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

This paper analyzes the concept of conceptual relativity developed by the American philosopher Hilary Putnam, who challenges the foundations of classical realism and proposes a new way of approaching the problem of truth in science and philosophy. It emphasizes the role of language, conceptual schemes and cultural context is emphasized. The essay explores the fundamental concepts of conceptual relativity and truth. It then examines how conceptual relativity is distinguished from other philosophical positions such as metaphysical realism and cultural relativism. In addition, it examines how Putnam, inspired by classical pragmatism, redefines the notion of truth within his proposal of natural realism. The most important criticisms that other philosophers have made against Putnam´s notion of conceptual relativity are also studied. Finally, a reflection is made on the impact of these ideas on scientific knowledge, and the emphasizes the contemporary relevance of their contributions to science and philosophy.

This study aims to systematize the educational experience developed in the course “Innovation and Educational Technology”, part of the Master’s Degree in Pedagogical Innovation and Digital Technology at José Simeón Cañas Central American University (CAU), El Salvador. A qualitative approach with quantitative support was employed, through a mixed questionnaire with closed and open questions. The sample included nine teacher trainees who participated in the virtually delivered course.: Findings show a positive transformation in the perception of educational technology use, the strengthening of techno-pedagogical skills, and the appropriation of active methodologies. Barriers identified include limited time, lack of prior experience, and unequal access to digital resources. This systematization allowed for a critical evaluation of the experience, the documentation of good practices, and the formulation of recommendations for future course iterations, contributing to the discussion on educational innovation in teacher training.

The article presents the contributions of research related to educational practices pertinent to emotional education as a cornerstone to address the problem of the growing suicidality of students in the post-pandemic years. The purpose was to generate theoretical guidelines for pedagogical actions based on emotional education for the promotion of healthy lifestyle habits (PHVS), in order to favor the mental health of students with suicidal ideations in basic secondary education of public institutions in the department of Atlántico, Colombia. Methodologically, it was framed in the interpretative paradigm and a qualitative approach, addressing reality from experiences from the dialectical hermeneutical method. The emerging categories gave rise to the constructive elements of the systemic structure of the theoretical guidelines for pedagogical actions, which will serve as support to the educational institution for the prevention of suicidal tendency.

This research aimed to construct a theoretical model on the visibility of the sociocultural ancestry of Colombian Afro-descendants from Santa Marta in the context of the lived re-signification of their identity. It is theoretically grounded in the African origin of this social group, the slave nature of their transfer to foreign lands, the submission to a process of acculturation, and the experience of a cultural mix that tends to erode their original identity through their invisibilization. It was developed under the interpretative paradigm using the phenomenological method; a semi-structured interview was applied to four social actors selected based on established criteria. From the processing of the information, categories emerged that revealed the phenomenological essence that allowed the construction of an emerging theoretical model. From the processing of information, categories emerged that revealed the phenomenological essence that allowed the construction of an emerging theoretical model. The results will contribute to a better understanding of the sociocultural reality of the Afro-descendant people of Santa Marta in the context of the resignification of their sociocultural ancestry, which will have great socio-educational value.

This paper is part of a doctoral research project on the experience of writing as a political and formative activity among women in Medellín at the beginning of the twentieth century. The article presents a narrative review of secondary sources on writing as a political and formative activity of women in Medellín (1920–1957) and in Latin America. Based on searches in Google Scholar and university catalogs (in the libraries of the University of Antioquia, Eafit University, and the National University), it reviews articles, theses, and books about women authors who, through genres such as poetry, chronicles, and essays, intervened in the public sphere, challenged gender norms, and forged subjectivities. The findings show that writing functioned as a practice of formation and resistance, linked to processes of modernization and labor conflict. Gaps are identified in the conceptualization of the term and in comparative analyses with other urban centers, and lines for future research are proposed.

This research focused on the construction of an emerging interpretative model of socio-emotional development (MEIDSE) for second-grade students. It allows for continuity and research context for the Emotions for Life Program (PEPLV), implemented by the National Ministry of Education (MEN) of Colombia, as the pedagogical approach to socio-emotional management is a guiding axis of school education. The interpretative paradigm, qualitative approach, and Husserlian phenomenological method guided the research. The educational setting was I.E. Miguel Antonio Caro, Colombia. The informants were: a teacher responsible for 30 students, a psycho-counselor, and a parent. A semi-structured interview and non-participant observation were used to strengthen the interpretation of contextual meanings. A model was built from empirical data that allows for the interpretation of the socio-emotional development of second-grade students in their school context.

The general objective of the research was: To build a theoretical approach to the ethno-educational worldview for the recognition of Wayuu ancestral knowledge. The methodology implemented was oriented under the interpretive paradigm with the dialectical hermeneutic method. The technique for collecting information was the semi-structured interview and an interview script was used as an instrument. Likewise, informants were selected intentionally, prioritizing quality over quantity, specifically three (5) teachers from the institution under study. Relevant categories and subcategories emerged. The information collected facilitated the generation of a theoretical approach on the ethno-educational worldview for the recognition of the ancestral knowledge of the Wayuu people in the Oneida Pinto school of the Unaapuchón Resguardo of the Albanian Municipality of La Guajira, offering information of interest to be attended to from the action of the ethno-educator teacher.

The research focuses on the training and job performance of graduates in Modern Languages of the Universidad Metropolitana by analyzing the training received and the labor market demands. Analytical research integrates positivist and interpretive/constructivist paradigms with mixed methodology and longitudinal design. The population comprises the graduates of 2018-2022 and their respective employers. The sample consisted of 48 graduates and five employers. Data was collected through a survey and an interview. The results indicate that the graduates have mastered the 39 specific competencies of the degree, 50% are employed in the business sector, and 85% use English in their work. The 94% current employability demonstrates the program's overall effectiveness and gives professional diversification (teaching, translation, business sector), validating the multidisciplinary approach of the curriculum.

The identification and diagnosis of pathogenic microorganisms are important for the treatment, management, and prognosis of hospital infections. However, many microorganisms are difficult to identify using conventional diagnostic methods. Advanced techniques such as MALDI-TOF MS and mNGS offer advantages for identifying microorganisms of hospital importance. MALDI-TOF MS is a rapid and precise method that creates a mass spectral fingerprint for microbial identification down to strain levels. This technique is quick, sensitive, and economical, allowing the identification of different types of microorganisms. MALDI-TOF MS can only identify new microorganisms if the spectral database contains peptide mass fingerprints of specific strains, which is a limitation of the technique. Meanwhile, metagenomics allows the analysis of DNA segments from multiple microorganisms within a community, either through amplicon-based or shotgun sequencing. Advances in clinical next-generation metagenomic sequencing (mNGS) increase diagnostic capacity by rapidly detecting rare pathogens and antibiotic resistance genes. This technique presents some limitations in its accuracy and logistical complexity but can perform comprehensive analyses of microbial communities. Both methods complement traditional diagnostic techniques, and their integration into clinical microbiology improves pathogen identification, guides treatment strategies, and supports outbreak investigations. This review summarizes MALDI-TOF MS and metagenomics as alternative methods for identifying and diagnosing microorganisms in hospitals.