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

The Antihero's Journey in Video Games by Alfonso Freire Sánchez presents a detailed study of character construction in the video game industry. Kratos, Bayonetta, Joel Miller, Ada Wong, Dante Sparda, Geralt of Rivia, and Max Payne are individuals analyzed by the author in depth and complexity. The author's review presents the lights and shadows of this type of character through previous research conducted on the antihero and their motives. These are figures who represent mental problems, seek revenge, suffer loss, or put themselves forward for the ultimate sacrifice. Freire breaks down this archetype within the narrative universe of video games with determination, tenacity, and certainty.

This research examines how the Legal Clinic of the Central Unit of Valle del Cauca (UCEVA) has designed and implemented a pedagogical pathway rooted in social pedagogy to support and empower victims of the armed conflict in the municipality of Tuluá, Colombia. These individuals, displaced from their homes due to armed violence in rural areas, face multiple legal, social, and emotional challenges as they seek solutions to rebuild their lives. Many of these victims aspire to migrate to other countries as a means to achieve a better quality of life. Through a qualitative and biographical-narrative approach, life stories are collected to identify the main barriers these victims face, including perceptions of a distant State, lack of information about migration processes, and social exclusion. The study underscores the pivotal role of social pedagogy as a transformative tool to strengthen emotional resilience, foster empowerment, and promote active inclusion among these individuals. The proposed pedagogical pathway integrates legal, educational, and psychosocial components, enabling personalized support that guides victims through their processes of adaptation, overcoming adversity, and making informed decisions about their futures. This interdisciplinary strategy not only addresses immediate needs but also aims to create a lasting impact, equipping victims to face the challenges of displacement, migration, and social reintegration effectively.

High school prepares students for their entry into higher education, so it is essential to investigate the level of writing proficiency that it promotes. There is little research conducted with Spanish-speaking students at this educational level. These studies report a low level of writing skills on the part of their participants. The objective of this study was to analyze the written productions made by an intentional sample, made up of Mexican students in the first year of high school and to make comparisons based on the type of task completed and the type of school. One hundred students enrolled in the first year of high school participated, 50 from public school and 50 from private school. The tasks consisted of writing a composition about whatever they wanted (free-topic text). Upon completion, they were presented with a three-paragraph text (132 words), which contained various spelling and syntactical errors; they were instructed to review the text and rewrite it without errors; the product of this activity was called the corrected text. The writings were graded with a checklist and error analysis, which includes 18 types grouped into three categories: syntactical, orthographic and writing. The results showed that the performance of the participants in the assigned tasks revealed that there was a greater number of students from the public institution who made various errors, compared to those from the private school. This trend was similar in both tasks, confirmed by the results of the statistical analyses carried out, which showed significant differences in spelling errors, as well as in some syntax errors (number agreement and use of incorrect terms). It is concluded that the present study allowed us to recognize, in a sample of students, some aspects that limit the development of their writing skills.

The objective of the research is to understand the processes of curricular flexibility implemented by second grade teachers with students with disabilities in an educational institution in Medellín. The background reveals studies on curricular flexibility and educational inclusion, which identify the challenges that institutions and teachers face when developing inclusive strategies and explore teachers' perceptions regarding these reasonable adjustments. A qualitative methodological design was used, under conceptual elements of the hermeneutic approach, collecting data through semi-structured interviews with three teachers and a director. The findings indicate that for curricular flexibility processes, continuous training, institutional support, interdisciplinary and transdisciplinary work, and family participation are important to achieve effective educational inclusion. The conclusions mention that within the processes of curricular flexibility, strategies such as orality, positive reinforcement and peer support stand out, in addition to highlighting the need for collaboration within the educational community to promote an equitable and accessible culture and practices.

This article aims to present traditional medicine as a component of public health that contributes to the self-determination of the Zenú people. The method used is based on participatory action research, analyzing the narratives and reflections collected in the scheduled Mingas. during the prior consultation for the construction of the internal regulations and Zenú self-justice law in the municipalities of El Roble Sucre. The results show the use of traditional treatments with medicinal plants because of their interaction with the environment, barriers because of conventional medicine are identified, of which the lack of coordination between academia, society, and the state in the debate stands out. on the validation of scientific knowledge for the formulation of interventions with adherence to communities, as well as cultural differences in diagnosis, prognosis, treatment options, and the protection of intellectual property rights in the use of medicinal plants according to their worldview. The conclusions emphasize that traditional medicine is the product of a complex cultural process that responds to health conditions and the way disease occurs in the community. The difficulty in accessing quality health services, due to social determinants, exalts the usefulness of traditional medicine as an alternative treatment for some diseases, as well as assistance in childbirth in a natural way, demonstrating its characteristics as a pillar in the well-being and self-determination of the Zenú people.

In higher education, reading allows you to learn a discipline and take a role in society, which is why it is essential to evaluate it upon entering university training to establish a permanent diagnosis that facilitates appropriate intervention throughout the curriculum. This work validated and found the reliability of a reading comprehension test in first semester students of a higher education institution, developing a research with a quantitative, descriptive-cross-sectional approach. A content validation of a reading comprehension test was carried out, subjecting it to grading by 5 expert judges with a profile of approach to reading and writing in university students. Using Statgraphics version 16 software, the Analysis of Variance (ANOVA) technique was applied, determining that there were no significant differences between the judges' ratings, calculating the score per question, which is why the test turned out to be valid and with an adequate reliability level, determined by 70% of Cronbach's Alpha.  Regarding the application of the test to 356 first semester students of the different academic programs, the results show a low level of performance in the evaluation, with the competence that accounts for the inference being the most affected. This shows the importance of the evaluation of reading competence, from the moment students enter universities, since it will be a transversal learning to their professional training and will have a great impact on the level they will reach in the performance of their work.

Childhoods represent a fundamental part of the journey of life. Social professionals are trained to carry out interventions consistent with the needs of Children and Adolescents (NNA) from disciplines aware of the influence of the family and cultural context that converge in practices oriented to ideals of care and upbringing. The intervention methods are varied, and reflective practices are recognized as resources that allow for difficult rethinking for those involved. In a phenomenological study; The R method, the reflective team and the reflective workshop are described based on the transformative potential analyzed from the experience of professionals in the Social Sciences and Education, with reorientations that reveal potentialities and limitations in their implementation. It is highlighted that, being self- and hetero-referent dialogic experiences, they promote authentic reflections that validate plurality, and question actions that are far from children's needs.

The objective of this research addresses the analysis of the motivations, life projects, and empowerment of the Tejedoras de Sueños women's group from the Villa Colombia neighborhood of Neiva. The research was conducted from a qualitative perspective using an Action Research (AR) approach, assuming a horizontal experience between the research participants and the researcher, to generate in-depth knowledge about the social and personal dynamics of those involved. This research, in addition to using an Action Research (AR) approach, articulates new perspectives on the achievements, challenges, and actions of women in this population, given that they are exposed to risk factors and adversities of all kinds. This research seeks to highlight their greatest potential in developing aspects of their life projects and the community. Therefore, this research project intends to become an instrument that offers possibilities and methodological alternatives for women's groups that, based on their community efforts and their own forms of neighborhood organization, allow them to influence innovative proposals for the ongoing care of this type of population.

Narrating and telling stories to others has been an ancient practice that has been a source of example, of calming passions, of courage, of recognition of the fragility and power of the human being. Narrative therapy takes up this practice of using fictional stories, poetry, literature, among others, as a source of cure. The present study aims to recognize the healing narrative practices in the face of illness and death that arise from the literary work El Pabellón de Reposo by Camilo José Cela. The methodology was qualitative, with a hermeneutic approach. The results account for the practice of writing as a source of mental health that alleviates illness or death. It can be concluded that the narrated or written text emerges as a form of cure that can soften the pain of illness for both the person who writes it and the person who reads it, as an act of self-government to choose what to make happen in the midst of the limitation imposed by illness or death. This way of dealing with illness is soothing and allows you to let go of life while leaving a memory for yourself and others of your own existence.