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

This essay examines an indigenous map (1837) of the Missouri andMississippi river valleys, which offers an alternative to the territorial mappings of USempire in the era of Indian removal. The map was presented by the Ioway delegateNa’hje Ning’e during an intertribal treaty council in Washington in 1837 and depictsthe Ioway Nation’s historical occupation of large areas in the Mississippi River Valley.Although the American treaty commissioners ultimately dismissed the map's historicalargument and the Ioway's claims, its visual presentation of rivers and indigenousmigrations routes marked an alternative to US territorial mappings of Indian country.Understanding the Mississippi River Valley as a site of territorial contestation,Na’hjeNing’e’s visual rhetoric took Ioway migrations along these waterways seriouslyas a basis for indigenous land claims and sovereignty, presenting an alternative to thesettler state’s mappings of Native space. At the same time, the imbalance of powerrelations within American bureaucratic networks meant that the map is an example ofdisrespected literature: a form of indigenous writing that was legible within colonialsettings, but nevertheless disregarded because it did not align with settler-colonialprojects of indigenous dispossession. By considering the diplomatic calculationsbehind it, this essay argues that Na’hjeNing’e’s map asserted a representation of Iowaysovereignty, but also reveals the bounds on that sovereignty at a moment whenremoval policy and settler expansion profoundly reshaped the social and politicalplace of Indian nations in North America.

Disrespected literatures are written in disrespected languages. Languagesare usually disrespected when the status of the people who speak them is low. In postplantationsocieties the respected language is the European language brought by thepeople who colonised the country. The disrespected language is usually a creole bornin the plantation environment where overseers speaking European languages andenslaved people speaking West African languages were forced to interact. In Jamaicathe respected official language is English and the disrespected popular language isJamaica Creole. The languages are lexically related and so give the impression of beingcloser than they are. In fact, Jamaican Creole is still regarded as “broken English” bypeople who have not paid attention to the linguistic analyses which indicate a strongstructural relationship to certain West African languages. These two languages, theofficial and the popular have accommodated each other in the Jamaican environmentwith speaker and situation determining use. A fascinating feature of thisaccommodation is the ability of the individual to switch from one language to the otherwithin the same speech event.This paper hopes to illustrate how I and other Jamaican writers have infused theformal/official language in which most of us write, with the popular language and sohave enriched the fabric that is the language in which Jamaican literature is written. Disrespected Literatures are written in Disrespected Languages. I am from Jamaicawhere the official language is Jamaican English, a respected language, and the popularlanguage is Jamaican Creole, commonly called Patwa, the disrespected language.Disrespected languages are hardly given the status of “language” except by linguists.They are called dialects or they are described as broken versions of respected languagesto which they are usually related lexically. So some people describe the Jamaicanpopular language as “broken English”. I have said elsewhere that if that is what it is, it isbroken into many very small pieces. The truth is that languages gain status from theirspeakers. An eminent linguist (Max Weinreich) quoting an unnamed friend, remarkedthat a language is a dialect with an army and a navy. Jamaican Creole, Patwa, even if itused the salaries of all its speakers could hardly sustain an army and a navy.

The linguistic complexity of the Caribbean context forces any literaryauthor to choose a language (or more languages) in the very wide range offered bythe Creole continuum, from Creole to the European languages that arrived on theislands through colonization. The situation of Creole in the French Antilles isparticularly interesting, because it reveals the history of a denied or silenced language,at times by its own speakers, and also by the great authors of the FrancophoneCaribbean, as we will see analyzing the relationship with Creole and French of authorsof different generations, from Césaire and Glissant to Confiant and Chamoiseau.Instead of judging these authors and their linguistic choices, this article will focus on areading of their complex and sometimes ambiguous relationship with these twolanguages, and on the influence that this has had on the birth of a literature in Creolein Martinique. Reading this relationship through their interviews, with thecharacteristic immediacy and spontaneity of this genre, will help us to read anunstable thought, revealing not only the results of their reflection on the possibilitiesof a single language, but above all the possibility of using this history of oppression asa starting point for a new perception of the role that any language can play inCaribbean literary creation.

ÍNDICEIntroducción p. 99Emilia Perassi y Emanuele Leonardi Escribir caminando p. 105Una conversación con Teresa Ruiz RosasEmilia Perassi La fragmentación: llave maestra para narrar el terror p. 115Una conversación con Mario WongAdriana I. Churampi Ramírez La literatura se salva sola p. 121Una conversación con Günter Silva PassuniEmanuele Leonardi Encarnar la escritura p. 128Una conversación con Gabriela WienerAna María González Luna C. Avatares de la memoria en la novela policíaca migrante p. 137Una conversación con Lenin Solano AmbíaKarín Chirinos Bravo Puentes literarios: obras y traducciones. p. 142Una conversación con Ofelia Huamanchumo de la CubaGiovanna Minardi

“La casa del missionario è la Cordigliera”. Cammini inculturati di resistenza dalle Ande colombiane.Una conversazione con Ezio Roattino(30 aprile 2019)di Simone Ferrari

The video presented here is designed as a guide for filming sign language poetry. Using a series of takes of a single poem in Brazilian Sign Language “Fallen Angel” (in Portuguese “Anjo Caido”) by the Brazilian sign language poet Fernanda Machado, the video shows options for filming and editing a piece of sign language poetry. This short video complements the longer article in this collection “Representing Libras Poetry on Video” by Fernanda Machado.

Fernanda de Araujo Machado has taught Brazilian Sign Language (Libras) and literature of Brazilian sign Language at the Federal University of Santa Catarina, Brazil. since 2014. She completed her Masters degree in 2013 on Symmetry in Sign Language poetry and defended her PhD on anthologies of Libras poetry in 2017.

In Conversation with Velma Pollard(Spring 2018)by Simona Bertacco

Las tecnologías de la información y comunicación (TIC) están transformando los ámbitos de la vida social, cambiando el mundo productivo, la cultura y las ideas de la sociedad. Al mismo tiempo estos medios de comunicación social juegan un papel cada vez más importante en la formación de estilos de vida; donde los valores y modelos son propuestos y consumidos por adultos, niños y jóvenes. El uso de las tecnologías de la información y la comunicación (TIC) en los procesos de enseñanza y aprendizaje, están cambiando la forma en que se realiza la docencia en la educación media general. Nuevas estrategias de enseñanza han sido implementadas por medio del uso del computador e Internet para generar ambientes que faciliten el aprendizaje. El uso de estas tecnologías, tiene un gran impacto en la forma como se accede a la información, como se comparte y como se utiliza, convirtiéndose en una necesidad de incorporarla tanto al proceso de enseñanza como al de aprendizaje.   Por consiguiente; se describió el uso de las TIC en el proceso de enseñanza de la matemática, permitiendo en los estudiantes el desarrollo de las mismas y facilitando su integración al ámbito educativo, obteniendo resultados positivos, puesto que la mayor parte de los docentes conocen y manejan los sistemas informáticos, los sistemas operativos, el uso del internet y uso de programas básicos. Además, se pudo establecer que tienen una actitud positiva hacia el uso de las TIC.

RESUMEN Esta investigación tuvo como objetivo analizar las estrategias de enseñanza hacia el fomento de la cultura tributaria por los docentes del PNF en Administración, IUTM, se proponen estrategias de enseñanza para el desarrollo de conocimiento tributario, para crear conciencia de su significado, así como la necesidad de contribuir con el Estado cumpliendo con las obligaciones tributarias establecidas por las leyes. Tomando como fundamento teórico los documentos legales como Constitución de la República Bolivariana de Venezuela (1999), Código Orgánico Tributario (2014), y las exposiciones de autores tales como: Díaz Barrigas (2012), Paz (2011), Soto  y Bracho (2013), entre otros. Para alcanzar este objetivo la metodología utilizada se enmarcó en las modalidades de investigación, descriptiva, ya que describe sus características particulares, fundamentada en la recopilación de información a través de textos bibliográficos, como: libros, leyes, revistas, entre otros,  y de campo, ya que se aplicaron técnicas propias de esta modalidad. El diseño empleado es no experimental, transaccional, y técnicas de campo, tales como la encuesta y entrevista y para la investigación de campo, se utilizó un cuestionario dirigido a los profesores. Para el análisis de los datos  se procesaron a través de técnicas cuantitativas: análisis estadístico descriptivo, específicamente cálculo de frecuencias. Los resultados arrojados revelan que el nivel de conocimiento de los aspectos tributarios por parte de los docentes es muy bajo.