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

This paper addresses the issue of pottery production in the Maya Lowlands during the Late Classic (600-900 AD) from the perspective of Yaxchilán. A sample of complete vessels from the site's elitist funerary contexts evaluated whether the vessels that supplied the ruling elite were produced in specialized workshops attached to the palace or in those of independent artisans who worked part-time. Considering previous typological and paste studies to determine the material that shows a local production, modal analyses of shapes, measurements, and decorative motifs present in the vessels were carried out to determine the level of standardization and thus evaluate the degree of specialization in production. In addition to the above, the study also addressed an additional attribute, the degree of use-wear that each specimen shows since this aspect allows obtaining information on its replacement cost. The material has yielded data suggesting that the pottery consumed by the site's elite during that period was manufactured in part-time artisan workshops.

It starts from the conception of shamanism as a set of traditional beliefs and practices that ensure the ability to cure diseases and generate human suffering. For this reason, shamanic practices constitute an essential part of indigenous peoples, presenting a range of dimensions that structure the way of seeing and understanding the world, from the recognition of the existence of spiritual beings to the belief in spirits that grant power to the shamans to do good and evil. This article aimed to describe the shamanic practices of the Chachi people of northern Esmeraldas and identify the relationships between envy and witchcraft. A qualitative approach was used with an ethnographic research design and an explanatory analysis based on the interlocutors' accounts. The results showed that the Chachi population performs shamanic practices with two goals: improving health and doing evil.  

Abusive clauses are one of the most frequent vices in adhesion contracts, which are defined as those where one of the parties limits itself to accepting the clauses drafted by the other, without the possibility of modifying them or negotiating at some point that is unacceptable. Consequently, it is recurrent that some of these imposed clauses are abusive, by imposing conditions that the affected party would not accept voluntarily and in a contractual relationship based on the principle of equality. In the case of the rights of consumers, these types of clauses violate their rights recognized in the Constitution and the laws, where both prohibited clauses are foreseen that, if they appear in the contract, they will be understood as non-existent, and abusive clauses whose existence must be demonstrated in an administrative and judicial process. In this review article, a systematization of the two types of clauses mentioned is made, both theoretically and normatively, to highlight the effects that they cause to consumers in Ecuador.

El artículo explicita una contribución teórica a las ciencias pedagógicas, a partir del despliegue de un sistema teórico conceptual de crecimiento personal del psicopedagogo en formación inicial. La contribución teórica resuelve la necesidad de formar inicialmente un psicopedagogo que cumpla los roles de docente, investigador, asesor y orientador educativo. A su vez que logre conocer, hacer, ser, convivir y transformar, a partir de la formación y desarrollo de cualidades personales y profesionales que permitan enfrentar los nuevos cambios, retos y transformaciones que exige el presente siglo. Por lo que, el objetivo del artículo se direcciona en la elaboración de un sistema teórico conceptual de crecimiento personal desde una perspectiva sociopsicoeducativa que revele la lógica de su aprehensión, configuración, expresión y desarrollo. La metodología utilizada se sustentó en el materialismo dialéctico y concibió el paradigma mixto. En este sentido se utilizaron métodos del nivel teórico (histórico y lógico, inducción y deducción, análisis y síntesis, modelación y método sistémico estructural funcional) y métodos del nivel empírico (observación, entrevista y test). Se concluye que la propuesta es factible para sustentar contribuciones prácticas dirigidas al favorecimiento del crecimiento personal en las dimensiones: social comportamental, psicológica autorreferencial y pedagógica profesional durante la formación inicial de psicopedagogos.

Los niños expuestos a situaciones de riesgo como privación del medio familiar y negligencia parental necesitan de protección especial del Estado, en específico del Ministerio de Inclusión Económica y Social a través de Casas Hogares, servicios públicos de acogimiento institucional. Al estudiar la dinámica relacional de los usuarios y el personal que labora en la entidad se requiere determinar que los vínculos establecidos entre ellos sean éticos y vocacionales. El objetivo del estudio fue analizar la vocación de las tutoras que laboran en el servicio de acogimiento institucional ubicado en la Zona 6 del Ecuador. La investigación se enmarcó en el contexto del paradigma cualitativo, de diseño etnográfico, con un alcance exploratorio. Se emplearon como técnicas de recolección de datos: la observación de campo y las entrevistas semiestructuradas basadas en categorías y subcategorías validadas por expertos. Las preguntas fueron contrastadas a través de un análisis de contenidos. Los resultados alentaron que la vocación es indispensable, le permite al tutor hacer intervenciones con base en un apego adecuado a través de vínculos seguros, para así facilitar sus actividades relacionadas con el trabajo de cuidado de la población acogida.

Current discussions on school failure have emphasized three distinct, but closely interconnected dimensions, namely the individual, the school context, and the family/community context. At the same time, they have pointed out the importance of the contexts of vulnerability for their study, especially in countries such as Chile, where education has undergone structural transformations which in recent decades have exacerbated problems such as segregation, and the deterioration of the quality in public education offered to these sectors. In this sense, this manuscript explores the discourses of a group of youngsters reporting their experiences of school failure in Temuco, Chile. Employing a case study, this research also pursued an exploratory scope with a qualitative paradigm; in turn, it included the discourses of eleven young people, seven professionals from the Chilean National Service for Minors, and four education professionals. The results show that the discourses of the youngsters make explicit reference to the 3 dimensions mentioned above. The concepts of demotivation and problematic students, in the individual dimension; school culture and exclusion of difference, in the school dimension; and transgenerationality, peer group and vulnerable neighborhoods, in the family/community dimension, stand out.  

During the emergency remote education caused by the COVID-19 pandemic, the Ecuadorian Ministry of Education organized educational activities around pedagogical worksheets that included prioritized elements of the national curriculum. The objective is to analyse how the cards were put into action in the educational institutions, reviewing what kind of practices emerged around them. The praxeological method and the Actor-Network Theory toolbox are used based on ethnographic material collected in multigrade schools in the Gualaceo canton, in the Azuay province. The findings describe the socio-technical networks formed by the introduction of pedagogical worksheets, as well as how they evolved into a powerful token that orders educational processes. It is concluded that the power of translation of the network generated around the pedagogical worksheets made them referents for the control of the learning process and the teaching action from the administrative instances, reinforcing the technocratic role of the teachers and atomizing the didactic process in terms of activities that are little articulated and meaningful.

En un mundo en permanente cambio, los métodos tradicionales de enseñanza de idiomas no resuelven las necesidades comunicativas en lenguas extranjeras que favorecen el conocimiento y la adaptación a contextos educativos cambiantes. El método AICLE es ampliamente utilizado para desarrollar habilidades tanto en el aprendizaje de la lengua como en otras áreas del conocimiento, permite fortalecer las capacidades docentes para asumir la enseñanza de los contenidos de las diferentes materias en una lengua extranjera. El objetivo de esta revisión bibliográfica es recopilar información significativa y existente sobre el método CLIL y su contribución en el campo educativo. Se utiliza el enfoque descriptivo documental de investigaciones recientes relacionadas con el tema de estudio, basado en los fundamentos teóricos de la educación bilingüe. La revisión bibliográfica muestra que al enseñar la lengua extranjera como vehículo para instruir contenidos de otras materias, los estudiantes  comprenden la necesidad de aprender la lengua para apropiarse de los conocimientos de la materia y permite a los docentes explorar su propio contexto de enseñanza, reflexionar e identificar factores que pueden mejorar su práctica docente, especialmente en la inclusión de actividades de escritura en inglés.

In this reflective, critical, and essayistic text, a critique of mass consumption is made based on classic and contemporary authors of the Social Sciences in order to understand the process that has taken place from the Fordist era to the current state characterized by the uberization of the economy and schizo capitalism. As a result, various works of contemporary art were analyzed to discuss the role of art as a critic of mass consumerism and, at the same time, a generator of what Deleuze and Guatari conceptualize as desiring machines. A negative vision of consumption is exposed since the capacity of citizenship agency is atomized in multiple choices, never motivated by the individual will, but generated from a selfish and alienating system.