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

The present investigation gathers the results of the characterization and scientific analysis of a memories album with albumen prints from the end of the 19th century, belonging to the art collector Calouste Sarkis Gulbenkian. The study has focused on different analytical techniques, such as optical microscopy (OM), energy dispersive X-ray micro-fluorescence (ED-XRF), Fourier transform infrared spectroscopy with attenuated total reflectance (ATR-FTIR), Raman microspectroscopy (μ-Raman) and Fourier transform infrared microspectroscopy (μ-FTIR). The use of these different and complementary techniques allowed us to collect important information about this album, namely some organic and inorganic components present in the photographic prints and its conservation condition, data about its manufacture and to make an approximation to its historical dating.

This paper summarises the available information to date on the pigments used on Portuguese azulejos between the late 16th century and the beginning of the 19th century. Most references cited focus on 17th-century tiles, followed by the 16th century, whereas there is very little information on the 18th and 19th centuries. Regardless of chronology, the Portuguese azulejo palette uses cobalt, copper, manganese, and iron oxides to obtain blue, green, purple, and dark brown, respectively. Yellow is obtained through the Naples yellow pigment, which could be mixed with cobalt for obtaining green, or with iron oxide for the orange colour. Blue and yellow are the most studied colours and the currently available knowledge allows us to relate changes in their chemical composition to specific time periods.

Peer rejection is a behavior that is frequently encountered in primary education. Peer tutoring has been suggested as a potential tool for the improvement of rejecting behaviors in primary school and the promotion of affective bonds and prosocial behaviors. erefore, the object of this study is to carry out a peer tutoring intervention aimed at improving rejection behaviors in primary education and promoting affective bonds and prosocial behaviors. Twentyfive Spanish boys and girls in first grade of primary school participated in the study. Before and aer the peer tutoring intervention, two sociometric tests were applied: peer nomination and attributive association. Participant and nonparticipant observations were also conducted. Improvements were observed in specific behaviors associated with the rejected children, both quantitatively and qualitatively.

In the last few years there have been significant changes in the conception of English as a Foreign Language (EFL) and its teaching and learning processes, which, among others, highlight the inclusion of interculturality as the main thrust in such processes as well as the notion of the educational institution as a training space that fosters the inclusion of diverse cultures, acknowledging their linguistic, socio-cultural and historical diversity. This change of paradigm reveals the immediate need to look into higher education institutions that train future EFL teachers in search of the intercultural perspective. At this stage the main objective of the study arises with the purpose of analyzing the presence of the intercultural perspective in the syllabi of courses belonging to the specific and professional practice fields in the English Language Education program at the Instituto de Formación Docente Continua San Luis (IFDC-SL), in which the intercultural perspective is included in the curricula as a cross-curricular axis. The study, framed within a qualitative perspective, applied qualitative content analysis as the main data analysis tool. The results suggest some degree of inconsistency in the syllabi analyzed in terms of the explicit inclusion of the intercultural approach, fostering the revision and reconfiguration of the articulation between such syllabi and the curricula.

This article deepens the knowledge about blended learning in university education. The objective of the research is to analyze blended learning in a descriptive and reflective way, considering that it constitutes a fundamental option for implementation at university education in post-covid-19. The analysis shows, firstly, that blended learning is currently understood and conceptualized as a mixed, combined or hybrid model, whose implementation presents many advantages, both for the university and for teachers and students; secondly, that the pandemic has encouraged the implementation of digitization plans and, thirdly, that for universities to implement this model they must face and assume challenges, among these, investing in technological infrastructure, achieving greater integration of ICT and propose didactic and pedagogical strategies. It is revealed that by implementing a blended learning model, the digital skills acquired by teachers and students during the pandemic would not be left aside and teacher-students contact would be maintained in face-to-face classrooms, thus becoming an alternative to meet the needs and the challenges facing university education.

The objective of the article is to analyze daily andacademic creative processes deployed by a group of studentsfrom the National University of Río Cuarto (Argentina)during social isolation due to COVID-19. We developed aqualitative study in which 44 students of Psychopedagogy andSpecial Education participated. We used four data collectioninstruments: questionnaires with open questions, records of daily events, interviews, and focus groups. The analysis wascarried out using coding and constant comparisons. Weconstruct two general categories: creativity in everyday life andcreativity to learn in confinement. The first category includesthe following subcategories: creative activities, varied emotions,and space and interactions. The second is made up of fivesubcategories: educational reconfigurations; new times andspaces; the role of teachers; self-regulation processes and builtlearning. Among the most important results, we observe thatthe participants have developed creative processes in differentactivities of daily life; this is linked to positive emotions andfeelings of well-being. The data reveal creative processes insolving some academic tasks. Some difficulties arise in the virtualcourse, territoriality and time take another dimension and therole of teachers is central in sustaining educational processes. evoices of the students challenge us to reflect on new presences,territorialities and normalities...

As is well known, republicanism is a philosophical-political current that aims to correct some of the defects and inadequacies of liberalism, criticising liberal philosophy for lacking the necessary elements to build a common life in freedom, thanks to which citizens feel committed to the public sphere and to an interest that transcends the various individual interests. Robert Bellah, the well-known author of Habits of the Heart, well defined the republic thus understood as "an active political community of participating citizens who must have a purpose and a set of values‰. Values or civic virtues that constitute the glue capable of creating "social capital‰, to use Robert Putnam's equally celebrated expression. New republicanism thus does not aim to resurrect old republican ideas against monarchy, but rather to understand liberal politics differently, in a way that more directly relies on citizen involvement in the public space.

  

This article analyzes the social demands of the tenant families in Santiago, Chile between 1990 and 1994, wondering how they participated in the construction of the historical time after the end of the dictatorship. In this sense, we propose that the experience of the transition was configured from non-linear temporalities or adjusted to the hegemonic discourse of the concertationist elite, which tried to install “waiting” as the axis of democratic consolidation in the future, mainly through the containment of the conflict of the present. To do this, we trace back the main collective actions of the settlers in the first four years of civil government and question the uniformity of the transitional experience.

The arrival of Joint-Stock Companies for Professional Sports (SADP) to sports clubs inaugurates the neoliberal modernization of Chilean football. This business model redefined the role of supports and partners, starting from the market and the show. Based on the experience of Colo-Colo and Universidad de Chile, this article analyzes the conflict between partners and supports against the SADP on the reconfiguration of social participation, in the soccer field, during the process of deepening neoliberalism in Chile. Through oral history and the analysis of State policies, it is suggested that the process of neoliberalization of football, on the one hand, constrained the participation tools that exist in a sports club, and on the other, produced a response from fans and partners who articulated new projects to strengthen the social fabric in their institutions, redefine the socio-political limits of a club and dispute spaces of power with the SADP.