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

This article presents an analysis of women participation in several guerrilla groups in two countries: Guatemala y El Salvador, during the second half of the Central American 20th-century, through written testimonies such as autobiographies and collective compilations. It is considered that in that critical period revolutionary movements enlightened wishes and opened politic-social possibilities for women; and so, as in other history times, they got organized thinking and projecting social emancipation, that in this case took form being guerrilleras. However the path was not easy because even with the revolutionary promise of the «hombre nuevo», apparently neutralized, their experiences show us that their sexed women bodies embodied incomprehensible qualities in that space. Something that affected their revolutionary live. We took some topics of their reflections to make a critic reading that allow us to learn with that guerrilleras voices.

When one moves from the narrative of small-town everyday life to the account of academic language in the social sciences, “something” dissipates. For this reason, the narrative complemented by the body language and immediate environment of the interviewee, but not everything can be “appreciated” from the same perspective. Knowing the informal education transmitted from generation to generation about their identity, traditional values and their cultural heritage, the inhabitants who have lived in the so-called “Pueblos Mágicos” is the main purpose of this work. This investigation was qualitative approach, 60 people who are dedicated to handicrafts and the sale of food interviewed mainly, in three Pueblos Mágicos of the State of Mexico: Malinalco, Metepec and Valle de Bravo, based on an ethnographic work of daily life. Then, the most forceful of the findings was that artisan mothers and cooks are responsible for promoting values and traditions.

This article explores how women’s sexuality has played a central role in building and reproducing the collective identity of the nation in two countries, Ireland and Spain. It argues how a nationalisation of women’s bodies created a symbolic and idealised version of womanhood, reinforced by a complex infrastructure of criminal code, places of rehabilitation and a system of surveillance operating through government, medical and religious institutions. We explore these processes through an analysis of the discourses governing prostitution in leading newspapers between 1939 and 1975, corresponding to the public nation-building projects to Catholic nationalism through the idealisation of family, motherhood and domestic life. Three key discourses from the newspaper coverage have been identified around prostitution: protecting the national body, the exile of women in prostitution and ordinary women as a threat, to trace the process of renewed nation building that occurred in both countries from the 1940s onwards.

Vergès, Françoise. Un feminismo descolonial.Trad. Marisa Pérez Colina. Madrid: Traficantesde Sueños, 2022. 135 páginas. ISBN: 978-84-124538-7-4.

Fairy tales have been transforming their ways of dissemination from oral transmission to audiovisual one. One of the traditional female characters is Snow White, whose construction is analyzed in this article from the perspective of diversity; different types are taken into account: physical, psychological, ethnic, religious, family, cultural, socioeconomic, functional, sexual, and age; all of them traversed by gender. Additionally, this character is put into dialogue mainly with the construction of her antagonist. The corpus, which starts from the first known printed version (Grimm brothers), addresses the Disney film (1937) and two 21st-century animated films: Shrek the Third (2007) and Happily N’Ever After 2(2009). The results show that the protagonists and their conflicts –between mothers anddaughters, between childhood and puberty, etc.– have been represented in different waysonly in some of the fields, but always offering a gender perspective conditioned by thesociety of the moment.

This paper analyses how Judith Butler critically reassesses Sophocles’s Antigone through a Lacanian lens. In Antigone’s Claim, Butler makes clear how deeply impressed she was by Hegel’s and Lacan’s interpretations of the myth, to the point of developing her own argumentative rereadings. Specifically, the article aims at the core of the Butlerian critique of Lacan: the underlying conceptualizations of kinship. Hegel’s account of kinship is rendered different from State, so it comes as a precondition of the latter, whereas in Lacanian theory the State is not up for consideration whatsoever and kinship is thus reassessed as a symbolic function dissociated from the social. We intend to reread, alongside Butler, Lacanian Antigone so as to take the difference between the social and the symbolic toward a gender-centered productive crisis.

Esta investigación recupera las percepciones sobre los obstáculos que enfrentan los docentes para integrar las Tecnologías de la Información y la Comunicación a la enseñanza del inglés. El objeto de estudio lo constituyen los instructores del Programa de Aprendizaje de Lenguas Extranjeras de la Universidad de Guadalajara. La investigación es mixta, se aplica un cuestionario a una muestra de 44 profesores, y un grupo focal a siete de ellos. Los resultados muestran que los docentes perciben como barreras importantes la falta de infraestructura, la calidad del Internet, la falta de servicios técnicos de apoyo, la ausencia de incentivación a las prácticas docentes con tecnologías y el acceso limitado a software especializado en inglés. Pero a diferencia de investigaciones similares sobre los obstáculos en la integración de las TIC, los docentes de inglés son usuarios frecuentes de software especializado en la enseñanza, muy especialmente del inglés, y consideran la capacitación en estas tecnologías como muy necesaria y benéfica para el desarrollo de su práctica educativa.   Teacher´s perceptions of the obstacles to integrating technologies into the teaching of English Abstract This research recovers the perceptions about the obstacles that professors face to integrate Information and Communication Technologies to the teaching of English. The object of study is constituted by the instructors of the Foreign Language Learning Program of the University of Guadalajara. The research is mixed, a questionnaire is applied to a sample of 44 teachers; and a focus group with seven teachers. The results show that teachers perceive the lack of infrastructure, the quality of the Internet, and the lack of technical support services, the encouragement of teaching practices with technologies as important barriers, and the limited access to specialized software in English. But unlike similar research on the obstacles to the integration of IC, English teachers are frequent users of software specialized in teaching, especially English, and they consider training in these technologies as very necessary and beneficial for the development of their educational practice.

Este estudio tiene como objetivo describir las estrategias de aprendizaje de vocabulario en inglés mediadas por tecnología en ambientes universitarios. Los participantes fueron 205 estudiantes de lengua inglesa de una universidad del sureste mexicano, quienes fueron encuestados en línea para explorar sus acciones estratégicas de aprendizaje de vocabulario en inglés. Los resultados arrojaron un esquema de 13 categorías de estrategias de aprendizaje de vocabulario, siendo las más frecuentes la toma de notas y el uso de diccionarios y otras fuentes de consulta. En orden descendente también emergieron estrategias como la práctica de nuevas palabras en conversaciones y en escritura, las formas de repetición y memorización, el uso de películas, video y música, la lectura para incrementar el léxico, las asociaciones, entre otras. Los hallazgos cualitativos denotan una gran contribución de la tecnología como medio para ejecutar las diferentes estrategias de aprendizaje de vocabulario, en las que se refleja el trabajo independiente de los estudiantes.   English vocabulary learning strategies mediated by technology in university contexts Abstract This study aims to describe technology-mediated English vocabulary learning strategies in university settings. The participants were 205 English-language students from a university in southeast Mexico, who were surveyed online to explore their strategic actions on English vocabulary. The results yielded a categorization of 13 types of vocabulary strategies, the most frequent being note-taking and the use of dictionaries and other sources of consultation. In descending order, strategies such as the practice of new words in conversations and in writing, forms of repetition and memorization, the use of movies, video and music, reading to increase vocabulary, associations, among others, also emerged. The qualitative findings showed a great contribution of technology as a means to use the different vocabulary learning strategies, in which the independent work of the students is reflected.

Embraced by the extensive muddy waters in the north of Colombia, is the stilt village El Morro or Nueva Venecia, habitat of a community of fishermen and canoeists still bearers of extraordinary material and immaterial knowledge of indigenous tradition. This research with a nautical perspective focuses on the location and registration of the last monoxyl canoes, in use or abandoned, as well as the craftsmanship of carpenters who survive in a period of advanced transition towards fiberglass. Likewise, both the material functionality and the symbolic value of the canoe are evaluated within a quasi-isolated community occasionally punished by violence and precariousness. For this, a methodology marked by transdisciplinarity that combines ethnography, ethnohistory and nautical archeology is developed, in order to evaluate the continuity of traditional navigation in the region. The finding and recording of the last monoxyla canoes in context and the memory of their construction and mending, constitute results of great relevance for the study of navigation of indigenous tradition in the Magdalena basin and adjacent swamps.

The Soconusco region in the state of Chiapas, Mexico, has been the research object of archaeological specialists since the 19th century. Several investigations have been conducted in the region; the one presented here focuses on the Classic period, particularly concerning the role it may have played in what some authors have called the Mesoamerican World System. Based on the study of the ceramic type known as plumbate, which has been identified in places as far away as Nayarit (western Mexico) to Costa Rica and from Monte Albán to Tula, we are in a position to point to the existence of well-established interaction networks that allowed the mobilization of this ware. The area studied by the Soconusco Coast Archaeological Project (PACS) identified the places of production of plumbate ceramics and thus hierarchical and trade relationships have been proposed not only at a local or regional level, but also at a Pan-Mesoamerican scale.Such interactions can be understood in terms of the World System, which, although originally conceived to understand current economic processes, can undoubtedly be applied to understand ancient societies. This approach highlights the very essence of archaeology that due to the recentness of the discipline tends to use terms created in other areas of research, representing undoubtedly its multidisciplinary character. Therefore, the proposal of this article is that the Soconusco was a zone of affluent production since the Classic period, considering the distribution of Plumbate ceramics throughout Mesoamerica as the main source.