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

El artículo describe la evolución del concepto de la “República de las Letras” hacia un concepto más omnicomprensivo y tecnológico de “Ciudad Letrada” y sus implicaciones en los campos educativo y cultural. Se examinan igualmente otras controversias sobre el sentido de dichos conceptos aplicados a los contextos actuales y, en particular, en relación a Internet y los nuevos fenómenos de la sociedad de la información... AbstractThis article attempts to show the evolution of the concept of Republic of the Letters towards a more global concept of Learned City and its implications in the fields of educational and cultural.It also examines other disputes about the meaning of these concepts applied to current contexts and, in particular, the internet and new phenomena of information society.

O artigo propõe uma reflexão sobre a educação intercultural a partir de três enquadramentos: um quadro teórico sobre educação intercultural, uma revisão de projectos europeus que usam a literatura infantil para promover a educação intercultural e a leitura crítica de uma obra de Shaun Tan, The Arrival. Argumenta que se devem usar os livros infanto-juvenis enquanto modos culturais de representação das ansiedades culturais e tendências culturais e políticas das sociedades em que são produzidos e consumidos e salienta a necessidade de uma leitura crítica da literatura infantil no sentido da desocultação de modos habituais e ‘óbvios’ de representação.AbstractThe paper reflects on the concept of intercultural education in three different ways. It addresses a theoretical framework, a revision of European projects on intercultural education through children’s fiction, and a critical reading of a Shaun Tan’s The Arrival. It argues that children’s books should be looked at as cultural modes of representation of the cultural anxieties and the cultural and political trends of the societies in which they are produced, sold and consumed. It also addresses the need for a critical reading of children’s books in the sense of uncovering habitual and ‘obvious’ modes of representation.

El propósito del artículo es dar a conocer dos evaluaciones sistemáticas que sobre el desempeño lectoescritural de estudiantes universitarios alteños se han realizado y, a partir de los datos obtenidos, el diseño de una propuesta de intervención correctiva, actualmente en proceso, para 80 educandos que cursan la licenciatura.   AbstractThe purpose of this article is to introduce two systematic evaluations on the reading and writing performance of university students at the Centro Universitario de Los Altos (Mexico), and from the data obtained, the design of a corrective action proposal, currently in process for 80 students attending college.

The present paper intends to reveal the virtual symbiosis between the novel Lolita and the cinematic art since the book was published. Not only because of the two adaptations Hollywood has done out of Vladimir Nabokov’s Lolita, but also because of the inner features of the novel, rich in filmic references and resources. In fact, cinematographic technique is a key tool and an ally for the unreliable narrator Humbert Humbert happens to be. Likewise, an affinity between the Lolita type character and the cinema (especially Hollywood cinema) will be exposed.

This article presents the need to incorporate poetry into the classroom as a toolfor the development of students’ communicative competence in Spanish, whether it is themother tongue or a foreign language. As a theoretical foundation, the development of con-cepts such as metaphorical competence is proposed before other frameworks of action,which were already present in the classroom and justified the inclusion of poetry in thelanguage class; this is the case of literary competence.The provision of a new vision of lan-guage didactics through poetry also offers the opportunity to propose the inclusion of newvoices (youth poetry) or not so new (forgotten poets). Because poetry also contains voic-es far from the traditional literary canon. In addition to the theoretical foundation and theprovision of new resources, the article finally addresses the importance of the Internet anddigital content to bring students closer to poetic proposals enriched from a multimodal ormultisensory perspective.

This paper addresses the rise of poetry publications on the Internet and its success among young readers. It reviews the conditions of the literary field in the second decade of the 21st century, as well as the controversies surrounding the liter-ary quality of the works originated on the networks. It proposes a reflection on the interrelationships between the canon es-tablished in the Secondary Education cur-riculum and the readings that adolescents share on social networks outside the canon. It proposes didactic intervention strategies to advance in the acquisition of reading and literary skills. It integrates the multimodal and ludic aspects of the Internet in favor of motivation, to deepen the knowledge and enjoyment of quality poetry and liter-ary tradition, in an educational context in which the creative writing of poetic texts becomes an important element.

Emotional language in the artistictext and the stylistic resources for expressing emotions, the subject of the article, have until recently received little attention in literary criticism, although current literature offers suitable perspectives for their analysis. The article presents the identification of the particularities of the semantic devices and the analysis of the rhetorical figures of speech in the naming of emotions and their dominance from a pragmatic perspective in Amélie Nothomb’s novel, Antichrist. The analysis does not attempt to present all the linguistic means employed by the author in the expression of the affective sphere. The research is based on the method of descriptive analysis and qualitative evaluation of the linguistic means that name emotions, and on the contextual analysis to interpret a particular emotional state. We conclude that stylistic devices do not always directly communicate emotions, but they help to capture the emotional background and tone of an artistic text, and to convey the imagery and expressiveness that constitute it, which enables the reader to understand the emotional states of the characters

Mariluz Escribano Pueo’s poetrystems from the noblest tradition both insubstance and in form. Accustomed to thepain due to the fateful avatar of her childhood,loneliness and silence have been inseparableand faithful companions on herjourney. With a unique human motivation,reflected in her whole journalistic and literaryproduction, Escribano brings us closerto the love experience from the alienation.Forged in the reading, education will be aneffective spring and an essential foundationfor its positioning in the world. Startingfrom a deductive methodology, which isbased on the Romanesque heritage, an activelink is formed between the status quoof reality and the substantial distortion ofthe creative act, contributing from the effectiveconfrontation of a model that assumestradition as an exercise of recognitionand leads us to recover for the canonthe silenced word of a brave and fighterwoman faced with the rigor of her destiny