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

In the context of education and, specifically, in the university stage, the presence of people with disabilities in Higher Education is today a reality, both in Spain and in other international contexts. Currently, there is a global movement that claims the right to access, permanence and success of non-traditional students, including those with disabilities. This study aims to present and analyze the conceptions of 676 university students (undergraduate and postgraduate) from different areas of knowledge of the University of Seville (Spain) on disability. A quantitative methodology has been used with the application of the Intercultural Scale of Disability Concepts (EICD). The results showed a preponderance of the social conception of disability, followed by the biological/medical aspects. Differences were observed in relation to the variables analyzed, younger university students and those who were doing postgraduate studies indicated the prevalence of statements linked to the social model of disability. No significant differences were found between participants with and without disabilities. Among the conclusions, we can highlight the relevance of understanding disability as a social phenomenon for the offer of inclusive psychosocial and psychoeducational practices. This decision then reveals that accepting the review of social paradigms to resignify concepts in the social conception of disability is a possible for the recognition of the differences that constitute the human.

Inclusive education is an essential component of regular education, which implies that teachers attend to diversity in their classrooms, therefore, it is expected that they are prepared to exercise their profession in an adequate manner. In order to know which competencies are necessary to serve students with Special Educational Needs, the objective of this research is to propose a theoretical categorization of the most relevant competencies through teaching practices by means of a review of tested instruments. To achieve this objective, a review of 24 quantitative studies assessing the competencies, perception and inclusive practices of teachers in various countries was carried out. For the selection of the instruments, certain selection criteria were established, such as keywords, year of publication, reliability index (Cronbach’s Alpha) and studies with factor analysis, to ensure the quality and validity of the construct. From the instruments analyzed, 18 tools with 87 different dimensions were identified, which were classified and conceptually categorized into five main dimensions: Pedagogical process, Inclusive practices, Collaborative work, Attitude and values, and Professional development. These categories contemplate the inclusive competencies that it is considered that teachers should possess in their professional practice. This paper aims to contribute to the review of the literature on inclusive competencies in educational practice. This is to subsequently propose a valid tool in the educational context, with which it is possible to determine, through a diagnosis, the competencies presented by teachers in middle-level educational institutions. The starting point was a detailed review of 24 scientific articles published in impact journals, in which we found different questionnaires that evaluate the inclusive competencies of teachers in various countries in Latin America, Africa, Asia, Europe, and the Middle East, in the field of inclusive education. For the selection, we mainly took into account two important aspects, firstly that they have applied factor analysis and secondly that they have a significant reliability index. As a result, we obtained 18 quantitative investigations from which we analyzed the 87 dimensions found and categorized them conceptually into Pedagogical process; Inclusion: adaptations and resources; Collaborative work; Inclusive policies, and Professional training. The results present factors in common and they agree that it is necessary to strengthen teacher training in the framework of inclusive competencies that are essential to carry out inclusive quality processes.

Reading and writing enable communication and interaction between people and the world. In the case of high school students, this activity is reflected in school performance and is essential for acquiring knowledge. When students have not developed this skill correctly, it becomes a problem that affects all their relational dimensions. For this reason, it was proposed to identify the main difficulties faced by students in relation to literacy codes in high school, as well as the context of production of the writings. The methodology was based on the exploratory qualitative approach, using the content analysis method. The information was obtained from one hundred documents written by twenty first-year high school students from a private institution in the State of Puebla. The analysis and categorization of the writings was carried out with ATLAS.ti software, 9.0.7 version. The results shown in this paper are based on the analysis of three types of texts produced by the students: travelogue, essay, and anecdote paper. It is concluded that such literacy practices give proof of the abilities that define the communicative competences assimilated during school life, how they function and how students relate to society. This makes it possible to think about designing new teaching-learning strategies for literacy. The analysis and categorization of the writings was carried out with ATLAS.ti software, 9.0.7 version. The results shown in this paper are based on the analysis of three types of texts produced by the students: travelogue, essay, and anecdote paper. It is concluded that such literacy practices give proof of the abilities that define the communicative competences assimilated during school life, how they function and how students relate to society. This makes it possible to think about designing new teaching-learning strategies for literacy.

La presente investigación se centra en los llamados signos compuestos impresos con la mano que forman parte del arte rupestre de la denominada Tradición Pictórica del Arcaico de Durango. A partir de sus especificidades se plantea una propuesta teórico-metodológica de análisis de estas expresiones centrada en sus procesos de creación que son los que mejor las definen. Todo esto como alternativa a las tipologías clásicas cuyo propósito máximo es el estudio únicamente de la forma final. Con base, por ejemplo, en el principio de “articulación”, se indaga en el procedimiento de construcción de las formas, y se aspira con esto exponer los “conceptos de puesta en forma” que son los que dan origen a estos diseños. Esta metodología de análisis ha sido, además, una vía muy importante para profundizar en la función de las pinturas, ya que éstas, se propone, serían producto de un conjunto de actividades rituales en las que el contacto con la roca es un acto fundamental que propicia la comunicación con las agencias contenidas en el soporte pétreo, así como la formulación de una identidad en comunión con el territorio y estas agencias que lo habitan.

Los libros impresos y manuscritos realizados por la Congregación del Oratorio de San Felipe Neri son testimonio cultural de su época y del grupo religioso que los consumía. La investigación de las imágenes de esos impresos se organiza en una mención de elementos esenciales para el estudio de la imagen en el libro antiguo; un breve contexto histórico del Oratorio, y la ubicación de dos momentos de la producción editorial de la Congregación, a partir del repertorio de impresos localizados en la Biblioteca Nacional de México. Se analizarán la imagen ornamental (específicamente los casos de la imagen comodín, la que se aplica como ajuste de composición tipográfica y un ejemplo particular de uso de marca tipográfica), así como las imágenes narrativas.

In 1952, the archaeologist Alberto Ruz received worldwide attention when he discovered the tomb of the Maya ruler K’inich Janaab’ Pakal of Palenque. This surprisingly elaborate structure was found to contain many unusual works of art. Due to its significance, which revolutionized ideas regarding ancient Mayan funeral customs, Ruz spent several years explaining and documenting it, and much of his academic career has been overshadowed by that great discovery. This did not however prevent him from working on various other projects and areas of research. Such less well-known contributions included his analyses of Mayan art and his reflections upon its history and its iconography. He exalted its universal aesthetic values, and expanded upon its numerous styles, forms, and variety of media. This article showcases Ruz’s writings, his aesthetic appreciation of art in general, and his expertise in the art history of the ancient Maya.

The aim of this research is to study the work of the Japanese artist Iwasaki Takahiro, through an analysis of his participation in the Japanese Pavilion at the Venice Biennale in 2017. The author reveals in his works a very personal interiorization of the landscape. Born in Hiroshima, he incorporates in these projects the perspectives of a city whose present existence emerged from the radioactive ashes. His works show how Japanese culture has developed ways of acting to facilitate coexistence with the most aggressive phenomena of nature, such as typhoons, earthquakes, along with human extraction of its materials and energies. The main objective was to analyze the way in which Iwasaki’s work updates and draws on traditional cultural perspectives, attempting to integrate the perspective of the times and his engineering works in the landscape. Methodologically, we have used a phenomenological analysis adapted to the study of the artistic phenomenon in which, following authors such as Juan O. Cofré-Lagos, I move from the ontic stratum of the artistic object to its phenomenological stratum, using the appropriate contextualization at all times.