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

The current discussion about juvenile infractions of law in a neoliberal framework, limits its causes to individual decisions and gives penal policy the pre-eminence to face it. Such perspective dissociates in general the crimes in regards their context and specifically on the consequences of  neoliberal socioeconomic system in society.  That is to say, for the case of that majority of the population abandoned by the Subsidiary State, the cultural dynamics of formation of identity or of ties of belonging, and the structural marginalization that implies a decreasing access to the resources and socioeconomic opportunities are ignored.  Such setting of constant and general precariousness is transformed into an influence or  material and cultural encouragement to access through crime to those resources and opportunities.  Thus, to intend to solve socioeconomic problems preferably by penal media is an ineffective, incomplete and ideological perspective.  

Three gnoseologies for the  Society of Knowledge University: the first one starts with the consideration that the school word and the existence’s word, both loaded with old paradigms, have transformed into dead silence and are no longer creative silence. Therefore, to play chaordic deconceptualization emerges as one of the ways to learn to unlearn; discarding certainties by the act of unlearning(ourselves). The second one postulates tearing down the disciplinary walls of the classroom in order to create an Area in which, Rhizomatically, Cogno-existential and experiential learning Acquisition (ARCA) is co-intertwined between cartographer-teachers and creactors-arqueontesin a classroom of/from/for Complexity. The third one states that cogknowledge as a praxis of Complexity re-links, articulates/disarticulates/rearticulates in a chaordically spiralitically cogno-consciously fashion, going from order to chaos to order, from stating to dissenting while paradoxing or metaphoring, in a continuous and permanent construction/deconstruction of meanings. Such multi-inter-trans-epistemicstrategies for cogno-meta-chaordicallylearning/unlearning/relearning are conceived as ways to carry oneself, to learn and to co-exist in an onto-trans-epistemic way.

In Latin America, “social capital” is a concept which is widely used -at local, national and supra-national level- as a fundamental recommendation to support social policies on poverty reduction and social housing. The intention of this paper is to point out the limits that the disparity in definitions and the ambiguous use of the term imposes on its interpretative and explanatory ability, in relation to the very complex social processes in which it is enrolled. It tries to exemplify this point analyzing two relevant social housing projects that are ongoing in the city of Buenos Aires. From that interpretation, it concludes mobilization capacity and resource availability linked to social capital, involve political struggles and play an important role in the effectiveness of that process.

This article presents the kimeltuwün Mapuche educational action to contribute to the solution of the problem involving the contextualization of school contents to teach Mapuche children who begin their schooling process. It is about vernacular knowledge mainly focused on attitudinal contents related to the Mapuche social memory. Educational methods and concepts used by kimches (wise men bearing social and cultural knowledge) to educate children and young people in the family and community context are revealed. To do this, the wise men look upon the sociocultural logic on which their educational knowledge is based. The results show the validity of Mapuche educational knowledge categories in teaching people.

This article states some backgrounds on the origin and current aspects on the field of social capital on social sciences as analytical tool of social reality. It deals with the founders and their positions, as well as of the works undertaken by international organizations, especially the World Bank. It discusses about the dimensions and indicators, highlighting the main contributions and the challenges that must be considered.

This article focuses on Nikls Luhmann’s systems theory and its contribution to the theory of complexity. From the need to observe and generate a new theory that could allow to show the various relationships that arise from social phenomena, Luhmann tries to build a theory by introducing several concepts that allow him to reduce complexity, but at the same time this operationalization enabled in Luhmann’s ideas an increasing complexity, being thus one of the first intellectuals who became interested and contributed significantly to the complexity theroy.