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

The following article examines exclusion based on predominant types of identity as a means of violence that sometimes is hidden, obscured, or blurred in discourse. In this case, the manifestations of this type of violence are explored taking into consideration the effects of the European modernity and the colonial processes in the Central American region. In addition, violence is evidenced in texts written by two writers with the aim of revealing the ways of representing exclusion in the post-revolutionary period in El Salvador. Both the literary devices and the style employed by these authors are associated to the systems of degradations discussed by Mijail Bajtín and they illustrate, in diverse ways, the subjectivity of this Central American country.

This essay discusses an approach to four short stories set in four Latin American cities in the present day. Through stories told of the experiences of the protagonists, it is possible to understand the daily lives of the population of these cities, under the influence of phenomena originating from the processes of globalization which have been incorporated into these societies, their own uses and values as globalized cultures. The noticeable social segregation, the increase of inequality, the insecurity and the violence that these transformations have caused, have affected the intimate life of the people and the relations that can or cannot be established among them, in the search for pleasure or at least in the attempt to continue surviving.

In the Costa Rican literature, Juan Varela is a short novel which has been canonized, by the institutional criticism, as the emblematic novel par excellence of the 1940s. The reason, for such consideration, is that according to critics, Juan Varela highly influenced subsequent literary work; whose prime focus was to denounce crucial social issues of that time. This article aims at establishing, from a postmodern perspective, other reading angles that could have influenced the inclusion of this literary work as mandatory in the Costa Rican school system.

The article makes a comparison between two films of Woody Allen, Crimes and Misdemeanors and Match Point, and the fictional inter-text of Dostoyevsky. This author concludes that Woody Allen constructs a re-reading of the ethical problems derived from the atheism from which Dostoyevsky categorically separates himself, and although the Russian asserts that a moral order underlies the universe, Allen proposes that such order not only does not exist, but its absence demonstrates the nonexistence of God.

This paper includes some fundamental ideas about the theory of didactic transposition of Yve Chevallard (1980), from which it is made an analysis of the knowledge transformation suffers from the mathematical level to the scholastic level. To demonstrate this transformation, it is analyzed the theme of integers, which is included in the seventh- grade curriculum of the educational system of Costa Rica.

Consideraciones para la presentación de manuscritos en la revista UNICIENCIA

In this paper we seek a dual purpose. First, make a methodological proposal reading and analysis of implicit assumptions in the state archives of land, built by the state of the Chubut Province. On the other, we focus within the state speech that articulated premises rebuild interethnic relations between the provincial and indigenous families, self-identified as Mapuche and Mapuche tehuelche. We take as a starting point as performance concepts, context and in order entextualization (Bauman and Briggs, 2000) propose an analysis strategy and reconstruction frameworks that left the state discourses about indigenous the same time, we are concerned to investigate how such frameworks provided them ongoing representations from which fixed the sense of relationships between this group and the rest of society. The approach of interethnic relations between the state and indigenous provincial requires analysis from a historical perspective and multisituada. Consequently, we crossed the judgments of the state archives with the positioning of indigenous narratives introduce us, then, in the specific shaping processes of othering provincial community of Indians within the premises that primordializaban

The social sciences in its classical version – adopting as model the natural sciences – concentrated in the study of empirical facts with the pretension to arrive at an objective knowledge of reality. From this approach the social sciences became a theoretical representation of nature, while the facts constituted themselves with independence of human mind. But during the last century the basis of knowledge – the ontological and epistemological status as much of the object as subject – were put into question. In this new approach, the language – and the communication – comes to be the resources through which individuals and groups construct their daily life and the main interest is to reveal the process of construction of sense. This perspective radically modifies the prevailing paradigm in social sciences. However, the discussion about its validity has not been solved, in particular because it involves some of the main questions of modernity and posmodernity. Thus, the article sets out to consider the main elements that form this approach, identifying the different currents that coexist in its inland, the main critics and specifically the consequences that derive so much from the point of view of the production of knowledge as in relation to the study of society

Popular education, through their different backgrounds and experiences, has created, redefined and recreated a wealthy methodological framework for the educational and organizational work with communities, organizations and collective subjects. Methodologies and techniques from different disciplinary origins, which make an important instrumental framework for educational processes, participatory planning, systematization of experiences, assessment and monitoring, among others. When the methodologies are subordinated to the direction of theoretical and political perspectives, they have a fundamental importance to the possibility of a transformative praxis. But, however, when they are dissociated from the theoretical and strategic guidance, methodologies are confused with the techniques and they become an end in itself, in a sort of tacticism without transforming potential. The term "workshop" is sometimes used in so many different ways, in different contexts, and to nominate very different things. Also, within popular education, often the term "workshop" is used to call different kinds of meetings and activities. This paper deals with the definition, components, embodiments and moments of the workshop as a methodology of the popular education, starting from placing the subject in the context of a general methodological reflection