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

This study focuses on the pedagogical practices of two teachers – pedagogue and physical educator – in relation with a group of children who live in the countryside, inserted in a municipal school located in the urban area of a city in the state of São Paulo. In this direction, the study aimed to understand how is the interaction between teachers and children in the context of pedagogical practices. The participants were eleven children students of the third year of elementary school and two teachers responsible for the class (an pedagogue and a physical educator). Based on qualitative research was conducted participant observation in two school spaces where children and teachers live together: in the classroom and on the sports field. For systematization of information were done records out in a field diary. All the collected material was interpreted and categorized through content analysis. The results reveal positive relationships between teachers and children. On the other hand, it shows the difficulties faced in pedagogical practices with the rural population inserted in the urban school, especially as concern the differentiations of life contexts that pervade the countryside where children live. Thus, there is an implication in the experiential knowledge built in school intramural, which lead to the reflection on how is the initial and ongoing training of teachers who work with children living in the countryside.

The article presents the reality of the Service/Social Work in the educational field in Spain with respect to the centers/services in which it is integrated, needs it serves, functions performed and future expectations. In order to achieve the planned objectives, an empirical research was carried out with a mixed methodology (quantitative and qualitative), through document analysis, the administration of questionnaires to professionals, the conduct of individual and group interviews with experts. A total of 30 Labor/Social Service professionals participated in the research and work in the educational field in the southeast of Spain (provinces of Almería, Alicante and Murcia). The results achieved allow us to approach the reality of the Work / Social Service in the educational field in the Southeast of Spain. The research shows that the professional profile is characterized by a feminization of the population with an average age of between 31 and 51 years; the centers and services in which they are integrated are in their majority of public dependence, mainly in Educational Guidance Teams; they attend needs such as school absenteeism, family orientation, attention to diversity and special educational needs; its functions are intended to prevent and address individual problems of the students, in relation to the family and school context; There is a scarce presence of social workers in the education system, as well as a lack of recognition of this professional figure in education.

This article describes how relevant the human values and transdisciplinarity concepts are in the integration of two ethnic groups (gypsy and caucasian), both in risk of social exclusion. The main objective is the inclusion of the value education inside the conceptual, theoretical, emotional and practical formal education with the aim of translating this values to the family, social and cultural environment. Using theoretical references from education, sociology and system theory (Freire, Bordieu, Morin, Nicolescu) the methodology starts from models which integrate objective, subjective and critical paradigms. The main result of this approach is an education in values in the context of the formal education which is inclusive and participatory.

The article deals with describing the moments in which the Colombian State has legislated for the peoples of African ancestry, especially in the matter of educational rights. It will also show that the specific laws for these communities in a contradictory manner do not enjoy a promotion strategy on the part of the State and on the contrary have been naturalized in a double game of inclusion-denial, that is, the right of blacks is part of the normativity but it does not apply in practice. It is postulated here that the inclusion of the Afro communities to the State's educational policies responds to a demobilization strategy and an attempt to close the protest processes. However, despite the colonial and racist vision that permanently marks the performance of Colombian elites, since the nineteenth century groups of black intellectuals have emerged that have significantly influenced the processes of claiming an education aimed at revitalizing the social, political and cultural constructions of Afro-Colombians. The opening to the cultural diversity of the 1991 Political Constitution is read here as a strategy of State multiculturalism.

The present article has as research theme accessibility for deaf, with the objective of understand how the different social spaces are organized to meet deaf people. It is a bibliographical research through analysis of academic studies, available at the CAPES Theses and Dissertations Bank and at IBICT, that address the accessibility to deaf people, in different spaces of society. The collected data from the reading of each of the selected researches were categorized, interpreted and analyzed. The studies point to the difficulty faced by deaf people in different sectors of society, such as education, health, leisure and work. Evidence of the absence of translators/interpreters from Libras/Portuguese Language and of professionals trained in Libras in social spaces, using less effective forms of communication to ensure social inclusion.

La Argentina (1602) is the one and only Renaissance epic poem from the River Plate. The author Martín del Barco Centenera provides with his epic poem one of the foundational texts of this region. Nevertheless, it does not belong to the traditional corpus of epic texts from the Siglo de Oro; an ever-increasing number of studies have been published only recently. Although this epic-heroic poem lacks the figure of a central hero, the decision to write an epic poem is not accidental. By means of a rhetorical and semantic analysis, this paper argues that the lack of epic heroism (vacío heroico) generates potential to discuss the question of heroism in times of the conquest. Barco Centenera wittingly combines this discourse with the topos of the marvellous of the New World. An analysis of the narrative discourse with a special focus on its reflexivity complements the argument.

In recent years, literary criticism has begun to emphasize the linkage between Góngoras way of writing and epic or the so-called ‘heroic’ set of subgenres (Mercedes Blanco, Jesús Ponce Cárdenas). This new angle implies a considerable shift in perspective compared to the reception of Góngora by the Generación del 27 and especially Dámaso Alonso. Limiting itself to the Soledades, the present article explores the consequences of this new paradigm, beyond Góngora as a mere ‘lyricist’. From a methodological point of view, we will not rely on the idealist or Marxist dialectic of form and content (the ‘ideology of form’ of Fredric Jameson), which we consider an anachronism when referring to Góngora. Instead, the early Roland Barthes provides an alternative by suggesting the ‘commitment to form’ and attempting to escape the dialectic of form and content through a ‘gesture’ of écriture. Thus, the present article postulates that not enough critical attention has been paid to the ‘gesture’ of Góngoras writing (écriture) in the Soledades: a writing that pirates the language of epic.

Rodrigo Fernández de Ribera’s La Asinaria has only sparsely been analyzed in the context of literary investigations, indicating a rather scant aesthetic and cultural interest. By looking at the text in relation with its intertextual reference to Alonso de Ercilla’s La Araucana, which connects the discourse and practices of the aristocrat’s autorepresentation and of Spanish colonization with the work, the following article explores the text as satire expressing a critical attitude towards aristocracy and inconsiderate colonization. It will be argued that it proves to follow a humanist perspective objecting social elites, their habits, their behaviour and their forms of autorepresentation via propagandistic genres like the epopeya.

The objective of this article is to review the epic elements (heroes, prodigies, adventures) of the “Letter that Lope de Aguirre wrote to Felipe II” in El Marañon (1578) by Diego de Aguilar y Cordova, relating this in a comparative way with those of the legal-administrative requests of the 16th Century to clarify their role in the construction of both historiographic and legal discourses: to endow the narrated facts with extraordinary character, without losing credibility. All that in order to achieve concrete objectives: to complain, to ask what is fair, and to receive reward.

The following essay is based on a comparative discussion of one of the first colonial epics, De Gestis Mendi de Sa (a Neo-Latin work written by the Brazilian Jesuit José de Anchieta) with the much more well-known epic about early colonial Chile, La Aracaucana, by Ercilla. Following the seminal work on classical/early modern epic by David Quint, the essay outlines how the two epics about military conflicts in Latin America are related to the generic conventions of the classical paradigms, notably Vergil’s Aeneid and Lucan’s Pharsalia. To varying degrees, both epics blend the imperial rhetoric of Virgil with the more critical language of Lucan that allows for a certain amount of sympathy with the side of the enemy. Specifically, I argue that the indigenous populations of Brazil and Chile are poetically represented with categories of both savagery and nobility –thus achieving different varieties of generic adaptation and of ideological ambivalence.