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

This article aims to interpret and compare border features of two Argentine novels after the 2001 crisis that works with representations of civilization and barbarism discourse. To do this, inspired by Lefebvre's ideas on spatiality (1974) combined with the semiotics of Lotman's artistic text (1975), a methodological matrix is proposed in order to conceptualize what is perceived, thought and lived in the stories. At the diegetic level, this is observed in the articulation of a spatio-temporal design and the trajectories of the narrative agents. These categories will allow us to describe the forms of borderity (Amilhat and Giraud, 2011) in the artworks, that is, the narrative representation of a spatial dialectic between devices of symbolic-territorial power and the bodies that dynamize them. In this way it will be observed that, on the one hand, the modeling forces of the narrative worlds articulate a dominant duality around the opposition between civilization and barbarism, which will then see a possible way out. In the narrations, the antagonism of represented spaces will be revealed as contradictory and fallacious at the light of alterity, installing a deconstructive gaze on them. Complementarily, the bodies of the narrative subjects are in constant movement through the territories, living experiences that will lead them to detachment from imposed binary constructions, opting for other logics of coexistence. In this sense, these works present features of a decolonial episteme that Mignolo (2003, 2014) calls border thinking, which raises challenges to local and global hegemonies to unravel and discuss the intersections of patriarchal and colonial capitalism.

This article presentes the analysis of several stories by Mexian writers Elia Hatfield and Elpidia García Delgado, included in the books Por los caminos del norte: relatos de mujeres de la frontera and Ellos saben si soy o no soy, respectively. The purpose is to review various nomadic experiences of women on the Mexican-American border from the transformation of their bodies. The effect or desire and the use of prosthesis on border displacement is specifically reviewed, firstly to interpret the configuration of creative sujectivities or resistance and, secondly, to test how this drive or desire, as well as the objetcts that shape the body, constitute traces of violence as they travel through a territory of ruins and vulnerability.

This article aims to argue how the narrative of El palacio de la risa (1995) projects allegorical residues provoked by devices of violence. These, in turn, are related to the individual and national history that envelops the narrator. Such a reading draws on the theories of violence by Byung-Chul Han (2016) and Wolfang Sofsky (2006), in addition to Walter Benjamin's allegorical view of history and contributions from scholars associated with Ruin Theory.

 “Newton’s disc” was transformed by Adolphe Ganot’s Traité élémentaire de physique, first published in 1851, into the standard and complete demonstration of the recomposition of white light. This artífice closed the argumentative circle that had be gun with the prism experiment regarding its decomposition. But the results were not conclusive: greyish tones were seen where the white ones were expected, and a question was raised regularly: was the final result a consequence of the colors mixing themselves or of our sensations? In this study, taking into account the different elements that make up the demonstration (the textual, the iconographic, and particularly, the material) the authors reconstruct the narrative that kept the verification away from personal and subjective interpretations. In this way, a convincing discourse was obtained due to its simplicity and reproducibility, which was replicated in the first third of the 20th century in Spanish secondary and university education centres despite the fact that it didn’t have a consistent probative value.

The Institut-Escola de la Generalitat (1931-1939) formed part of the project for the renewal of the education in Catalonia during the Second Spanish Republic (1931-1939). This high education center was conceived as a pedagogical experiment, together with the Escola Normal de Generalitat (1931-1939), for the introduction in the classroom of new teaching methods, coeducation, and the Catalan, in addition to Spanish. This project ended with the victory of fascism in Spain after the Civil War (1936-1939). In this article we address the relationships between the Institut-Escola, directed by Josep Estalella, and the Seminari de Pedagogia of the University of Barcelona, directed by Joaquim Xirau. The coordination between both centers led to the training of future secondary school teachers in the new pedagogical trends being promoted by the Institución Libre de Enseñanza and its Instituto-Escuela of Madrid. In this paper we study the courses that the Seminary and the University of Barcelona taught, and we focus on two that were related to the natural sciences: the course on the teaching of physical-chemical sciences by Estallella, and the botany course given by Pius Font i Quer, professor at the Faculty of Pharmacy. Three teachers from the Institut-Escola participated in the botany course, including Àngels Ferrer i Sensat. We conclude that teacher training took two directions, that of the Institut-Escola as a practical laboratory of pedagogical experiences, and that of the University as an academic center of pedagogical knowledge.

The insufficient space for the young University of Murcia, created in 1915, was completed with classrooms, cabinets and laboratories of the General and Technical High school of Murcia. As the institutiongrew in terms of students and subjects, the space became insufficient and the University moved to the building of the former School of  El Carmen. It was there where José Loustau’s Chair of Mineralogy and Botany was provisionally installed, with two different spaces; on one part occupied by the classroom for theory classes and another which hosted the experimental laboratory. The process of moving to abuilding of its own with sufficient space culminated in 1934 during the Second Republic with a new building, in the centre of Murcia.In this paper we will focus on analysing the synergy established between secondary and higher education, as well as the social and political issues that would mark the future of the young university and thedevelopment of spaces for the teaching and research of modern biology in Murcia. Of particular importance will be the influence of the Central University of Madrid and its professors on Loustau, the university independence and the cultural and scientific extension programme in the University of Murciaduring Loustau’s mandate. 

Aunque desde hace tiempo constituyen dos ámbitos bien diferenciados en España, la enseñanza secundaria y la universitaria estuvieron muy próximas hasta principios del siglo XX tanto en sus planteamientos educativos como en sus métodos de aprendizaje. Pero, salvo excepciones, el profesorado de ambas adolecía de las mismas carencias: la falta de espíritu investigador y científico y el atraso pedagógico. Para paliar esas carencias, la Junta para Ampliación de Estudios e Investigaciones Científicas (JAE) diseñó un programa encaminado a la actualización científica de los profesores, a través de su política de becas en el extranjero y de la creación y dirección de centros de investigación y estudio. Al mismo tiempo, ensayó una reforma pedagógica de gran calado con la puesta en marcha del Instituto-Escuela. Así contribuyó a la renovación científica y pedagógica de la educación española y sentó las bases que hicieron posible una nueva relación entre el profesorado universitario y el de la enseñanza secundaria. En el Instituto-Escuela, los catedráticos y los profesores que se formaron en él pudieron beneficiarse de las becas de la JAE y actualizar sus conocimientos, codo con codo con los profesores universitarios, bajo la dirección de los grandes científicos e investigadores que dirigían sus instituciones. Por otra parte, la JAE promovió a través del Instituto-Escuela un modelo pedagógico basado en la enseñanza activa, que también era extensible a la universidad. En este sentido y al margen de otras iniciativas, fue importante el papel que desempeñaron los profesores que llegaron a la universidad procedentes del Instituto-Escuela.

Este artículo reseña: Florence Bourillon, Nathalie Gorochov, Boris Noguès et Loïc Vadelorge (dir.). L’université et la ville. Les espaces universitaires et leurs usages en europe du xiiie au xxie siècle. Rennes, Presses Universitaires de Rennes, 2018, 305 pp.

In this paper we analyse, firstly, the participation of high school physics and chemistry teachers during the first third of the 20th century in the activities promoted by the Junta para Ampliación de Estudios e Investigaciones Científicas. Secondly, we study how the creation of the Instituto-Escuela of Madrid in 1918, a pedagogical essay dependent on the Junta, provided a new framework to address the renewal of physics and chemistry teaching in secondary education and, at the same time, made possible an intense relationship between university professors who worked as research teachers and secondary school teachers. Finally, we show that with the arrival of the Second Republic, the group of secondary school physics and chemistry professors continued along the path initiated years earlier, spreading and expanding the renewal of Spanish secondary education, and remained committed to the research work carried out at the Instituto Nacional de Física y Química.

The relevant role played by a notable group of secondary school teachers in the functioning of the Spanish Society of Natural History during the Republican years is presented in order to demonstrate two objectives. On the one hand, to show how uni versity and secondary school teachers worked side by side in various scientific institutions created by the Junta para Ampliación de Estudios e Investigaciones Científicas; and on the other hand, to show how it was a widespread practice among a large contingent of secondary school teachers in the Republican years to combine teaching with research.