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

Este trabalho apresenta uma breve análise de gravuras de caveiras criadas pelo artista José Guadalupe Posada e impressas em meios de caráter popular: as hojassueltas, comuns no México do final do século XIX e início do século XX. A utilização de caveiras para representar a classe popular do período ditatorial e posteriormente revolucionário remete à questão da relação do mexicano com a morte, herança dos povos indígenas mayas e aztecas. Os conceitos de povo e de popular se mostram não como definidores de determinado grupo, mas como nomes da relação que as massas tinham com os processos culturais da sociedade da época. A construção da cultura popular e da identidade mexicana se deu em paralelo à proposta de crítica político-social nas representações de caveiras criadas por Guadalupe Posada em conjunto com o editor Antonio Vanegas Arroyo. Ao utilizar elementos da identidade popular, essa crítica se fortalece por representar as massas através de suas tradições e seus elementos culturais simbólicos. Este trabajo presenta un breve análisis de grabados de calaveras creadas por el artista José Guadalupe Posada e impresas en medios de carácter popular: las hojas sueltas, comunes en el México de fines del siglo XIX e inicio del siglo XX. La utilización de calaveras para representar la clase popular del periodo dictatorial y posteriormente revolucionario remite a la cuestión de la relación del mexicano con la muerte, herencia de los pueblos indígenas mayas y aztecas. Los conceptos de pueblo y de popular se muestran no como definidores de determinado grupo, sino como nombres de la relación que las masas mantenían con los procesos culturales de la época. La construcción de la cultura popular y de la identidad mexicana se dio en paralelo a la propuesta de crítica político-social en las representaciones de calaveras creadas por Guadalupe Posada juntamente con el editor Antonio Vanegas Arroyo. Al utilizar elementos de la identidad popular esa crítica se fortalece por representar las masas a través de sus tradiciones y sus elementos culturales simbólicos.

El presente artículo pretende abordar el racismo, desde una perspectiva ontológica, como la capacidad creativa de las relaciones raciales en la praxis social latinoamericana; en otros términos, como una herramienta de producción de identidades colectivas. Desde esta perspectiva, se plantea que la idea de raza no es sólo un instrumento de dominación social, sino también un mecanismo de invención de sujetos sociales. Asimismo, busca entender cómo el nuevo discurso racial vincula la geopolítica con lo étnico o, mejor dicho, cómo el proceso de etnicización y de desarrollo desigual construye una nueva conciencia geopolítica racial más contundente en la praxis regional latinoamericana. En este rumbo de la nueva conciencia geopolítica racial, la pobreza no se concibe como un fenómeno histórico social, sino como un rasgo etnocultural.   This article tries to analize the racism from an ontological perspective, as a creative ability of race relations in the Latin American social praxis; rather, as a production tool of collective identities. From this perspective, it arise sthat the idea of race is not only an instrument of social domination, but also a mechanism of invention of social subjects. Also, tries to understand how the new racial speech links the geopolitics and ethnicity, or rather, how the ethnicization process and uneven development build a new stronger consciousness of geopolitical race in Latin American regional praxis. In the new geopolitical racial consciousness, poverty is not conceived as a social historical phenomenon, but as an ethno-cultural streak.

En el presente ensayo se abordarán los matices del pensamiento crítico caribeño desde un doble punto de vista, empírico y epistemológico, que se fundamentan en la combinación de dos parámetros etnohistoriográficos: las distintas formas de resistencia y los procesos revolucionarios. Ambas fuentes empíricas dieron lugar a la teoría decolonial: el anticolonialismo. Éste constituye la expresión de mayor significación en su crítica a la modernidad. Asimismo, se mostrará que el pensamiento en cuestión tomó su verdadero impulso en el siglo diecinueve con la creación de los Estados-nación desde lo oprimido, pero su génesis desde la perspectiva de la arqueología de las ideas se remonta a las primeras resistencias de los pueblos nativos contra el imperialismo colonial europeo. In this essay the nuances of caribbean critical thinking will be approached from the empirical and epistemological aspects, which is based on the combination of two etnohistoriographical settings: the various forms of resistance and revolutionary processes. Both empirical sources originated the decolonial theory: anti-colonialism. This is the most significant expression in his critics of modernity. It wil be also shown that thinking in question took its real momentum in the nineteenth century with the creation of nation-states from the oppressed, but its genesis from the perspective of archeology of ideas ascend until to the first resistance of native people against european colonial imperialism.

The first higher education course at the Reclusorio Metropolitano in Puente Grande, Jalisco, Mexico began in February 2017. Four of the ten incarcerated students registered in the course had previously studied a Bachelor’s degree, but only one of them had earned it inside the penitentiary system.This text recounts a man’s efforts to study within the confines of a prison, how he has used education to improve himself, and the profound effect this has had on his life and his environment. Pancho’s story took place in a federal prison; in Jalisco, Inside-Out is the first higher education program in the history of the state’s penitentiary system. This testimony shows the value of education for incarcerated people and their processes of reinsertion into society. Pancho’s words inspire admiration for his perseverance and his determination to study, and are proof of the need to increase the academic offer available to incarcerated people in Mexico. Education is without a doubt one of the best means to promote justice, reduce social inequality, and fight the criminality generated by the multiple forms of structural violence in our society.

This text opens with a critical analysis of the main problems facing Mexico’s penitentiary system. Next it considers educational opportunities for incarcerated people in Mexico to focus on the specific case experienced by the authors of this article through the Inside-Out Prison Exchange Program in the Reclusorio Metropolitano in Puente Grande, Jalisco during the first semester of 2017. The text ends with reflections regarding the possible reach of Inside-Out in Mexico and the general importance of education to reduce the high rates of recidivism and the context of delinquency that favors crime.

We review two related intercultural education projects designed from the bottom-up, Laboratorios Socionaturales Vivos y Milpas Educativas (Living Socio-Natural Laboratories and Educational Milpas) and Laboratorios para la Vida (Laboratories for Life, a school garden project). Both projects involve activities outside the classroom, using the Intercultural Inductive Method, discussed here, and a syntactic concept of culture; a method and a concept that make it possible to formalize indigenous or community pedagogies implicit in the savoir faire of local community culture.

This article shows the results of research work on the development of critical thought in Natural Science with secondary school students at the Boyacá Educational Institution, conducted within the Master’s Degree program on Education and Human Development at the University of Manizales.The research was oriented toward developing critical thinking skills such as analyzing information, inferring implications, proposing alternative solutions, and arguing positions. It started with an initial assessment, followed by the design and application of activities related to the scientific method applied through a didactic intervention within the research group, and finishing with the application of the posttest focused on understanding how the development of these skills in the research group students took place.The methodology used was a descriptive quantitative approach, through a quasi-experimental method called “Pre-post design with a single group” accompanied by four phases. The aim of the research was to bring students closer to the construction of analytical, critical-reflective and argumentative skills in immediate context situations, especially in the competences of the Natural Sciences, as well as to identify hich experiences of the teaching process contributed to the critical thinking education of these students.

The main objective of the present study was to find a relationship between academic achievement and the behavioral regulation indexes evaluated by the BRIEF-A inventory of executive functions. A sample of 88 higher education students were evaluated. The academic achievement measures used were their high school average grades, their score in the test for admission to the University of Guadalajara, and their score in the College Board academic skills test. A negative correlation was found between academic achievement and the clinical scales of the BRIEF-A, the behavior regulation index (BRI), the metacognition index (MCI), and the global executive composition (GEC). Lower academic achievement was correlated with higher scores in different BRIEF-A scales and indexes, so these results suggest that the regulation of behavior and emotions in daily life reflect the attentional processes and inhibitory control that are necessary for and associated with successful academic life, and therefore, with better academic achievement. Thus, executive functions evaluated by the BRIEF-A questionnaire could be used as behavioral indicators or predictors of academic achievement in higher education students.

This article discusses the objectives and goals reached regarding the issues of Training and Education of Women and Girls addressed in the Beijing Platform for Action, a document drafted in the Fourth World Conference on Women held in 1995. Twenty years after this world event, we identify areas and objectives not met or in which advances were modest, the challenges that this entails for the organizations responsible for the design and execution of those programs for the education of our country’s women and girls. We also allude to the public policy measures that could contribute to advancements in the fulfillment of the education rights of women and girls in the field of education.

The goods and services provided by ecosystems are fundamental to maintaining mankind’s supplies. In rural areas, people make use of these resources causing environmental damage and overexploitation. Palo Alto is a locality that adjoins the Sierra de Quila, a protected natural area located in the state of Jalisco, represented mostly by pine-oak forest. The objective of this work was to carry out an environmental diagnosis using the guide of analysis of impacts and their sources in natural areas in Palo Alto. The information was obtained through direct observation and population surveys to justify the importance of informal environmental education as a strategy to reduce ecological deterioration in this community.