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

doi:10.5294/pacla.2017.20.2.1

In this article I revisit concepts of fan culture and community, which have been central to fan studies. Critiques of subcultural theory, along with fandom’s fragmentation into “traditional” fans and “brand fans,” have suggested that media fandom cannot be viewed as a coherent culture or community. Consequently, I consider how a concept of fan world addresses some of these emergent critiques of fan culture/community, setting out what a world theory can offer current debates surrounding fandom. I draw particularly on Howard Becker’s approach to art worlds (Becker, 2008) and Steven Connor’s overview of world concepts (Connor, 2010). This allows me to elaborate on a model of the fan world, moving away from a position where world theories have usually been adopted in relation to franchises’ world building to think about the platforms and pathways through which fandom is performed today. Ways of “having done fandom” are chosen, more or less reflexively, by fans from an array of communal and individualized possibilities. And “paths not taken” become counterfactual as fans follow certain branches of fan activity but not others, developing specific forms of fan specialization and positioning rather than others (Giddens, 1991). The fan world represents this open necessity of having to choose particular fan pathways within the contemporary “participatory condition,” itself being comprised of all possible versions and branches of fan identity.

This article analyzes one of the most outstanding phenomena of the Spanish cultural industry of the second decade of the 21st century: The Ministry of Time. A few days after its release, this series—born as a strictly televised “monomeditic” product—became one of the most interesting examples of transmedia narrative produced in Spanish. In particular, this article focuses on two key aspects to understand the dynamics that transmedia narratives can generate. On the one hand, the stress caused by the low TV ratings of the series (which always threaten its continuity) and the enormous online activity of their fans, a conflict that points to the forms of measurement (and the concept itself) audience in post-broadcasting. And on the other, the emerging phenomenon in the Spanish context from The Ministry of Time: the fans’ professionalization, which is evidenced, for example, in the sale of products—by users—on the same website of Radio Televisión Española. The article ends with some reflections on the disruptive nature of the series and other issues linked to a narrative world that will leave its mark on the history of the Spanish cultural industry beyond the short term.

The neoliberal policies that were instituted in Mexico from the 90’s transformed the relationship of Mexican citizenship with the various public universities of the Aztec country. Whereas in the previous decades the entrance to the public university had been legislated like a right to which all the citizens could accede, the neoliberal policies demanded that from that moment only the candidates who passed the examination with good grades and had good high school or high school grades from those who came. The decision had unexpected consequences for young people of the generation x and millennials since, being unable to access the public university, they turned to private universities, which in general culture were called “Duck University” because they were not considered good institutions for higher education. The emergence of several universities forced them to compete with each other in order to attract new students, based on innovative study programs, which were also profitable at the same time. Ironically, public universities seeing the success of these careers subsequently incorporated them into their enrollment, turning small private universities into experimental knowledge laboratories.

This article shows the diagnosis and analysis made to the ICT didactic uses made by Social Science teachers of 4 schools in Guadalajara de Buga (Colombia). To this end, the nowadays importance of the didactic use of ICT is presented and the role of the teacher in this context; Some of the findings of the research carried out with teachers are presented, giving a detailed description of the perceptions and ways of linking ICTs, taking into account factors such as infrastructure, training, and the use of virtual tools.

This article intends to give an account of the advances of the study related to social representations on the public university of students of the University of Cartagena tutorial center in San Juan Nepomuceno (Colombia); Which were identified through discursive analysis, expressed in semistructured interviews addressed to them in the stage of primary information collection; The main findings show an uncritical linguistic construction of the category: Public University, demonstrating social representations decontextualized from the right approach.

This reflection arises from the conception of evolution analysis that is presented in the curriculum and the evaluative practices of Educational Institution Santo Tomás de Aquino teachers. The methodology that guided the work was documentary. The conclusions were approached under the interpretation of Decree 1290, which showed that: 1. There is a distance between the way the institutional evaluation system is organized against the evaluation criteria; 2. The pedagogical and evaluative practices of many teachers differ from the approach proposed by Decree 1290, and in addition to this, they differ from the same SIE that they themselves have built as an institution; 3. In the prescribed documents and pedagogical practices of the teachers underlies a technicist conception of the evaluation; 4. Evaluation should be an instrument that promotes knowledge, not reprobation, desertion, social exclusion and marginalization.

At school, writing has been perceived and lived as a transcript, which has led students to move away from the meaning of this important process. Likewise, writing requires dedication and interest where it is necessary to restructure the mind and leave certain paradigms in which it has been labeled as naive. This article seeks to reflect on new ways of teaching writing from the literary story, because it is thanks to it that it is possible to escape from a writing without major importance to become a real scriptural process, deploying the power that the word has and transcendence that the creation of a story has. This reflection is part of the research project entitled The game in the creation of stories in fourth grade, which is done with the fourth grade students of a school in the city of Bogota and was born within the framework of the Master in Pedagogy of the Mother Tongue at the District University.

This article is an essay product of a documentary study carried out within the Epistemology of Social Work subject. In this exercise a systematic epistemological reflection is presented taking into account the theoretical aspects that have allowed the purpose of intervention in Social Work makes sense. From a historical perspective, contributions made by various authors in IberoAmerica are taken up on the different theoretical conceptualizations that have been carried out around the Purpose of Social Work Intervention as a key category of the discipline that has been constituted in a dialectical way and by both in constant tension and debate at the time of the theoretical delimitation of it.

In a context where corporality, understood as that which belongs to the body according to socially agreed norms, has taken an important place in the social sciences, it becomes necessary to look at the set of historical relations and the multiplicity of cultural practices that have generated specific forms of living and acting from the bodies. This work resumes the concepts of Bourdieu‘s habitus and of Loureau’s institution to analyze the relations between contemporary formal education and psychopathology, with the aim of approaching to study the construction of subjectivities in both institutions. Likewise, the intention is to problematize their strategies and practices, and to propose that it is necessary to locate conflict situations in the macro system and not only at the individual level.