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

The text was presented at a meeting of policy papers of the Faculty of Humanities of the University of Santiago on May 31, 2017, in the framework of the discussion on the new curricular bases and new plans and programs and the inclusion of the subject of citizenship training as a compulsory subject for the entire school system. After almost two decades of eliminating the subject of civic education from school education and applying a model disseminated throughout all areas of education, one of the explanatory hypotheses for the institutional and democratic participation crisis was the lack of education on citizenship and politics. This was exacerbated by the emergence of cases of political corruption involving a wide spectrum of actors. The central proposal is that the core of the subject should be in philosophy, since it takes charge of questioning power instead of teaching legal or institutional issues. The assumption behind this is that the contradictions inherent in the Chilean democratic model are at a point of no return that will not be processed within the framework of an understanding of the subject in the traditional sense.

The neoliberal schooling of the Chilean educational system has not stopped despite the successive social movements that go in the opposite direction of the pro-market orientation. It is neoliberalism articulated through a special conservative understanding of the position of man in the world that has been sustained institutionally for decades in the State apparatuses and their technologies of distribution of resources, knowledge, and technologies of evaluation and control of the school mass and the daily life of their pedagogical communities. Dozens of years and the evidence is extremely strong to show and demonstrate the failure of neoliberal schooling, but nevertheless continues its path of expansion throughout the territory and the dimensions of national education. All this also counts for the field of phenomena associated with school violence and school coexistence, for the field of "good" conduct, "good" behavior, "correct" discipline: the colonization of neoliberalism also seeks to economize and corporatize people, students and their families (Spring, 2015) through the resource of the production of human capital. Under this dimension, violence and school coexistence would be one more phenomenon of teacher authoritarianism, insofar as we would be in the presence of "a school experience and authority relations categorized as excessively asymmetric, unfair, demeaning and harmful to dignity" (Neut , 2019, p.229). However, this article shows that the contradiction that matters is not that of a supposed "professor authority" versus "adolescent victimization". The real conditions that make this conflict of pedagogical authority possible converge much more radically and comprehensively with the contradiction between a high-speed neoliberal schooling, today implementing the culture of soft skills, versus a social-cultural critique that is constructed step by step in school communities.

The article gives an account of part of the results of the research carried out in the years 2010-2011 to obtain the degree of Master of Education. The research was developed based on a case study methodological design from a mixed complementary qualitative and quantitative perspective. The research problem addresses the curricular relevance of the Study Programs of the subject of History, Geography and Social Sciences elaborated from the Curricular Framework in force at the date of the study. The main results are related to the identification of different dimensions that can define the idea of curricular relevance and the ways in which these can be related to understand the associated curricular phenomenon. The article presents a general introduction that seeks to frame the delivery of results. The description of the results achieved and, at the end, some conclusions based on the exposed elements.

There are various approaches in the analysis of children's argumentation and agreement on the importance of enhancing argumentative competence from an early age. The research, carried out in Santiago de Chile, involved N = 73 children from educational establishments of medium-low socioeconomic level. Through a corpus of 82 emerging oral texts, with thematic axes of interest of the participants, characteristics in the oral argumentative skills of preschoolers between 4 and 6 years old are described. Following the AMT scheme, Argumentum Model of Topics, that considers the description of the reasoning structures from which the arguments originate, it is possible to identify that most of the loci used by the children in the sample are intrinsic in nature, which is consistent with the existing theory.

This paper analyzes the points of contact between César Vallejo and Søren Kierkegaard with special emphasis on the posthumous poetry of the Peruvian poet (1923-1938). Such emphasis allows us to explore the relationship between the two beyond the theme of existential anguish, widely discussed by critics. Our proposal is that Vallejo's posthumous work presents a formal and content parallelism with many of the ideas of the Danish philosopher, which reveals a critical stance towards the respective socio-cultural context of both authors. We argue that the relationship between Vallejo and Kierkegaard is not limited to the existential nuance of their work, but should be thought from the role of both authors as social critics. Our analysis begins with the life of both authors, the possibility of a direct reading of Kierkegaard by Vallejo, and the biographical similarities; then, we dwell on the author's posthumous poems, namely, Poemas humanos and España, aparta de mí este cáliz; and finally, we offer our final reflections resulting from the analysis.

This work will follow Italian philosopher Giorgio Agamben to explore, based on his «poetics of the inoperative», the epistemology of Trilce (1922). I will try, then, to expose how the critical reception of Vallejo’s work coincides with the political and aesthetical work of Agamben. Simultaneously, I will suggest the epistemic and political alternatives that are present in Trilce, with the aim of broading the framework of the Agambenian reflection. As a critique of the metaphysical conceptualization of language, Trilce would qualify as an excellent case in which the language’s potency is manifest. By appealing to new readers, Trilce’s performative force represents a new beginning, an event that responds to the novelty of its new word.

Considering that the entire written work by César Vallejo has been read and analyzed by national and international literary criticism, we propose to highlight the importance of The Black Heralds (1919) in the whole of this work and underline the thematic and expressive constants between the aforementioned collection of poems and Vallejiana production in verse and prose, literary, academic and journalistic. In this work I will use the category of intertextuality to establish with precision and in a well-founded way the connections that exist between the 1919 book and the works that the author published in life and those that have been published posthumously, signifivantly increasing his literary corpus. As appropriate, I will consult exhaustively the relevant bibliography about this topic.

This article proposes that the poems of The Black Heralds and, specially, the referenced poem deconstructs the classic system of a modern science when mobilizes the elements that are put into play, the subject and the object, undoing all hierarchy between them. The poem «The Spider», particularly, is a deep reflection about the knowledge and the possibilities of the knowledge of the subject and inside him, where is fundamental the enunciative position that puts in evidence the concrete particularity in the construction of knowledge, in opposition to the supposed universality of a transcendental subject (Castro-Gómez). In this way, a phenomenological approach of the body of the supposed «object», but also of the «subject», would show the investments that are made in the poem, on the form of an approach to the knowledge of a radical otherness «a spider» (Derrida).

«Songs of Home», the shortest section of The Black Heralds, is composed of five poems, four of which are developed in the context of the home, in an intimate and family environment, with a marked subjective, emotional and spiritual character, almost always dominated by the image of the father. The linear dimension of the time combines the present with the past, with a strong psychological character. The integration of the three magnitudes —present, past and future— only occurs in the poem «Enereida». The perspective of construction of the poems is personal, as something primordial that happens, feels and worries the enunciator himself; therefore, other people do not feel or consider themselves represented. The title is connotative and bisemic, because strictly it does not allude to any song or melody, but to the intimate and homelike atmosphere. The possible meanings highlight the value of the home, the love of the father, the absence of the brother, the feeling of emptiness and loneliness. The language starts from a popular substrate, but endowed with an admirable artistic wealth.

In this article we present some keys that allow to demonstrate the formulation of the paradigm of justice and its utopian sense of the humanity that develops César Vallejo in The Black Heralds. This paradigm is constructed from its aesthetics curdled from the Andean, family, social, cultural, anthropological, historical, political and juridical experience. This poetic work is a foundation for the whole corpus Vallejiano and marks the course of what would be its peculiar humanism and its cravings for human justice, which constitutes itself in the thread of all its work. Therefore, his message is effective and urgent to be announced and revalued.