desarrollos teóricos actuales de la psicología del aprendizaje. Este trabajo se desprende de una investigación de corte teórico epistemológico en psicopedagogía, orientada a conocer las  condiciones de aparición y los procedimientos racionales que se utilizan en la producción de categorías y conceptos (teóricos e instrumentales), para establecer la validez de sus sustentos y su grado de rigurosidad epistemológica. Se trabajó con la producción escrita de ocho psicopedagogas argentinas, se identificaron conceptos y se analizaron sus desplazamientos. En ese marco, iniciamos este camino de análisis del concepto de aprendizaje escolar en las producciones escritas de las psicopedagogas seleccionadas, y en el transcurso, encontramos que este concepto no siempre fue explicitado en sus desarrollos teóricos. Esta constatación nos llevó a indagar qué vinculación mantenía con otros conceptos abordados por las autoras -aprendizaje;  problema de aprendizaje; fracaso escolar, escuela- para identificar la acepción  de aprendizaje escolar que sostienen. Esta tarea implicó revisar la trayectoria de dichos conceptos, enfatizar en aquellas referencias explícitas al aprendizaje escolar y reconocer la relevancia o especificidad otorgada al mismo. AbstractThe considerations presented hereinbelow regarding school learning arise from an interest related to our careers as university teachers and to research in the field of psychopedagogy. We base ourselves in current theoretical studies from the psychology of learning. The present article springs from an epistemological investigation in psychopedagogy oriented towards identifying the conditions necessary for categories and concepts (theoretical and instrumental) to emerge and the rational procedures used in their production. The aim is to establish the validity of its claims and its degree of epistemological accuracy. We analyzed written productions from eight Argentine psychopedagogists, identified concepts and assessed their shiftings. Within this framework, we started the journey of analyzing the concept of school learning in the written productions of the chosen psychopedagogists, and during this journey we realized that this concept was not always explicitly stated in their theoretical studies. This realization drove us to enquire into which correlation this concept had with other concepts dealt with by the authors —learning, learning issues, school failure, school — in order to identify which definition of learning they uphold. This task involved revising the evolution of said concepts, focusing in explicit references to school learning and recognizing its relevance and specificity.

El artículo tiene como objetivos: 1) describir el acceso material o físico de los estudiantes a las tecnologías digitales institucionales y extrainstitucionales durante el aislamiento social, preventivo y obligatorio por el Covid19; 2) identificar los tipos de uso de dichas tecnologías; 3) reconocer la valoración de los estudiantes de la Universidad Nacional de Río Cuarto (UNRC) sobre la modalidad virtual de enseñanza implementada en el período. Se trata de un estudio con un diseño descriptivo simple transversal que utilizó, para la recolección de datos, un cuestionario web autoadministrado enviado a la totalidad de estudiantes efectivos y aspirantes de la UNRC. Los resultados muestran que las herramientas tecnológicas más utilizadas en las clases virtuales son correo electrónico y plataformas institucionales. Los problemas más frecuentes refieren a conectividad deficitaria o bien ausente y el acceso que es, a veces, sólo mediante el teléfono celular lo que dificulta la lectura de textos. Se advierte un predominio del uso de las tecnologías como herramienta para la gestión de la información. Parece menor el uso de las TIC para el desarrollo de una pedagogía de la interactividad donde haya acciones recíprocas en modo dialógico con los estudiantes y de ellos entre sí. Los sentimientos que se reconocen más frecuentemente son inseguridad. Además, la mitad de los estudiantes no advierte una propuesta coherente e integral de educación virtual en su carrera. Los resultados del estudio brindan información que puede orientar la planificación de las políticas académicas de la UNRC orientadas a la inclusión y justicia educativa, para estos críticos momentos y para el futuro.

The objective of this article is to present the possible contributions of Psychopedagogy to museums, proposing some specific actions that professionals in this discipline can carry out in these educational contexts. Psychopedagogical intervention in museums is oriented to: advising on the planning, development and evaluation of programs, projects, materials and activities; the study of different audiences; and the creation of networks between different museums and other educational and or cultural institutions. In this article, the experiences of boys and girls in museums are interesting, whether on school or family visits. On the one hand, school visits, when they have a precise educational objective, are opportunities to create links between the content developed in the classroom and the museum experience. On the other hand, family visits are conducive to collaborative learning and sharing free time with family members. Thus, the museum is conceived as a context that offers different knowledge and experiences, where education and leisure are combined as aspects that are related and complement each other. From the three contributions mentioned above, actions are proposed for schools and families in their museum experiences