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

During the eighties and nineties, Arthur Danto developed his famous theory of the end of art, which led to criticisms from philosophers and artists. Some arguments of this controversy came from aparently distant sources from the aesthetic realm like logical positivism or analytic philosophy. However, as I will try to show, these positions refer ultimately to two famous conceptions of art of the European aesthetic tradition.    

La emergencia sanitaria provocada por el COVID-19 ha alcanzado dimensiones incomparables y el número de contagios en todos los rincones del mundo aumenta a gran velocidad. Ante dicha situación, los centros penitenciarios representan espacios idóneos para la propagación de la enfermedad, escenario que resulta preocupante desde el punto de vista de derechos humanos y salud pública en las personas que se encuentran privadas de libertad, especialmente de las personas adultas mayores en situación de vulnerabilidad, pues aun y cuando fueron sentenciados por la comisión de un delito, el Estado debe velar por la protección de su integridad, salud y su vida. Por ello, el presente estudio cualitativo pretende llevar a cabo un análisis documental, con la finalidad de describir y tener un acercamiento a la realidad sociojurídica que enfrenta este grupo poblacional privado de libertad ante la actual declarato- ria de emergencia sanitaria.

El tema sobre la epidemia del VIRUS SARS CoV2 (COVID-19) ha impactado al campo del Derecho, la principal consecuencia infirió en la administración de justicia, se presume que provocó una restricción de los derechos humanos al acceso a la justicia, el trabajo digno, la vida libre de violencia para las mujeres, la convivencia entre los progenitores, y sus descendientes, así como otros derechos humanos. El propósito del presente trabajo es analizar la posible afectación a los derechos humanos que se han visto limitados por esta pandemia, y poder proponer una nueva aplicación del derecho en sus diversas ramas ante situaciones futuras, así mismo evidenciar si efectivamente la pandemia ha causado la necesidad de suspender o restrin- gir ciertos derechos humanos y sus garantías de manera formal como lo prevé la Constitución Política de los Estados Unidos Mexicanos, lo anterior, para la protección de la salud pública. Por otra parte, se plantea como objetivo, evidenciar la diferencia entre el Estado de excepción y la suspensión de derechos humanos y sus garantías como respuesta ante el COVID-19.

En el presente estudio se revisa y se evidencia que, en el Código Nacional de Procedimientos Penales, al reglamentar la punición aplicable en el procedimiento abreviado, se violentan derechos humanos al transferir al Ministerio Público una atribución exclusiva del Poder Judicial lo que, además de in- constitucional, limita el acceso a la justicia, rompe el principio de equilibrio procesal entre las partes y favorece la corrupción y la impunidad.

La pandemia generada por la propagación del virus SARS-CoV-2 demandó que los gobiernos instrumentaran una serie de medidas orientadas a la protección de la salud de las personas, así como políticas fiscales, monetarias y laborales para estimular la economía y el empleo. En este trabajo, a través del método de derecho comparado, se efectúa un análisis descriptivo de las medidas adoptadas en China, Italia, España, Francia, Alemania, Estados Unidos de Norteamérica y México, con el objeto de calibrar si responden a las innovaciones que el Constitucionalismo más allá del Estado de Luigi Ferrajoli busca introducir en el paradigma constitucional.

En la democracia uno de los derechos fundamentales para el ejercicio efectivo de los derechos políticos de sufragio activo   y pasivo es la libertad de expresión al permitir por un lado la emisión de opiniones para la construcción de una idea clara que coadyuve a la emisión de un voto informado. El presente trabajo se enfoca en la libertad de expresión en el contexto electoral dentro de las redes sociales y la infracción a la norma por opiniones de funcionarios públicos.

The study of the part of the economy that has been excluded from the orthodox economic approach usually finds support in the alternative economic proposals derived from the seminal work of Karl Polanyi, who analyzes the need to "re-embed" the economy in society in the face of the devastating effects generated by the emergence and consolidation of market economy, as well as the emergence of a response from civil society which he calls ‘countermovement’. On this basis, and with a necessary nuance based on the historical, economic and political particularities of the Latin American region, an analysis is carried out on the extent to which, in addition to constituting a unifying discourse, solidarity economy could become a counter-movement, by channeling the search for social transformation through alternative economic practices in Ecuador, in a context in which neoliberal development models based on economic growth and the dismantling of the State perpetuate exclusion and the lack of real social representation. Through a series of interviews with key actors, supported by documentary review, it is possible to determine some key elements shaping the challenge that collective action under the solidarity economy discourse still represents in the country, so that it can actually think of itself as a counter-movement.

This text presents some reflections about the dimension of teacher training work. It is the result of historical and social analysis of university extension from legal and official frameworks that guide the context of formative actions in undergraduate courses at Brazilian public universities. Also, from the dialogue with theoretical references which support understanding different conceptions of university extension in the academic environment. Thus, the reflections proposed in this text intend to approach the reader to concerns arising from a perspective of teacher education that promotes knowledge through activities that value likewise the triad: teaching, research and extension. At the present time, significant advances are noticed in formulating legal devices that list the importance of extension experiences throughout academic education. Equally, the university community itself has been mobilizing to re-signify its educational practices.

This article focuses on research with eight graduates from a Pedagogy course about their vision on the marks of professional culture in teacher education. The scope of the work is to analyze the elements and / or contexts of the course that favor the approximation between students and the profession. The theoretical framework is based on Shulman (2005), regarding the three dimensions of professional pedagogical marks: to think, to perform and to act with integrity; in dialogue with Gatti et al (2016) and its references for teacher education: professional knowledge, professional practice and professional engagement. Methodologically, the CPP of the course was analyzed and eight new graduates were interviewed. The analysis considered: i- the strength / weakness of the disciplines; ii- the coexistence with teacher trainers and their practices; iii- the place that the teaching practices occupy. The findings suggest that the course favors the dimensions of the knowledge and of the teaching performance, only tangentiating the dimension of acting with integrity.

This text aims to identify and analyze the social representations of teachers of the final years of elementary school of a municipal school about what guides them in their decision-making process in their pedagogical practices. It is assumed that these representations go through, in particular, the didactic knowledge that teachers have and express regarding the pedagogical practice, and that they translate the contents of their thoughts and interactive decisions in the face of the didactic situations. This study is based on the theory of social representations (MOSCOVICI, 2012) and uses a qualitative research approach, applying questionnaires and interviews, whose data point to two dimensions of analysis and their respective results on the didactic knowledge in construction: 1st Guidelines and/or logic in the construction of didactic knowledge: Directing theoretical, social, and personal guidelines and/or guidelines from the teachers’ experience and for situational guidelines; 2nd Decisions and interactive thoughts in the classroom: Demarcating routine, immediate and/or reflexive decisions that guide the construction of didactic knowledge. Finally, it is hoped that the elements introduced here with regard to the teachers’ guidelines and decisions concerning how they think about and understand the teaching process and build didactic knowledge can contribute to rethinking training processes, pedagogical practices, and professional learning.