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

The pillars of the Costa Rican Foreign Policy, rest on a series of values, which are rooted in national identity and are intimately related to facts of history, which permeated national thinking. This article seeks to generate an approach to the life of Salvadoran teacher Marcelino García Flamenco, who in the context of the struggle against the Tinoco dictatorship in Costa Rica (1917-1919), gave his life for democracy and for Costa Rican freedoms, cultivating the idea of the teacher opposed to the army. For this, this research uses historical sources from the period between 1917 and 1924.

In 1968, professor emeritus and Costa Rican humanist Hilda Chen-Apuy Espinoza, who had received a UNESCO scholarship to study Asian cultures and to strengthen the East-West bond, inaugurates Sanskrit studies at the University of Costa Rica. This paper seeks to review the story of Sanskrit and Indian studies in Costa Rica, to contextualize the teaching of this Indo-European classical language at the University of Costa Rica, and to defend both its relevance in the Hispanic world and its validity for modern society. The conclusions point out the pertinency of including Sanskrit in the Department of Classical Philology, in ways such as promoting language learning, strengthening grammatical knowledge, studying ancient civilizations, valorizing contemporary groups, preserving cultural productions, defending human patrimony, and offering meeting points between past and present, between East and West, between India and Costa Rica.

In this reading of the story "Boxeador" (2007) by Carlos Wynter (Panama, 1971), i analyze the ineffable considerating two interrelated notions: the oneiric and the double. The work studies what was exposed by Sigmund Freud in his article "The ominous". In a complementary way i work with Otto Rank´s theory exposed in his book The double and what was proposed by Luisa Valenzuela in Escritura y secreto. The significance of this story, around the double theme, is that the author builds his tale outside the narrative mode of the fantastic. Carlos Wynter prioritizes in his text an exploration of the character's image and focuses on the repressions of the past that beset the subject.

We present a filmic and linguistic analysis of the short film The blackout as a methodological proposal to work and develop reading and writing skills in the language classroom, and specifically, in the ELE classroom. The objective is to provide slogans for the intertextuality of the images and their expression in the written expression. In this way, it is possible to bring the possibilities offered by “the short” to the teaching and learning of language and culture to students at secondary and university education levels. The methodology used is based on the description and comment of scenes and activities to implement in the classroom in a pragmatic way.

La naturaleza ha desempeñado un papel fundamental a manera de escenario en el cual se sitúan las acciones y se ubican los personajes en los textos literarios. En algunas oportunidades el espacio y la representación de la naturaleza determina el destino, modifica la acción y define el carácter de los personajes pues la naturaleza presenta dos facetas que se contraponen: la amena y la agreste, el locus amoenus y el locus inhospitus.

Cultural learning is often spoken of, however, there are many gaps in how it occurs and when. Social identification is one of these processes that are part of cultural learning systems. The article analyzes how they work, the stages in which it develops and how they generate behaviors. To establish it, it was necessary to start a dialogue in three disciplines: cultural studies, neuropsychology and affective studies. These cultural learning processes occur especially in social engineering projects although they may arise independently. Keywords

The contemporary reality demands from the teachers the need to be updated in everything related to the teaching of the new generations. Therefore, the identification of new learning spaces is a valuable tool in the face of these new demands. This article aims at exposing a learning experience in a group of university students from a private institution in the city of Guadalajara, Mexico, in which, through the use of fictional characters from a television series, one can contribute to the development of Ethical sub-competences of recognition and empathy, demonstrating that the formation of transversal competences can be generated in multiple ways, and not only through theoretical reflection. As a case study, an analysis of the profile and history of the character Daenerys Targaryen of the television drama Game of Thrones has been made.

The current article presents a general historical and critical overview of the barbarian concept and its diverse variants through time and space. These variants and conceptual interpretations are analyzed starting from the usage given by the traditional power and the political and economic authoritarianism. Although it does not use up neither its conceptualization nor its variants, it also does not include all the stages of the history of the occidental thinking, it draws on epistemologically to its initial definition and explains how through time the term has a negative interpretation of its conception, because it changes from being understood as different or distinct to be interpreted as unequal or lower. We will try to clarify how the term has evolved following the interests of those who have been self-proclaimed as superior and different from their own vision of power, discrediting, excluding and destroying all moral and anthropological reference proper of the human condition of the ones considered different. At the end of this paper we try to find the dialectical option of an including we and all that eliminates these parallel lines of violence and inequality that flow out from the hybrid constant of the I and the other. Keywords

This paper presents a reflection about the psychology of neopentecostal or charismatic religiosity and its potential impact over the adolescent brain on their developmental stage of constructing one’s identity. Potential benefits of the experience of faith are described, as well as risky manifestations of religious experience when it becomes radicalized, including problems such as overidentification, moral superiority and evangelistic colonization. The role of the educational setting is defended in the development of critical skills for a citizenship committed with a culture of peace, as well as the importance of the the adolescent’s moral development, based on principles such as empathy, freedom of faith and social justice. environment on