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

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This article summarizes the conceptual discussion held in the framework of a research project on spatial practices of university students in social mobility processes. As part of this discussion, we built up criteria for multidimensional analisis of social space inequality that includes tangible and intangible dimensions of urban experience. We propose the notion of spatial justice both as an ethical and theoretical concept for thinking about the idea of a fair city: fair distribution of material goods, quality of social interactions and appropriateness of democratic procedures. Santiago represents a paradigmatic example of the transition from urban poverty to urban socio-spatial inequality, in which economic growth, social mobility and access to mass consumption, have hidden the great differences between districts and between spatial practices of its inhabitants.

This study seeks to reveal the propensity to learn in four teenage offenders of law referred to the Program “Alternative Ways Out” on the Los Ríos Region. Thus, it interested us characterizing the learning they develop, the patterns in their propensity to learn and the contexts in which it manifests, in order to discover cognitive modifiability alternatives that can support social and educational reintegration strategies. Methodologically we used an interpretative-qualitative approach, through the analysis of content for the interpretation of the data, following the logic of the Grounded Theory (Strauss and Corbin, 2002) and the Life Histories (Pujadas, 1992; Bolívar et al., 2001). In short, we could observe that the propensity to learn of these adolescents, is characterized by repetition, autonomy, high impressionability and effort; deploying notoriously in informal learning contexts; experiencing periods of progressive ankylosis within school, subverting its resources and development potentials.

Watching the construction and permanent reorganization of games created and imagined by children, is an interesting experience that generates profound thoughts about our own teaching practice and particularly on the early stages of formal education. The vastness of space and time that shape the game context, the different uses, dreams, ideas and effort that each child places in this flow of ideas, gives deeper meaning to these personal experiences and great intersubjective value, whose collective rooting is an existential act with which children commit. In an attempt to characterize in the most genuine way these experiences, arises the name "playful ethos", whose linguistic connotation opens windows to look more closely at the elements or axiological dimensions of conviviality and cultural construction with which children access and contribute to the generation of their own knowledge. Among the aspects that define this concept, and relevant at the moment of thinking in how to favor their learning processes at school, we can mention that playful time and space are undetermined and complex; this is, their actions are determined by constitutive and dynamic emerging rules that obey to an actional sequence, and thus have a contextual sense and meaning.

This article, first, thinks about the ideal of a nation in construction by studying its primary schools. Second, the role of school´s visitors is studied, and later, by analyzing the reports that these wrote, the difficulties of the process of education are exposed –which we divide in social and academic-, considering permanently the practices and attitudes of the children of the popular sectors.

In the United Nations discourse on sustainable development it is possible to identify the linguistic-discursive strategies and resources that constitutes the social representation of persons and populations that are named “poor”. Thus, in this paper we show the operation of the implicit discursive as one of these strategies. Also, through this social representation an identity of a global reach is attributed to this persons and populations; therefore, we incorporate the implication of the contextual determinants both on the discursive realization of this development model as on the processes of social representation. As well, the epistemological references that guide this study correspond to the premises about the use of language, both on the theory of social representations as that of discourse studies.

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This paper seeks to answer how the issue of political representation was raised by the authors who are considered as the sources of modern  thought and political theory, taking into account on one hand that at the present representation is linked with free elections and democracy which had no real existence when this authors wrote; and secondly, since they stated the consent of the individual as the basis of political legitimacy, they necessarily had to face the problem of political representation. This article gives a brief outline of the defining features that define the novelty represented by the contract theory regarding previous political philosophical thought, and then examines the problem of representation in some selected authors, to conclude with some propositions on the value and presence of their contributions today.