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

This interview seeks to present the work of two young filmmakers from the Costa Chica (Mexico) region: Monica Morales and Clemen Villamizar, delving into their documentaries Tita, tejedora de raíces (2018) and El Quizá (in conclusion process). This conversation took place within the framework of the I Festival Artístico Audiovisual Afrodescendencias, organized by the Laboratorio Audiovisual [Audiovisual Laboratory] of the Centro de Investigaciones y Estudios Superiores en Antropología Social in May 2021, with the intention of bringing us closer to their lives, motivations, creative processes and experiences that emerged during production, assembly and screening of the movies.

Studies of audiences linked to the spectacle of the big screen during the first half of the twentieth century propose the inclusion of social actors who were not sufficiently visible in the traditional historiography of cinema. Along with this, practices, texts, processes or emotions -that originated in the context of the experience of "cinema going", which undoubtedly meant much more than just going to see films-, acquire relevance. This conference focuses on the evolution of the film business in the city of Buenos Aires in those years, with an emphasis on the tensions that arose between the desires of Hollywood companies, trying to impose marketing formats that referred to certain concepts and models of what it is and how one should go to the cinema, and local agents who tried to negotiate certain modalizations of these commercial and social rules, finally articulating with the demands of the traditions of the popular Buenos Aires spectacles. The "continuous" system, the "system by sections" or the "monster programme" are some of the commercial practices that proposed different formations of audiences. 

The aim of the study was to analyze the scientific production and empirical evidence on the relationship between bullying and cyberbullying and the predictive effect of moral disengagement in children and adolescents. The bibliographic search was carried out in Scopus and Web of Science. Bibliometrix, Sci2 Tool and Gephi were used for the analysis. It was found that, between 2000 and 2020, scientific production increased between 29% and 53%. The cluster analysis showed three research perspectives. The first was focused on the analysis of the differences and similarities between bullying and cyberbullying. It was discussed whether bullying and cyberbullying are one and the same phenomenon. It was found that the intentions, motivations, the tendency to repeat the behavior, the profiles and power roles of the bullies are different in bullying and cyberbullying. The second was focused on the analysis of the effects of moral disengagement on bullying. It was found that the activation of moral disengagement by victims is a risk factor for modeling bullying behaviors in the future. Group social dynamics, friendship relationships and empathy were factors that mediate and moderate the association between moral disengagement and bullying. The last perspective was oriented to the analysis of the effects of moral disengagement on cyberbullying. Moral disengagement was found to be a predictor of cyberbullying, victimization and bullying. Empathic tendency, moral identity, anger traits, school climate and agreeableness are factors that mediate and moderate the effects of moral disengagement on cyberbullying. It is concluded that bullying and cyberbullying are the result of the influence of socio-moral, emotional and relational factors.

Unlike other fields of knowledge in which research is synonymous of progress, in the educational field, research is not seen as a pillar to improve teaching practice. Taking this problem as a starting point, open responses of 264 Spanish teachers from all educational stages were analysed on the reasons why teachers do not give importance to educational research, as well as the possible proposals to improve this situation. After an inductive analysis, the findings suggest that there was a total of 19 reasons why teachers do not give importance to educational research, and 15 proposals to improve their involvement, being these categories accepted unanimously regardless the educational stage of the teachers. On the one hand, the main reasons why educational research does not impact on teaching practice were 4: lack of training, lack of time, teachers’ comfort zone and difficulty of transference of the results to the classroom. On the other hand, the main proposals to improve this situation were also 4: training throughout the university degree and throughout working life, changing the distribution of time (fewer hours of teaching and more hours of research), distribution of incentives (economic, merits ...), and proposal of practical and real topics of what the teachers need in class.

If we start from the idea that educators are important agents in the youth empowerment process, this study aims to analyse the vision of education professionals on the use of certain methodologies and strategies which are useful and effective in the processes of youth empowerment. A quantitative analysis is carried out by means of a self-administered questionnaire, answered by a validated sample of 696 educators from five communities in Spain. This analysis makes it possible to describe and analyse educators’ methodological strategies in their contribution to youth empowerment processes and to determine how the use of these strategies relates to personal factors such as the size of the territory where they work, professional experience, specific youth training or the area of intervention in which they are located. All of the professionals agree on the importance of using active and participatory methodologies to promote and empower young people and declare that they are applied in a generalised way along with accompanying young people during the educational process. After this initial overview, the research allows us to identify important differences between the application of these methodologies in the rural and urban context (where they are applied more intensively) or depending on whether the educator has obtained specific training in youth; however, other personal variables such as professional experience or the age of the educator are not so explanatory in this analysis. Finally, the fields of professional practice allow us to associate certain methodological profiles.

Objective: To describe the development of virtual community interventions within the framework of public health interventions in community pharmacies, as a didactic strategy in university education from a constructivist approach for its subsequent implementation at times when these initiatives cannot be carried out face to face. Method: The students developed virtual interventions in communities or specific population groups on the topics of vaccination, asthma, depression, and fibromyalgia, previously chosen by the professors. The interventions were developed in accord with the 10 essential services in public health and with the mandatory participation of the community or interested stakeholders; interventions consisted of six phases: description of the community, problem identification, proposal of an action plan, construction of the interventions, marketing plan development, and the evaluation of interventions. To identify the problem, students conducted interviews on people familiar with each assigned topic, to identify common needs or concerns. These common needs or concerns were considered the aspects on which the participating population agreed were considered as the problem to work on. Results: The interventions developed were mainly talks, workshops, and virtual educational campaigns through infographics, posters, and social networks. Conclusions: The activities of the course were easily adapted to the virtuality, which could mean a reconsideration of the course modality. The use of virtuality for the development of health interventions in the community is an important resource that facilitates access to health education for the population especially for those who live in rural or remote areas. It constitutes a way of providing people with digital tools for self-care in health.

The health emergency caused by COVID-19 provoked unexpected changes in educational processes worldwide. This article presents the aforementioned implications as reflections from international, national, and the National Police of Colombia's scopes. As the main objective, this research aimed to describe the implications of the health emergency in the educational process and police training. A qualitative research allowed the investigators to obtain this information; the foregoing through documentary reviews and surveys applied to eighteen teachers and thirty-six students from police schools and educational institutions in the region (six primary and secondary schools in the town of Santa Rosa de Viterbo, two schools in the municipality de Floresta, and ten schools in the city of Duitama). Once the results were obtained, it was possible to achieve the conclusions and discover those needs in education in terms of the virus' occurrence. The health situation forced the educational community to learn about the acquisition and use of technologies, which became a challenge and an immediate task that the institutions needed to face. The change from face-to-face to virtuality meant a new and challenging scenario for the education field, as it forced professors and students to change the activities they used to carry out. In the case of police education, where specific characteristics must be met within the training program, it represented a significant challenge for the National Directorate of Schools of the National Police of Colombia. Thus, due to what occurred, it was possible, to a large extent, to strengthen the educational system for the institution and offer new possibilities to the students. On the other hand, the need to include within public policies an adjustment to the traditional educational system was evidenced since the health crisis demonstrated several shortcomings.

The objective of this investigation is to acknowledge the experience of university professors during the COVID-19 contingency by following their transition from a face-to-face to a distant teaching modality. To do this, we started from the naturalistic paradigm, the qualitative approach, and the phenomenological method, considering the narrative and the teacher evaluation for the data collection. The participants in this study were 24 pedagogy professors from a private university in Mexico City. One of the main findings in the transition from face-to-face to distant modality was the importance of institutional support and organizational culture. The other one is related to change management and commitment to the educational process for both teachers and students. In addition to planning flexibility and student learning, as the center of teaching activity, personal interaction can be favored through teaching strategies that promote participation and that are supported by technology.