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

On occasions when a child or adolescent falls ill or has an accident and is unable to attend school for a long period of time, certain socio-educational needs arise that must be addressed by the school. This paper argues that this situation can be beneficial for their classmates if they are given the opportunity to be part of this response. This work proposes different actions that teachers can carry out with their students to cover the needs that arise from the new situation, while at the same time working on curricular content and competences in the classroom.

From the consideration that the human being is a sign among other signs and a relational being, the following pages offer an approach to the existing connections between edusemiotics (especially in its ethical dimension) and the conceptions around the differences and human vulnerability. Based on Peirce's semiotics and the edusemiotic proposal by Semetsky, it comtemplates the principles Nodding's ethics of care as well as sociocultural and hermenetical perspectives.

The communication and social skills difficulties that a large part of the students with ASD (Autism Spectrum Disorder) present, added to their academic difficulties, make them children with high rates of school failure, in addition to other social risk factors: exclusion social and bullying. By introducing various games and supports at recess, the aim is to reverse the isolation situation that boys and girls suffer daily during their educational journey, gradually increasing their positive interaction times. Using the observational methodology, a system for recording behaviors observed during breaks is created, with the aim of recording and evaluating the behaviors of students. The results obtained have been very satisfactory, showing that the introduction of games at recess increases play times and positive interaction times in students with ASD, as well as in the rest of the students who present relationship difficulties and / or disruptive behaviors. 

Book Review:  Ana Urrutia Beaskoa, Cuidar. Barcelona: Ariel, 2018, 237 pp.

How to address moral vulnerability on the basis of effective-sexual orientation or gender identity in the context of higher education? Di(ver)sidades faces this challenge as a coeducational action integrated into the experience of responsible research and innovation FotoC3: citizenship, creativity and care and, it has been renewed annually since the 2013/14 academic year. This action combines the use of collaborative photography, teaching innovation, ethnographic inquiry, cultural creation, and heritage education and is supported by three methodological practices of participatory action-research: Photovoice, the Project Based Learning and the Service-Learning. Also, it promotes the continual improvement of its management processes, adopting the ISO 9000:2015 standard. All these to be inserted into the socio-educational context of the University of Salamanca. Currently, Di(ver)sidades obtains results in three specific dimensions: the implementation of good practices in teaching innovation and social responsibility; the creation and dissemination of collective cultural content, and the development of the “Di(ver)sidades Collection” as part of the Network of Scientific Collections of the University of Salamanca. 

This work aims to integrate theoretical elements that understand the process of knowledge beyond the situated subjects and where relationships of social inequality can generate experiences misunderstood by the agents involved. In this context, it is proposed that women be integrated and recognized as epistemic agents in the processes of knowledge in conditions of equality concerning the dominant groups, free of prejudice. The article is thus constituted by three sections, in addition to an introduction and final reflections. We begin with a description of the basic concepts that will allow us to focus and analyze the assumptions about justice and feminist epistemologies. Subsequently, we incorporate Miranda Fricker's proposal into the discussion, in particular the notion of epistemic injustice and its relationship with women's production of knowledge. Finally, we return to the concepts of community and epistemic equity, as theoretical tools for solving the problem to recognize women as agents of knowledge in terms of equity, for this we expose the example of Marie-Anne Pierrette Paulze-Lavoisier. 

Emmanuel Levinas in a brief text from 1934 entitled Some Reflections on the Philosophy of Hitlerism analyzes the possibility of elemental evil from a phenomenological interpretation. He considers that Hitlerism is an awakening of elementary feelings, feelings are an intersection of specific intentional acts. Thus, the philosophy of Hitlerism would be an expression of the modes of being-there-in-the-world, it is a mode of existence. Elemental evil establishes a relationship in which the subject is chained to himself. In later writings elemental evil seems to be linked with a complex development of Western metaphysics. This article intends to study how Levinasian phenomenological criticism is capable of suspending elemental evil, trying to dismantle Western politics through the foundation of a phenomenological politics that conceives another relationship.

The current dossier is a true exercise of interdisciplinary effort. It includes philosophical, sociological, educational, psychological, anthropological, and ethical aspects, among others. In short, we understand that the main contribution of this monograph is to look, from different visions and areas, at the anatomy of one of the most intrinsically human realities (sometimes certainly uncomfortable): vulnerability, its angles, and its edges.

This paper tries to address the ethical question of Nazism from the point of view of social relations. That implies linking the fulfilment of the fascist ideology with its economic conditions. In this sense, the main proposal is to highlight that, crimes such as those committed by the Nazi regime, are not only possible based on a monstrous bureaucratic formation but also from a permissive dynamic of production and exchange. However, the relative autonomy that we can claim over the ideological factor of the phenomenon faces severe limits. In the "National-socialist" case, those limits are the declining demand, the increase in government debt and the inhibition of the productive investment of capital. It is as if Evil incarnated only at the cost of eroding its conditions of possibility.

This discussion studies the meaning of fractures in feminist discourses as a recurrent phenomenon in the theoretical and political spheres. These divisions or irreconcilable opposing positions have as a background in the various feminisms the relationship with power, violence or gender. From this perspective, we ponder on why feminism is at the center of social protest and review two points of friction in feminist positions: identities and the discussion on “essentialisms”. Finally, in the face of these divergences within feminisms, we emphasize the continuity and reconfiguration of feminist censorship.