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

Activities from the project Espectadores/Creadores. Encuentros interartísticos en torno a una pantalla are reviewed in the light of theories around aesthetic reception, and especially those referring to the cinematographic spectator. Sometimes, this one, conceived as a viewer or an audience, is among the main objects of study in contemporary studies in cinematography. In the last three decades, these theories have questioned the supposed passivity of the receiver and explored his/her role in the constitution of an aesthetic experience. The conception of the viewer as an active entity is the theoretical ground on which the project Espectadores/Creadoreswas built. Therefore, creators, from different artistic and professional disciplines are gathered to choose and publicly present films that dialogue with their creative concerns and even those that have motivated a creative process. The different authors position themselves as spectators that share with the public –also spectators– the event of seeing a movie. From this experience, they are able to rethink the production processes of meaning in which they participate. In this way, they give an account of how a way of seeing (that of the participating creators) leads to a way of doing (the productions in dialogue with the film works presented); the sessions become a privileged opportunity for the examination of the spectatorial agency.

The 1948 Universal Declaration of Human Rights is a meta-story with which we have lived to this day. It became a standard against which national [so-called domestic or municipal sphere] rule of law was evaluated. For several decades they were imposed as a story to follow, both by the state and by the so-called civil society. However, in the past decade (2010 to 2020) there has been a valid questioning of the supremacy and relevance of human rights in the world as a standard of humanity or humankind. A type of simple pragmatism has emerged in our understanding of the application of human rights. Several instances have forced this discussion, among others: the emergence of social networks as a dominant narrative of civil society on the move. On the other hand, the emergence of what is known as lawfare, as an unjustified way of destroying reputations at the expense of the criminal justice system. On the other hand, the continuous use of the state apparatus to destroy lives, people, and states, in exchange for the political whim of the state. These examples deserve to rethink the narrative of Human Rights andraise its value and universal position in the third decade of the XXI century.

Recently, obstetric violence has been recognized as a gender violence problem that involves a violation of women's rights (ONU, 2019). In this paper, we argue that the routine use of episiotomy -- a surgical procedure that consists of an incision in the perineal muscle -- is a kind of obstetric violence that is practiced in Puerto Rico. Scientific evidence shows that routine use of episiotomy provides no benefit to a birthing woman or a baby, and that, on the contrary, it puts birthing women at increased risk of adverse health outcomes. Organizations such as the WHO, ACOG, and the UN recommend the use of the episiotomy only if it is medically indicated. Despite the scientific evidence and recommendations, episiotomy is routinely performed as part of the obstetric management of birth in the United States. Although we have no official Government statistics, studies suggest that episiotomy is a routine obstetric practice in Puerto Rico. Usually, there is no informed consent obtained before performing this surgical procedure, in which case,according to the UN, it can be considered “an act of torture and inhuman and degrading treatment” (2019, p. 11).

This article discusses human rights education based on the experience of the course ESGE 4077 Human rights in the contemporary world, a requirement of the Human Rights Minor of the General Studies Bachelor’s Degree Program of the University of Puerto Rico, Río Piedras Campus, Puerto Rico. It includes the final essays of four students of the 2021 summer session. Their essays address topics such as the right to education, the right to protest, the analysis of the representations of human rights in narrative texts and the harmonious relationship between human rights and ecofeminism. The main purpose is to illustrate the virtues of reflective and critical instruction, the feeling-thinking practice, as part of a critical pedagogy for human rights education.

Vieques was occupied by the U.S Navy for more than 50 years. Its presence presented a threat to the Vieques ecosystem, economy, and citizens’ quality of life, pushing them into a state of vulnerability. The history of Vieques and the U.S Navy has become a symbol of colonialism in the U.S. and Puerto Rico political relationship, but it also represents Puerto Rico’s political inability to manage, represent and safeguard its citizens’ human rights. Throughout this article we will analyze how the threat of The U.S. Navy was managed and what type of deterrents promoted a delay in political mobilization against the U.S. Navy.

This paper elaborates on four interrelated principles of education for human rights and peace, that are crucial at the present time: living human rights and peace in educational practice; generating reflection, comprehension, and thoughtful action for social transformation; promoting critical thinking to unveil reality; fostering comprehension of local-global topics and problematics. These principles are reflected upon based on the experience of a university course, mainly through the ideas shared by students in their reflexive diaries. At the same time, they are sustained on the work of other human rights and peace educators who adopt critical and transformative perspectives.

We describe the establishment of religious missions in America in the sixteenth century. Aspects related to the method of evangelization of the indigenous are discussed. The visions of the first religious orders in colonial Hispanic America are contrasted. Information about Fray Luis Cáncer, O.P. (Fray Luis), as a pacifist evangelizer and follower of Fray Bartolomé de Las Casas, O.P. (Padre Las Casas), it is provided. It is presented information about first codex with music in indigenous languages of the New World composed by Fray Luis. We highlight the Council of Lima of 1583 for its inclusion of indigenous languages in the process of the evangelization. We bring to the discussion the passage of Fray Luis by the island of Puerto Rico, Central America, Mexico and his death in Florida.

A causa de la pandèmia global de COVID-19, les institucions educatives d’arreu del món es van veure obligades a prendre la decisió de traslladar, de manera ràpida i eficaç, les classes presencials a un format en línia. Qüestions com les dificultats tècniques, els diferents graus d'alfabetització digital dins d'un determinat equip de professors o la qüestió de com preservar l'essència de les classes presencials en un entorn en línia són alguns dels molts reptes que han afectat i obstaculitzat la pràctica docent de professorat de tot el món. Centrant-nos en l'ensenyament de l'espanyol com a llengua estrangera (Español como Lengua Extranjera, ELE) i en plataformes de videoconferència, com el programari conegut com Zoom, en aquest article es planteja la importància de continuar la pràctica de l'ensenyament de l’oral en un entorn en línia. Posteriorment, presentem una sèrie d'estratègies que hem posat en pràctica a les nostres aules d’ELE per intentar mantenir el mateix o molt similar nivell d'interacció entre els nostres alumnes en comparació amb les classes presencials.

En la present investigació, pretenem analitzar el fenomen de la "contracció sil·làbica", és a dir, la reducció d'una seqüència de dues vocals idèntiques /e/ a una de sola, que té lloc a la frontera entre paraules separades. Investiguem aquest tipus de contracció sil·làbica en la producció oral semiespontània de parlants dels dialectes de l'espanyol següents: madrileny, andalús, mexicà i rioplatense. A més, en comparar els resultats amb la producció oral, també semiespontània, d'estudiants hongaresos amb un nivell B2 (MECR) d'espanyol. Per a l'estudi, ens hem plantejat les següents hipòtesis de recerca: (i) la contracció sil·làbica és un fenomen comú en els quatre dialectes de l'espanyol analitzats; però, (ii) no està present (o només apareix esporàdicament) a la parla espanyola dels hongaresos. Per a l'anàlisi,Praat . Els resultats confirmen les dues hipòtesis parcialment: (i) la contracció sil·làbica està present en tots els dialectes analitzats, però només en menys de la meitat dels casos; (ii) el fenomen és poc freqüent en el corpus dels informants hongaresos, ja que només l'hem trobat en un sol exemple de contracció sil·làbica.

L'objectiu d'aquesta comunicació és fer una aproximació a la interpretació dels actes de parla indirectes produïts pels parlants russas en interaccions comunicatives en espanyol. Aquesta interpretació es realitzarà en funció de l'significat semàntic-pragmàtic que es construeix a través de la interacció dels recursos discursius, la prosòdia i el gest. Es tracta de la identificació d'aquests actes de parla en la interacció mitjançant els trets característics de gestos i prosòdia, que definim al llarg de el present treball. La interpretació dels actes de parla indirectes pretén resoldre diversos problemes en el marc de la comunicació intercultural: A) evitar els malentesos comunicatius; B) assolir els objectius comunicatius; C) resoldre conflictes comunicatius.