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

Sin resumen

We show the current state of web pages of the three Spanish national historic archives (Archivo Historico Nacional, Archivo General de Indias y Archivo General de Simancas) the information about the quality of information that they offer. Thus we defined a group of parameters and indicators that show us additional information about these pages, to frid out if they haven a high or low level. We concluded that there are no substantial differences between the three archives. The navigation of their web pages is easy and pleasant since the structure, design and colours of the pages are suitable. However, it would be helpful to increase the size of the text. The structure of theinformation should be improved as well as the incorporation and updating of some content, and also define planning and present their services.

The iconographic archives of composer Joaquín Turina form a part of his artistic legacy. These archives are made up of approximately 6,000 original documents, which have been conserved by his heirs. The composer reveals his personality and his lifestyle in this collection, both through the postcards he collected and sent to his family from his travels, as well through his personal photographs and those which he purchased or gave away as gifts. The purpose of this study is to describe and analyze in depth all of this material.

This article considers the position taken, between 1833 and 1857, by the Catholic press in Mexico City about the relationship faith-reason. Similarly, it explores the efforts of the press to restore the unity between intellect and revelation that had been broken in Europe in the late XVIII.

Sin resumen

The article discusses the role of epistemology in the training and professional skills of social scientists in the new context of higher education, which appears to force the idea of a competency-based training, through which its required an articulation of the cognitive, procedural and attitudinal elements. The need for epistemological training is to be understood as a process beyond itself, as a unit of learning that generates ways of thinking, such as analytical thinking, synthetical, critical, among others, as well as procedures used for the practice, and finally, in the area of attitudinal competencies, it is possible to recognize an epistemology of pluralism and tolerance characteristic of contemporary societies.    

The construction of indicators does not constitute a smaller epistemological problem, quite the opposite, requires the exigency of a critical way to reflection, to take control and to reconstruct the reality; it requires of monitoring, and permanent ruptures and its corresponding forms to reorganize the thought. The main problem in the construction of indicators does not have to do with the theory itself or the operation of the concepts. The fundamental question is how someone thinks, how someone takes control and how the object is constructed. The indicators constitute an empirical definition of the object and are product of a theoretical construction of the subject on the phenomenon to discover specific concrete of the object.    

This article reports a collaborative experience between two groups of EFL novice teachers from Chile and Colombia. We explored the potential of a virtual platform and other means of ICT connectivity to create communities of practice and interest by engaging in critical pedagogy activities that allowed the trainees to look at their education from a comparative perspective. Through the creation of blogs, a group of 30 Chilean pre-service teachers, as language learners and language users, were asked particularly to reflect critically on the power of hypertextuality so they could gain an understanding of the (non-neutral) constructedness of texts, to raise their rhetorical awareness both as text producers and text readers, and to develop agency as communicators and not just passive receivers of media messages. We postulated that immediate feedback from peers and opportunities for sharing with real global audiences would promote higher level thinking, communication skills, and deeper understandings of texts. Sample comments taken from responses to a qualitative survey applied to the Chilean participants will be used to illustrate these points.

Learning and teaching are always affected by institutional contexts and their policies, ranging from the classroom policies that teachers establish or enact—tacitly or explicitly, to the larger rings of policy set by schools, organizations, districts, states, and/or country. How is policy enacted on a local level? How does such policy affect the needs and realities of students and teachers? How does listening to teacher concerns contribute to valid critiques of policy? This article addresses those questions as they pertain to the US education policy known as No Child Left Behind (NCLB). It is told through the perspectives and experiences of six English language teachers in three public schools in one urban school district in the Northeastern United States. Although teachers’ concerns are often dismissed as anecdotal, they can offer valuable insights into the weaknesses of policies and/or programs. In the often, dichotomous worlds of policy and practice, this story highlights the critical need to attend to both.

The characteristics of the Spanish home reading practices of a US immigrant Hispanic household are studied highlighting the many connections existing between the reading practices at home and at school. This longitudinal study explores how the home and school L1 reading instruction contributed to a first-grader’s initial steps towards reading in English or biliteracy. Details of Natalia´s reading in Spanish at home and at school are presented and the relationships between the reading practices in both contexts are documented.The findings in this study remind us of the importance of strong native language literacy foundations and of the role that both home and school play in fostering high literacy levels among children.