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

This non-experimental transactional descriptive research aims to determine the sociodemographic, sexuality and pregnancy indicators in 88 mothers belonging to prevention programs of the Colombian Family Welfare Institute (ICBF) Centro Zonal Norte. For the data collection, a sociodemographic record prepared by the researchers was used, taking into account guidelines from other works. The analysis was carried out through the statistical software SPSS version 25 and the Chi-Square statistic was used to obtain the frequency and percentage. All the regulations established by the criteria of resolution 8430/93, issued by the Ministry of Health of Colombia, and Law 1090 of the Psychologist were followed. The results show that sociodemographic and sexuality indicators associated with teenage pregnancy are: early pregnancy, low schooling, low socioeconomic status, non-use of contraceptive methods, unplanned pregnancy.

The body is a social construction subject to multiple representations. These representations give sense and significance to its morphology and change in line with historical, social and cultural contexts. The bodies of women with breast cancer undergo important changes in the course of their treatment. These changes have not only physical consequences but also psychological and social ones. Study objectives: (1) to understand the process of the body’s configuration and reconfiguration in the period of illness in women with breast cancer; (2) to analyse these women’s experiences of the changes in their bodies during their treatment for breast cancer. Methodology adopted: qualitative, based on semi-structured interviews with women with breast cancer. Findings: the women’s accounts reveal psychological and social consequences stemming from the changes brought about in their bodies by their treatment. Conclusion: the study evidences the compelling need for the team of health professionals to address the body in the caring process of breast cancer treatment.

Perfectionism has been considered a significant risk factor for psychopathology and a typical personality characteristic in people suffering from eating disorders (ED). This study aims to know the relationship between perfectionism and depressive symptomatology, self-esteem and body dissatisfaction in adolescents diagnosed with ED. The sample was composed by 100 adolescents (M age = 14.91, SD = 1.094) diagnosed with ED who went outpatiently to a specific child-juvenile ED unit of the National Health System. All patients completed the perfectionism scale of the Inventory of Eating Disorders (EDI-3), the Spanish Child Depression Questionnaire (CEDI-II), the Rosenberg Self-Esteem Scale (RSES), and the Body Form Questionnaire (BSQ-34). Results indicate that the perfectionism scale of EDI-3 correlates significantly positively with CEDI-II (r =, 336, p =, 001) and BSQ-34 (r =, 199, p =, 45), and in a negative way with the RSES (r = -, 337, p =, 001). Adolescents diagnosed with ED who score higher on perfectionism show greater depressive symptoms and body dissatisfaction, and lower self-esteem. We believe that emphasizing the treatment of perfectionism could result in a psychopathological improvement of these patients.

There are a number of factors that can have a negative impact on academic achievement, as well as on positive social and school adaptation. One of these is school anxiety at the cognitive level, known as negative thoughts and images of school situations that trigger avoidance and/or escape from the clasroom of school institution. The objective of this study was to analyze differences in school refusal based on high and low scores in cognitive anxiety, in a sample of 1588 adolescents between 12 and 18 years of age, enrolled in secondary in high school courses. To this end, the cognitive scale of the Inventario de Ansiedad Escolar para Educación Secundaria (IAES) and the School Refusal Assessment Scale-Revised (SRASR) were applied. The findings of the study show that adolescents with high cognitive anxiety, unlike their peers with low scores, score significantly higher in three of the four dimensions of SRAS-R. In conclusion, these results point the negative consequences for the school and psychosocial adaptation of students, in line with previous literatura, which supports the need to design interventions that minimize the problem.

The purpose of this document is to have an analysis of the different theories that intervene in business cooperation and innovation. The purpose of the analysis is to establish a timeline of the different theories established and that over time have generated some contribution for the study and development of the business cooperation, due It is expected to provide a simplification of the relationship and evolutionary comparison to understand from a different perspective the issues addressed.

The present paper is an exercise in pedagogical archeology that rescues a relevant document for the history of Catalan pedagogy, and by extension, Chilean pedagogy, given the fact that Bardina resided in Chile for many years. We begin by presenting a paper, unpublished until now, that Juan Bardina presented in the Primary Teaching Conference of Barcelona (1909) and in which he summarizes what he considered to be the new education (the “stimulating pedagogy”, in his own words). We provide a brief biography of the author and some notes about his thought and pedagogical work, in order to contextualize, analyze and, where necessary, clarify the paper’s content. In it Bardina leaves traces of his filo-Americanism and his agreement with the postulates of Spencer about the philosophy of evolutionism. Finally, the reader will find the transcription of the paper, published for the first time.

The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection  in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.

This paper presents the biography of Santiago Luzuriaga y Odria (1828-1904), a teacher from Navarre (Spain), who enjoyed a long professional career and was the father of the Spanish pedagogue Lorenzo Luzuriaga. Santiago Luzuriaga was the author of singular works, which he called nobelas-komedias, written after the Spanish Government agreed to start paying teachers’ salaries beginning in 1901. The Archivo General de Palacio (General Archive of the Royal Palace of Madrid) and the Real Biblioteca (Spanish Royal Library) preserve some of these nobelas-komedias, which feature the peculiarity of being written with a phonetic spelling. The author argued for the necessary transformation of writing for the purpose of achieving a greater economy of language. Finally, the paper includes a copy of El ermano del alkalde dedicated to King Alfonso XIII of Spain, which is currently in the Real Biblioteca.

This paper deals with the professional career of Modesto Bargalló Ardévol (1894-1981) in Spain, who has been singled out as a one of the outstanding renovators of Spanish science teaching in the first third of the 20th century. After undertaking a review of the biographical studies of this training- school professor and an analysis of his wide range of publications and other historical sources, the paper focuses on several neglected questions regarding his work in Spain. I will argue that Modesto Bargalló’s biography can contribute to a reflection on the use of teacher biographies for exploring the history of science education and its role as a field of scholarship shared by historians of education and science historians. 

According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.