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

During the second half of the twentieth century, various generational conflicts emerged amongst poets as a result of a bipolar understanding of literary creations. One of the most significant issues, from the Literary Theory point of view, was the understanding of poems as pure communicative acts versus their interpretation as a source of knowledge. The protagonists of this complaint belonged to the first and second poetical generation of the post-war period, but their positions have exceeded the limits of that controversy in the decades of the fifties and sixties. This dispute revolving around expression versus knowledge can be read as a superficial manifestation of a much more relevant question: the understanding of literary representation as a productive or a reproductive act. Far from Valente’s reading of poetry as a synthesis between the two, these bipolar modes of interpretation still stand –decades after the original dispute– and could be unravel in contemporary poetic reflections.

We analyse the specific weight of the Spanish as a primary language in scientific journals published in Spain and Latin American countries, as well as through the global scientific output covered by the main bibliographic databases of international coverage. The study highlights the importance of the Spanish as a language of scientific communication in certain disciplinary areas linked on the one hand to socio-economic regional interests of Spanish-speaking countries, as it is the case of Clinical medicine, Geology and Environment, and, on the other, to certain scientific fields of the Social sciences and Humanities, as it is the case of the Regional economy, the Literature, the History of Ibero-American countries, etc. This study aims to contribute to the better knowledge and understanding of the real and potential value of the Spanish in the scientific world, with regard to the appropriate use of this resource for the development of our societies, and its cultural and economic projection at the international level.

The aim of this paper is to analyse the presence of sayings in the French grammars published in England and Spain between the Sixteenth and Eighteenth Centuries. This study will lead us to study the reception of the proverb in Europe as well as the didactic use of it in the teaching of French. Moreover, this paper allows to reach proverbs of Sixteenth, Seventeenth and Eighteenth Centuries and to analyse their diachronic evolution.

El proceso de toma de decisión por parte de los gobiernos marca el rumbo de las políticas públicas. En los centros de poder se priorizan qué políticas públicas se van a implementar a través de una selección de instrumentos, actores y recursos. Los centros de poder están compuestos por decisores políticos, y representantes de las diferentes esferas sociales y económicas, siendo el espacio de reflexión donde las problemáticas sociales comienzan a orientarse hacia su resolución. Se decide en estos espacios qué demandas sociales deben ser solventadas a corto, medio o largo plazo, y por tanto, si estas deben incluirse en la agenda política y su prioridad. Este artículo indaga sobre la importancia de estos centros de poder que protagonizan la génesis de las políticas públicas, cuestionando cómo influyen en la elaboración final de la agenda política a partir de los factores de liderazgo y tecnocracia. En este texto se analiza el papel que los centros de poder desarrollan en el proceso de toma de decisión, siendo entendidos como el timón del gobierno, aquellos capaces de impulsar los objetivos prioritarios de manera coherente. Estos pueden ser un valioso instrumento para asegurar que las políticas del gobierno sean efectivamente implementadas, y produzcan resultados exitosos para los ciudadanos (Alessandro et. ál., 2014:16). Esta propuesta investigadora emplea una metodología cualitativa a partir de un enfoque descriptivo, analítico y crítico, estructurado en cinco epígrafes, incluyendo referencias y fuentes actuales del campo de las políticas públicas y de las ciencias políticas.

El artículo analiza algunos factores institucionales y estructurales que han contribuido progresivamente a un divorcio entre ciudadanía y representantes en el caso chileno. Este distanciamiento entre política y sociedad ha sido denominado por diversos autores como “crisis institucional”. Se sostiene que existe una amalgama de elementos que han contribuido decididamente a este socavamiento de las bases culturales de la democracia, entre los que se encuentran, el diseño institucional de democracia protegida con sus enclaves autoritarios, los repetidos casos de corrupción que han minado la confianza ciudadana, además de una crónica mala distribución de la riqueza. Estos elementos han sido muy relevantes en la producción de una creciente desafección política que ha devenido en fuertes movilizaciones sociales, las que han puesto en cuestionamiento la legitimidad de las instituciones democráticas. 

Esta investigación pretende contrastar la teoría de la asimetría del voto económico para el caso español. Esta teoría asume que los efectos del voto económico son mayores en épocas de crisis que en períodos de prosperidad económica. Es decir, se parte de que el castigo en las urnas como consecuencia de situaciones económicas desfavorables, es mayor que el premio en situaciones de bonanza. Las conclusiones de Fraile (2002) refutaron este planteamiento en España, analizando los casos de 1996 y 2000. En este estudio se presenta nueva evidencia, comparando los efectos de la economía en el voto en las elecciones de 2000 y 2011. Para el análisis, se utiliza una ecuación de voto usando la técnica de la regresión logística, con datos de estudios de panel del Centro de Investigaciones Sociológicas. En el modelo elaborado para el análisis, se incluyen indicadores que dan cuenta de los principales debates teóricos que vertebran el estudio del voto económico. Las conclusiones apoyan las del estudio citado, discutiéndose los resultados del análisis a la luz de las especificidades de los comicios analizados.

Los cambio operados en  la realidad de los estados en el siglo XXI hacen emerger realidades y prácticas que, en principio, pareceían extintas, uno de esos ámbitos polémicos es el de la inteligencia. Los desarrolos y cambios desde finales del pasado siglo han propiciado un resurgimiento de la actividad de actores privados dentro de este ámbito en actividades donde no alcanzar o no quieren llegar las instituciones estales, pero de dónde les resulta preciso y precioso obtener conocimientos e información necesaria para la producción de seguridad.

This text analyzes the role played by the capuchin Friar Elias Zulian (1920-1976) in the educational context of the Paraná region of the Campos Gerais, between 1952 and 1976. We understand that personal and institutional desires influenced the performance of religious. We question: what is the scope of the work of Friar Elias in the education context of the region? He was born on August 9, 1920 in the city of Postioma, diocese of Treviso. He joined the seminar in 1932, being ordained a priest in Venice in the year 1945. In 1949 he was sent as a missionary to the State of Paraná, exercising his apostolate in Barra Fria (1949), Bandeirantes (1950-1951) and the City of Ponta Grossa (1952-1976), assuming the Chaplaincy of the Viação Paraná network-Santa Catarina (VPNSC). His performance extrapolated the boundaries of the altar and culminated in the structuring of an important eductional apparatus. For the development of the research, documentary research was carried out in primary sources such as the Internal Bulletin of the Paraná and Santa Catarina Provinces and the Archivio Provinciali Cappuccini of the Province São Lourenço de Brindes, as well as bibliographical studies related to church, state and Education as a space of dispute (Juan Esquivel and Riolando Azzi). As a method of analysis, the research was based on the consideration that the actions of individuals is determinated by the materiality of historical conditions, that is Dialectical Historical Materialism. From the analysis of the sources we found Friar Elias expressed the desires of the Catholic Church and of a society. Its actions served for the propagation of the public school in the Campos Gerais region of the State of Paraná.

Since the late 1990s, the demand for higher education in business administration has increased in Brazil, providing benefits to private universities. While this environment offers great opportunity for business schools, it also entails a number of challenging issues that impact the value chain of education. Understanding that people are the great differential of successful organizations, the objective of this article is to reflect on the need for private universities to seek in their teaching staff bases for competitive advantage. Based on the concept of professional competencies, it is argued that the competences of teachers are strictly related to their context of action and should therefore be identified and developed by university management. As a theoretical contribution the studies of Perrenoud (1998), Tardif (2000) and Shugurensky (2006) were used. Thus, the article explores, through a case study, the determining factors for the construction of teacher competencies from the perspective of teachers. The results showed that teachers attribute to classroom practice the greatest difference in the training of their competences, to the detriment of collaborative and institutional factors.

The present study analyses the pedagogical thinking of Dermeval Saviani on the relations between school, human formation and democracy, considering its philosophical background, the pedagogical implications and the possibility of a dialogue between his pedagogical theory and the contemporary educational scenario, shaped by characteristics of the post-modern. The study, of bibliographic character, was done with the direct analyses of the author’s texts about pedagogical theory but also others that bring about the theme in a more indirect way and that made possible to clarify questions raised in the course of reflection. This article deals with a brief history of the author highlighting the context that gave origin to his pedagogical theory; points out Marx and Gramsci’s philosophical influence; verifies how the author dialogues with its critics and how he positions himself before the evidence of the crisis of the socialist model and of the emergency of the postmodern in the contemporary scenario. Finally, recognizing the epistemological and social plurality of the postmodern scenario, the study considers the possible contribution of the historical-critical pedagogy to contemporary education.