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

In Latin America, femicide is a phenomenon of increasing relevance both at the political level and in terms of the research agenda, as the prevention of and fight against femicide meet the need for quality knowledge. Nevertheless, research on femicide faces considerable methodological challenges due to its multiple conceptualization, its operational adaptation, access to information and the limitations of data sources. This article addresses these challenges with special emphasis on those related to data sources, provides empirical examples with regional research, and presents a series of reflections on scientific research.

The lack of access to basic energy services constitutes a central element in the emergence of a situation of energy poverty. A pilot test is proposed, based on the installation of solar collectors to provide sanitary hot water to a group of households with multiple deprivations in a vulnerable neighborhood in Bahía Blanca, Argentina. The use of a novel methodology, the experimental design and the benefits of applying pilot tests are noted. As a conclusion, the incorporation of local governance in policy design and the advantage of renewable energies to reduce energy poverty are deemed relevant.

The aim of this paper is to identify the social actors linked to the Water-Energy-Food Nexus (WEF Nexus) approach in the Antinaco-Los Colorados Valley (ALCV) in La Rioja, Argentina, and thereby to propose target groups in order to articulate the approach in the territory. The methodology consisted in the participatory elaboration of the sociogram, where social actors and their relationships were identified, adjustments were carried out in deskwork and results were validated in roundtable discussions. 81 actors were identified, 225 links were established and four target groups were proposed in order to disseminate, involve and invite to participate in the WEF Nexus in the ALCV.

This paper aims to review the life course as a tool to analyze and understand people’s experiences. We discuss the value of the tool for constructing analytical axes, sequencing, structuring, and graphing information through various resources: colors, thicknesses, and shapes. Then, we account for the possibilities of the life course to interpret biographical events from two theoretical perspectives: the biographical approach and thelife course approach, each exemplified from two previous studies. These approaches make it possible to observe living conditions or transition processes with the aid of this methodological resource, as a facilitator of interpretive work, in relation to the meaning of life that we seek to understand around the human condition.

This paper analyzes the fieldwork experiences of six researchers in Custody Hearings in the city of São Paulo in 2019. Aspects such as the difficulties in accessing the Forum, the indifference of the judges, and the reports of the intimidation suffered by the researchers, indicate that although there are formal regulations for hearings, processes of personification of the law and of the procedures conducted by magistrates coexist, which sometimes contradict these regulations. The experiences of the researchers reinforce another aspect of the issue: the obstacles to the legitimacy of the Criminal Justice System, already pointed out by previous research discussing this relationship from the citizens’ perspective.

In this article we reflect on the technique of observation in the methodology of the social sciences. We propose to construct a broad view on the observation technique, which articulates technical/operational aspects with epistemological reflections. To this end, we discuss the most relevant epistemological issues to be taken into consideration, we propose a classification of types of observation that synthesizes some of the existing definitions, and we recover some lessons learned regarding the use of the technique in an empirical research experience with transvestite/transgender migrants. We argue that field observation comprises a set of variants that share theoretical orientation, flexible planning, and systematization of records, as well as the fact that they differ from both experimental observation and everyday observation. In turn, we propose four axes to order the variants of field observation: participant–non-participant, revelation–concealment of the observer's identity, structured–unstructured, technologically mediated–not technologically mediated. At the operational level, we highlight the entry into the field, the attribution of identities and the negotiation of roles as decisive aspects.

The objective of this paper is to study the controversy revolving around the methodological processes of measuring the figures of poverty in the province of Córdoba carried out by the National Institute of Statistics and Censuses on the one hand, and by the General Directorate of Statistics and Censuses on the other, during the period 2016-2019. We worked with the official publications of each of the organizations in relation to the reports published during the selected period, taking into account the methodologies applied by both organizations to measure poverty in Greater Córdoba and contextualizing the conflict. As a conclusion, the methodological questioning arises in a superficial way in the region where the controversy was centered. The point for dissent lies in the arithmetic operation used to measure poverty.

Regional rural development studies can be considered multi-disciplinary, multi-approach, and multi-method, as they include different social and political perspectives. The aim of this paper is to contribute to the methodological debate on regional rural development studies based on the discussion of mixed methods. The proposed methodology is based on five stages of research: (1) the delimitation of the problem, (2) the distinction between research objectives, questions and hypotheses, (3) the definition of the frame of reference, which includes theoretical, conceptual, historical, geographical and possibly legal frameworks, (4) fieldwork, and (5) analysis of the results, discussion with the theoretical framework and conclusions. The results of the study help to overcome the dichotomy between quantitative and qualitative methods, and a multi-method discussion is proposed, with emphasis on studies applied to rural development.

This article analyzes the results of an investigation on literary reading in childhood conducted over three years in schools in Córdoba, Argentina. The aim is to deepen the qualitative methodological reflection as a complement to the execution of a quasi-experimental design. We selected 3 rare cases, so named because they deviate, in quantitative terms, from the mean of the group. However, when reviewing them in a qualitative dimension, we can observe other nuances in their social and cultural trajectories, which are not linear and predictive. We posit that this type of methodological complementarity is crucial to carry out an in-depth approach to reading practice.  

RésuméJacques de Rette, connu pour la réalisation et la diffusion nationale de l’organisation de l’éducation physique conçue comme une République des sports au milieu des années 1960 (Vivier, Loudcher 2006), a d’abord mené cette expérience à Calais. Avant cette période, à travers des documents diffusés par ses soins, il expérimente et développe une éducation physique originale, liant un particularisme territorial à Calais et la transformation de l’éducation physique. Dès 1959 par l’intermédiaire des revues EPS et Hyper, Jacques de Rette soumet à la discussion une série d’articles explicatifs de sa proposition afin de les enrichir. Plus tard, ses propositions prendront la forme d’une diffusion ronéotypée. Les idées et expérimentations présentées dépassent largement les principes de l’époque, et encouragent à une professionnalisation de l’enseignant, en tant qu’éducateur. Jacques de Rette prône une rénovation des contenus dans la discipline en mettant en avant la culture, l’autonomie et la responsabilité de l’élève, autant de nouveaux savoirs à dispenser par l’entrée de la santé. La diffusion d’un document ronéotypé questionne les enseignants de la discipline sur un nouveau rôle d’éducateur au début des années 1960. Les enjeux éducatifs définis par l’auteur posent ainsi la question de la place des enseignants et des contenus d’éducation physique, au moment de l’arrivée au pouvoir de la Ve République et du d’une politique sportive affirmée jusque dans les murs de l’école. Ces documents et articles, peu étudiés dans la littérature scientifique (Landry 1988), seront analysés sous le prisme de l’histoire culturelle afin de saisir les processus de diffusion et d’acculturation. L’expérience de Calais constitue le point de départ d’une nouvelle dynamique des savoirs enseignés par Jacques de Rette qui prend alors le rôle de passeur culturel. Il espère ainsi diffuser sa vision sur le territoire national.AbstractJacques de Rette, known for the realization and national diffusion of the organization of physical education conceived as a Republic of Sports in the mid-1960s (Vivier, Loudcher 2006), first conducted this experiment in Calais. Before this period, through documents distributed by him, he experimented and developed an original physical education, linking a territorial particularity in Calais and the transformation of physical education. As early as 1959, through the EPS and Hyper magazines, Jacques de Rette submitted a series of articles explaining his proposal for discussion and enrichment. Later on, his proposals took the form of a mimeographed publication. The ideas and experiments presented went far beyond the principles of the time and encouraged the professionalisation of the teacher as an educator. Jacques de Rette advocated a renovation of the contents in the discipline where he innovated the culture, autonomy and responsibility of the pupil, as much new knowledge to be dispensed through the entrance of health. The distribution of a mimeographed document questioned the teachers of the discipline on a new role of educator at the beginning of the 1960s. The educational issues raised by the author thus raise the question of the place of teachers and the content of physical education at the time of the arrival in power of the Fifth Republic and of the whole sport. These documents and articles, little studied in the scientific literature (Landry 1988), will be analysed under the prism of cultural history in order to understand the processes of diffusion and acculturation. The history of Calais constitutes the starting point of a new dynamic of knowledge taught by Jacques de Rette, who then took on the role of cultural mediator. He hopes to spread his vision throughout the country. ResumenJacques de Rette, conocido por la realización y la difusión nacional de la organización de la educación física concebida como República del Deporte a mediados de los años 60 (Vivier, Loudcher 2006), realizó por primera vez esta experiencia en Calais. Antes de este periodo, a través de los documentos que difundió, experimentó y desarrolló una educación física original, vinculando una particularidad territorial en Calais y la transformación de la educación física. Ya en 1959, a través de las revistas EPS e Hyper, Jacques de Rette presentó una serie de artículos en los que explicaba su propuesta de debate y enriquecimiento. Más tarde, sus propuestas tomaron la forma de una publicación mimeografiada. Las ideas y los experimentos presentados iban más allá de los principios de la época y fomentaban la profesionalización del profesor como educador. Jacques de Rette abogó por una renovación de los contenidos en la disciplina donde innovó la cultura, la autonomía y la responsabilidad del alumno, tanto como los nuevos conocimientos a dispensar a través de la entrada de la salud. La distribución de un documento mimeografiado interpelaba a los profesores de la disciplina sobre un nuevo papel de educador a principios de los años 60. Las cuestiones pedagógicas planteadas por el autor plantean, pues, la cuestión del lugar de los profesores y del contenido de la educación física en el momento de la llegada al poder de la Quinta República y de todo el deporte. Estos documentos y artículos, poco estudiados en la literatura científica (Landry 1988), se analizarán bajo el prisma de la historia cultural para comprender los procesos de difusión y aculturación. La historia de Calais constituye el punto de partida de una nueva dinámica de conocimiento impartida por Jacques de Rette, que asumió entonces el papel de mediador cultural. Espera extender su visión por todo el país.