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

The choir stalls of the Dominican monastery of Mother of God in Sanlúcar de Barrameda (Cadiz) is an interesting Baroque work that is not widely known. Its construction process in the middle of the 18th century was documented by its designer Agustín de Medina y Flores, including information the assemblers and sculptors Andrés Benítez and Pedro Asencio, among others, materials and cost, and its sponsor, Sister Margarita de Ntro. Padre Santo Domingo y Lila. She financed the project using her inheritance and family’s income, the Vint y Lila family, who lived in Cádiz. It was part of a larger program of baroque renovation on the old medieval and Renaissance building, headed by the nun and paid for by the founders and patrons of the monastery, the Dukes of Medina Sidonia. This research paper presents a formal analysis of the iconographically of its 47 seats.

In this article, we share unreleased information about Luis Ortíz de Vargas from the records of Écija, which helps us ascertain his birth date as well as his beginnings in the former Kingdom of Seville. In the town of Écija, he worked under the patronage of the judge Cristóbal Gómez, who acted as his main payer and guarantor of his house. Promptly, the patron assigned him the first renovation works of his chapel. In addition, the sculptor undertook other works for convents and churches, from which some works, that were thought to be lost, are extant. Besides, we assume that the figure of Saint Crispin from the main altarpiece of the Santa Cruz Parish Church (Écija) belongs to him. In the Church of the Discalced Carmelites from the same town, the artist worked on the realisation of the main altarpiece from which the structure of the four giant classical columns with garlands have survived. During his first stage in Seville, the sculptor also worked for the towns of Carmona and Córdoba. From the latter, the altarpiece of the cathedral has been identified; work that was mentioned in a bond indenture for the realisation of a mahogany table for Francisco de Herrera the Elder.

This article studies the architectural undertakings carried out by Catalina Fernández of Córdoba, II marquis of Priego, in her state. She is a key figure in understanding modern history in the province of Cordoba. Accounts of her biography were dispersed but this study has recovered its data and has included important documentary citations. In this way, we are able to compile her entire career in a single title. Her projects began by finishing her father´s unfinished works and by carrying out many others of her own initiative. Thanks to this, all of the towns that made up the marquisate were renovated and modernized. Among them, notable examples include the Convent of Montilla and the Genil bridge in the town of Puente Genil.

In this work we intend to place value on the figure of José García Dávila, a master silversmith active in the city of Seville between 1821 and 1865, and one of the main exponents of neoclassical silvesrmithing in this city. To do so, we will present new information about his relationship and education under the pretigious silversmith Juan Ruiz, as well as his activity under the direction of the Sevillian guild for a whole decade. We also highlight the importance of his position as silversmith of the Archbishopric of Seville from 1834 until his death. Lastly, we present the first catalog of his work, in which the eucharistic tabernacles of the Sevillian churches of San Isidoro and San Ildefonso stand out, along with numerous works carried out for other parishes and brotherhoods from various locations.

Drawing from the friendship between musician Manuel de Falla and architect Leopoldo Torres Balbás, this article connects their aesthetic ideas and sources of inspiration. They shared the same love for the Alhambra and Spain’s cultural renovation during the 1920s and 1930s. The study of their later works including Concierto and Psyché by Falla, and the restoration of Peinador de la Reina of the Alhambra, establishes the nexus between two arts that share a bond across space and time. Following the civil war, the creative process was interrupted in both cases.

Inclusive education is presented as the current commitment of the educational system, with vehement political, institutional, and legal conviction. But it is the teachers who develop this pedagogical approach in practice. Currently, there is a lack of studies analyzing the real situation of inclusive education in the non-university environment, from the perspective of the teachers. This research seeks to know inclusive education in non-university education from the perspective of teachers, as well as the relationship with their socio-occupational characteristics and with their social, emotional, and moral competencies.  A quantitative, descriptive, cross-sectional ex-post-facto study has been developed with 301 teachers at non-university educational stages (70.80% women, 27.90% men; Mage = 38.33, SD = 11.10): Early Childhood, Primary Education and Secondary Education. This study has been approached by survey research. The teachers show a high level of inclusive education, detecting significant differences according to their sex, age, years of experience in the teaching function, educational stage, experience with students with ethnic-cultural diversity, and experience with students with disabilities. Positive and significant relationship are also found between inclusive education and the social, emotional, and moral competencies of teachers. These findings raise notable implications for educational policies, school practices, and teacher training.

In recent years we are seeing a paradigm shift in which entrepreneurship has ceased to be an exclusive phenomenon of the business field to become a phenomenon that is expanding to other areas such as education. The entrepreneur teacher is characterized by being a creative, innovative, flexible person, capable of taking risks and guiding their practice towards educational improvement. In this research, it is hypothesized that having a high perception of importance, involvement and competence in educational research can contribute significantly to building entrepreneurial teachers’ competences , by providing them with enough knowledge and tools to guide their practice and allow them to make the best decisions. To test this hypothesis, 397 teachers took part in this study by filling in the Scale of Perception towards Educational Research and the Scale of entrepreneurial competencies. Findings from a moderation analysis revealed a series of potential benefits for both non-university and university teachers. Specifically, it was appreciated how having a higher involvement with educational research and having a greater competence in educational research contributed to improving the self-efficacy and proactivity; and the ability to facing risks and difficulties; both, dimensions related to teaching entrepreneurship.

The practices of critical ecofeminism are still unknown in education despite the potential it offers us for the formation of critical and democratic citizenship. For this reason, this paper has a double objective: on the one hand, to establish guidelines for the development of heritage education proposals from the ecofeminist perspective, and, on the other, to analyse the conceptual and methodological approaches and the purpose of 55 Spanish ecomuseums in order to investigate if their didactic proposals conform to the values and principles of critical ecofeminism. To investigate these proposals, we have made a qualitative analysis of the web pages of the ecomuseums using as an instrument a complex system of categories with subcategories, indicators and descriptors, which allows us to classify the data obtained in a progression hypothesis from a simple perspective of environmental education to desirable ecofeminist education. As first results, we have found that the majority of Spanish ecomuseums do not consider the gender perspective and do not even tend to delve into the eco-social problems with the aim of promoting a social transformation in the territory of which they are part.

The article analyses group reflection processes in a training program for school principals and, more specifically, the difficulties and biases influencing: the structural characteristics related to composition and group dynamics; difficulties to collect relevant information; information processing biases; and the biases that prevent deep reflection. Data from a funded research project that designed and implemented the training program were analysed by mean of an adapted version of Schippers et al. (2014) instrument. Two groups, characterised by very different degrees of compliance of the program targets and structure, were selected. The instrument of group reflection analysis revealed that the differences between the two groups led on their capacity to overcome the communicational difficulties using appropriate strategies. Results also revealed the usefulness of the analysis system to guide the training process of the group reflection facilitators