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

This article examines certain characteristics of the educational trajectories of young migrants at the secondary level in the Metropolitan Area of Buenos Aires (AMBA). It follows the aim to analyze the intergenerational relationships that are structured, in part, from such trajectories. In order to that, it has been designed a qualitative research, with different data collection techniques and with a sample composed by young people who belonged to foreign families, adults migrants, tutors and teachers from primary, secondary schools, and popular high schools. As a result of this research, three types of intergenerational relationships are proposed: the first one is focused on the way parents participated, which show variation between lax to more rigid forms; a second one, based on exchanged relations (gift-against gift), in which certain rights and duties are consolidated; and finally, another type of relation based on the transmission of a legacy, about the wish of achieve some upward mobility through education.

The objective of this research examines two aspects of the Latin American Alliance of Women with Disabilities (ALAMUD). First, the exercise of violence against women with disabilities in the context of the COVID-19 pandemic is addressed. Second, it explores possible opportunities for women with disabilities in the areas of employment, education and access to services, that arose during the pandemic. A semi-structured interview with leaders of the women's organization is used as a data collection technique. It is concluded that in Costa Rica, during the context of the pandemic, the levels of violence exercised against women with disabilities have increased, although prevailing forms of violence are the same as those that have been historically exercised against them. The study identified that are no significant opportunities in the fields of employment, education and access to services.

The central motivation of this essay lies in explaining the way in which the representation of the Caribbean territory of Guatemala was constructed since 1871. This orientation entails questioning the way in which the official denominated this space, which implies inquiring about the discursive, ideological and politician to name it "Atlantic". This refers to reviewing the trends in urban settlement movements and the construction of communication routes since colonial times. Underlying the thesis that the aforementioned denomination obeys a certainty on the part of liberal intellectuals to denominate the Caribbean space in the aforementioned way, considering that the waters bathe it constitute a common space with Western Europe, a civilizing paradigm. The reproduction of this appreciation takes place with the persistence of an exclusive discourse that led to the assumption of the region as a "window" towards Europe, ignoring the immediate context.

This article reflects on the singular ways in which Julio Cortázar writes and inscribes his experience of the Sandinista revolutionary project in the Latin American context. Contrary to a specialized reading that places him as a clearly optimistic observer of said process, the textual itinerary that we propose to go through starts from a rereading of his short story "Apocalypse of Solentiname" to think about the political and community implications of the apocalyptic dimension in Cortázar Nicaraguan texts. The hypothesis that we offer is that his writing recovers the critical potentiality of idiocy, in its particular philosophical sense, to open a thirdness that suspends the dominant bipolar thinking in the Latin American intellectual field of the late 1970s and early 1980s and allows us to conceive other ways of making community.

The results of an action research are presented, as part of the extension project ED-3430: "Facilitating learning opportunities with cultural relevance in indigenous communities" specifically in Bribri territory, canton of Talamanca during the year 2019-2020. The purpose of the research was to promote the professional updating of teachers in formal education institutions in indigenous territories. A qualitative method was used through two information collection instruments, prioritizing the topics to be addressed in the training in the axis "guiding role of the teacher", a participatory observation and a written survey. The topics chosen by the faculty deal with the promotion of personal development and social skills in students. The population participating in the updating process was 15 indigenous teachers and 10 non-indigenous teachers. As achievements is to favor the development of skills for the guiding function of the teacher with the student body, considering assertive communication, conflict resolution and positive self-assessment. The topics addressed in the professional updating projects covered principles of inclusive education and intercultural pedagogy.

This article discusses the danceable music practice of “mosh” and “slam” as a form of subversive attitude for the urban youth, based on the carnival theory of Mijail Bajtin. In particular, proposes a transdisciplinary methodology based in the analysis of social discourse, discographic production and ethnographic data. All this allows to achieve the following objective: analyze the carnivalesque form in the danceable practice of “ska” music for Costa Rican urban youth during the decade of 1990.

This article analyzes the concern of conservative groups who point out that “gender ideology” is responsible for introducing pornographic content in formal sex education. This trend proposes the existence of interests that seek to arouse behaviors similar to those that appear in adult films among minors. Under these warnings, it is sought to discredit the curricula coming from the States and the protection of innocence through home instruction is suggested. The hypothesis of this work is that the exaltation of this sexualized language by conservative groups generates visibility of its message and makes them gain notoriety to continue positioning themselves against this type of pedagogy. Newspapers from the 1990s and other more recent ones that respond to the last five years were used to carry out the analysis. Journal articles, thesis and books were also used. Main importance was given to what happened in Costa Rica, although examples from Mexico, Peru, Chile, Argentina, Brazil, and Colombia that appeared on Internet and that showed similar anguish were also used in order to argue that this is not an exclusive trend of a single country.