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

The article proposes a re-reading of the aesthetic project developed by Martinican review Tropiques (1941-1945) and its relation with Surrealism, with the aim to analyze the opening perspectives that this affiliation promotes by linking the French-Antillean phenomenon with other Caribbean and Latin American movements in a literary system à venir , as it will be seen in retrospect by one of Tropiques’ key figures, the philosopher René Ménil.While the relationship initiated though André Breton, after the well-known encounter between the French surrealists and the group of Tropiques in Fort-de-France (1941) has been abundantly explored, it is the inter-Caribbean connections thatbecome more illuminating to understand the outlines of French-Antillean literature then emerging. Its reevaluation of “creole beauty” in terms of René Ménil, recognized as a distinctive “romantic” trait, although confusedly theorized at the moment,will become a differential aspect linkable to American baroque and the marvelous (Carpentier, Alexis). As such, and for many Caribbean thinkers, from Édouard Glissant to Kamau Brathwaite, this common trait will be certainly revealing of the dominant tendencies in the heterogeneous Antillean tradition, which from a translinguistic and transnational perspective, seems to encounter, according to Brathwaite, forking paths in the Anglophone and Francophone areas.

Between Césaire and Lam an original encounter occurred that greatly impacted both their oeuvres throughout a lifetime of collaborations. From the force and tenderness of their exchanges and that the testimonies of their meeting, I imagine a transformation of so much intensity that we might understand it as a mutation, or an accelerated change of exponential dimensions. As I examine what I call "archetypes of transformation" in Césaire and Lam's work in common, I situate the theory of archetypes presented by Carl Jung as fundamental for understanding an aesthetic collaboration that deconstructs conquest ideology in Occidental thought. I argue that the dialogical work between Césaire and Lam in a little-known shared project pushes to its edge an Occidental structure of hierarchical and binary thought connected to the history of Conquest.

The character Caliban was the subject of different reappropriations in the Latin American tradition to configure a regional identity in opposition to the neocolonial threat represented by the United States of America (Bonfiglio, 2020). One of those appropriations takes place in 1971, when Fernández Retamar claims it is Caliban, the slave from the colonial Caribbean forced to speak the language of the oppressors, who represents the cursing strength of the intellectuals in the continent, which is both anti-imperialist and anti-colonialist. However, despite being part of the controversy raised by the Padilla case, the essay does not refer to the demands of revolutionary poetry. We consider that this absence involves a detour in the polarity that Fernández Retamar constructs in his Caliban. To explore this idea, we will examine the ways in which different poems in the south of the continent develop a cursing la/nguage to attack the enemies of the revolution and the rising repressive policies, as well as to undermine the imaginary of the armed writer.

Revisión del libro Las voces bárbaras por L. Brizuela

Beatriz Sarlo, diciembre de 2024.

Beatriz Sarlo

Narrow approaches to school coexistence often involve a problematic understanding of school conflicts, typically leading to punitive disciplinary actions. Research on punitive discipline highlights a blending of these approaches with more formative strategies. However, few studies specifically characterize formative approaches to school conflict management. This study, designed as a case study with a quasi-ethnographic approach, aimed to characterize the formative methods employed by an educational institution with low levels of punitive disciplinary practices. Persistent observations, analysis of institutional documents, and in-depth interviews with students, education assistants, teachers, and administrative staff were conducted. The findings highlight formative practices associated with various preventive dialogic actions that place students at the center of educational processes. The school is portrayed as being in transition toward a formative approach to conflict management, focusing on preventing conflict situations. The implications of these results for adopting a formative approach to school conflict management are discussed.

Training teachers with specific knowledge for effective feedback use is a significant challenge. This study aimed to characterize the prior knowledge about feedback that future teachers possess upon entering initial teacher training. Using an instrumental case study design and convenience sampling, a descriptive, cross-sectional study was conducted with the voluntary participation of 227 newly admitted pedagogy students. A vignette-based questionnaire was applied, presenting a hypothetical situation illustrating the delivery of feedback comments. A primarily inductive content analysis was performed following an internal consistency check. The results indicate that just over 50% of participants were able to critically assess the described feedback practice, while between 24% and 31% provided relevant comments on the dilemma based on three key areas of interest: goal setting ("Where am I going?"), progress evaluation ("How am I doing?"), and improvement strategies ("What are my next steps?"). The findings highlight that feedback remains a crucial area for professional teacher development, requiring further reinforcement through activities that strengthen pedagogical and practical knowledge.

Revisión del libro Narrar la ausencia. Escrituras de Hijas e Hijos de militantes argentinos de los 70 por A. Cobas Carral.

Preliminary studies on the use of podcasts among undergraduate students in various health sciences disciplines have shown positive outcomes. Considering that topics such as professional reasoning (PR) in kinesiology require enhanced access and equitable availability—due to the complex understanding of its underlying rationalities and the contingent effects of the syndemic—it is reasonable to project that the use of podcasting as an educational strategy could benefit undergraduate students who received predominantly virtual and asynchronous training. The aim of this study was to explore how students and educators perceive the educational value of podcasts as a learning tool for developing professional reasoning.