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

One of the objectives of the 2030 Agenda for sustainable development proposes the socalled sustainable and resilient cities, through the efcient use of resources. In this context, heritage buildings play a transcendental role in this search, since they promote the recovery of historic buildings for their enhancement in the contemporary world, without resorting to large consumption of new resources for construction, efciently managing, harmonious and responsible with other cultural and natural resources. Within the framework of the principles of preventive conservation of heritage buildings, a case study is presented where the factors are evaluated and the useful life is calculated, in light of the ISO 15686 standard, of a reinforced concrete building built in modern times in Colombia. The results will contribute in the phases of the life cycle with the diagnosis, and subsequent intervention proposal, aimed at preserving the materiality of the building and the safety for its inhabitants without detriment to its heritage values.

The educational relationship is the substantive way of educational intervention; it is its concrete act. It is identified with the interaction which we establish to perform the activity of educating. In educational relationship we must go from thought to action; we must go from attained and attainable value to effective accomplishment. We have to know what the theory-practice relation is like in each interaction. This work is an analysis focussed in Pedagogy as a discipline which generates knowledge of education. Pedagogy is a discipline whose object of study is education. In Pedagogy, their own, autochthonous, concepts are generated about the meaning of educating and the way of intervening to educate. Pedagogy values each means used in the intervention as educational, adjusting it to the meaning of educating. In this way, a better application to the explanation, understanding and interpretation of educational events and their possibilities of transforming the intervention is achieved. It is the meso-axiological perspective of Pedagogy: understanding each means used in the intervention as a means valued as educational. From Pedagogy it can be based that the educational relationship is the interaction of identities to educate; It is a concept with its own meaning, linked to the meaning of education and, given that the transition from knowledge to action requires concordance between values and feelings in each interaction, the educational relationship becomes the ideal means of educatee-educator interaction.

Recognizing the need, despite the efforts made on the planet in terms of education, to decolonize the planet and to make it more complex in favor of life, solidarity and the salvation of the planet; In the lines of research: education-transcomplex transepistemologies and planetary decolonialitycomplexity in re-linkage, we support Complex Planetary Decolonial Education (CDPE) and its ecosophical re-linkages as a complex objective of the research. Hence, the inquiry is transmethodical, beyond the evasive and colonial methods of investigating. For this reason, with the comprehensive, ecosophical and diatopic hermeneutics we go through the analytical, empirical and purposeful moments in the rhizomes. These profoundly disruptive, which in any of its branches can branch off to include demystified essences of the human being in their education. Transmethods-rhizomescomplexity-transdisciplinarity-education, make a scene in all the inquiry; where ecosophy turns to seek and educate the difficult art of inhabiting the planet as constant and unbinding of the new instruments of global coloniality, exercise in Complex Planetary Decolonial Education; where the social, environmental and spiritual go to the education of all the complexity of the human being: nature-body-mind-soul-spirit-God.

Afectivity in the educational feld, specifcally in the school, has been a subject little addressed by the various pedagogical-didactic currents; however, it is a human condition that is present in each one of us and that we cannot forget. These currents have placed emphasis on the contents, on the fgure of the teacher, on the methods, techniques and cognitive processes, but, on few occasions, there has been a decided commitment to a theoretical refection and application in the management of this dimension. afective For this reason, our purpose is to identify the treatment that has been carried out in the formal educational feld of afectivity, the education in it and, based on this, give some didactic clues for its development.

In this work, the author addresses the need to ethically regenerate our institutions so that they serve the common good and not the particular interests of those who hold political and economic power. The ethical rearmament is the task of society as a whole, highlighting the indispensable role of the educational system in this ethical regeneration. The author proposes some concrete actions, highlighting the need to recover the individual as the central subject of educational action, his responsibility as a human being and the contextual character of educational action. The need for the testimony of those who exercise power to make their authority credible is underlined. The need for “another” anthropology and “another” ethics for the regeneration of institutions inspired by the thought of E. Levinas is highlighted.

Walking in today, thinking about today, is somehow the result of a process. Process that entails philosophically speaking to open ourselves to the contemporary debate on: Modernity, Education and Family.

This article deals with the return of the Passeio Cantante artistic action to the streets, after two years of social isolation caused by COVID-19, with the aim of leaving a testimony of the experience of the arts of presence and isolation. It adds a narrative about the language that has been created from the intersection between historical heritage, scene and June tradition, which here is called Teatro de Quermesse. To describe how this caipira theater has been made, we add to the information related to Passeio Cantante, information about the urbanization of Campinas since the 18th century, about the people and the June tradition planted here since the 16th century. From the material gathered here, we show how this dramaturgy for alleys, squares and squares is thought of as a scenic event that evokes the memory of the city, from a political perspective of today with a view to proposals for the future. The text dialogues with Leda Maria Martins (1997; 2002), Milton Santos (2014), Luís Antônio Simas (2019), among other references.

This article reflects on the experience of a research project that worked with the investigation and experiments of remote practices, from the perspective of acting and theatrical direction at UFSM, and which aimed to reduce damage resulting from the suspension of face-to-face activities in combating the pandemic. Covid-19. In order to think about and problematize this sui generis time and space and the results achieved, this article is based on the Foucauldian and Dubattian perspectives and also discusses epistemological issues.

Se presenta una imagen fotográfica de un acné queloideo en la parte occipital de la región craneal de un paciente masculino de 32 años de edad con fototipo de piel V y sin antecedentes patológicos personales de interés (Fig. 1). Hace aproximadamente cinco años comenzó con lesiones eritematopustulosas en la parte occipital que confluyeron hasta formar una gran placa fibrosa de aspecto queloideo con alopecia cicatrizal. Fué tratado con esteroides intralesionales sin lograr mejoría.

Introduction: At the present time, advances in science and technology have been directly reflected in educational processes at all levels, including higher education, a scenario in which values ​​such as ethics stand out, and the teaching commitment to continuous evolution. educational and cultural. Objective: The study carried out focused on highlighting the importance of ethical elements and teaching innovation within higher education management in Ecuador, since the "Citizen Revolution". Methodology: A documentary-bibliographic exploration was carried out, from which 75 articles related to the proposed theme were obtained, 32 being selected due to the exploration criteria, from the databases: EBSCO, Scielo, Redalyc, Dialnet, Science.gov and Redib, and published within the last five years. Results: Within the investigation it was possible to determine that there has been, since 2008, a series of restructurings, creations of laws and organisms, which, together with improvements in Ecuadorian higher education, have corrected very serious problems of the past, however, there is still a lack of professional updating and state-of-the-art equipment at the university level. Conclusions: Ethics is an essential element that must be included as a subject within the higher education curricula, as occurs in first world countries. With regard to innovation, the close link between ICTs and education is evident, fundamental components for quality educational training. Specifically, the case of Ecuador, there are advances, but not solid and structured enough, for the requirements of this society in continuous development.