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

Entrevista a Bianca Schaalburg: Sobre el documentar la memòria com a història familiar

L’eufemització de textos amb càrrega sexual no s’ha de considerar només com una elecció personal del traductor, sinó com una estratègia alternativa per gestionar dinàmiques polièdriques del món editorial, especialment eficaç en el cas de contextos editorials restrictius, que poden requerir l’evasió per garantir una publicació sense problemes i minimitzar el risc de censura, prohibició i confiscació. Aquest estudi examina el tractament d’escenes carregades sexualment per part dels dos traductors turcs de Painted Bird, l’obra mestra de l'escriptor polonès-nord-americà Jerzy Kosinski sobre una Europa de la postguerra destrossada i explora les estratègies utilitzades en el text objectiu per reflectir i propagar hegemonia ideològica en el context turc, centrant-se en els processos d’eufemització. El marc teòric es va basar en Estudis de traducció descriptiva i explicativa (Toury 1995: 33; 1998: 11) (d’ara endavant DETS) recolzats per Critical Discourse Analysis (d’ara endavant CDA), en què el model tridimensional de Fairclough (1992a: 4; 1992b: 213) format per text, pràctiques discursives i pràctiques socials crea un pla de suport. Els DETS emprats per part dels traductors en aquesta perspectiva posen de manifest la incorporació d’estratègies eufemístiques, com a intents preventius de minimitzar els riscos socials i polítics, com a reflex de la dinàmica interna del país.

Introduction: The assessment of group cohesion is a fundamental aspect in the context of higher education. However, there is a need for appropriate and specific instruments to assess this construct in the university context. Objective: To adapt and validate the University Group Environment Questionnaire (UGEQ) group cohesion measure to the Spanish population. Method: The sample used for this study consisted of 309 Spanish university students, with a mean age of 22.61 (SD=5.5). For data analysis, a confirmatory factorial analysis was performed, following the structure of the original instrument (UGEQ). Results: The results suggest optimal adjustment indices (CFI= 0.92; TLI=0.90; SRMR=0.068 and RMSEA= 0.081 [90% CI: 0.071- 0.092]) and appropriate internal consistency (0.88 [95% CI: 0.86-0.90]) and temporal stability. Discussion: These findings support the use of the UGEQ as a valid and reliable instrument to assess group cohesion in the Spanish university context.

Introdução: A COVID-19 teve implicações diretas na educação universitária. O confinamento forçado significou que a educação não presencial surgiu como a principal alternativa viável no termo imediato. Antecedentes: Não há precedentes comparáveis a esta pandemia em termos de sua intensidade e impacto geral, bem como da disponibilidade de tecnologia. Apesar disso, ainda existem muitas restrições práticas relacionadas ao acesso desigual às tecnologias de informação e comunicação por grupos sociais ou econômicos (divisão digital). Discussão: A disposição dos estudantes e professores, bem como de terceiros, continua sendo o fator determinante para o sucesso da educação digital como ensino e aprendizagem não-classe. Nas disciplinas econômicas, as condições são ótimas, tanto pela tradição como pelo apoio de professores e alunos. A adaptação digital, acelerada pela pandemia, não deve se restringir a uma situação de emergência, mas deve ser consolidada em simbiose com a educação tradicional frente a frente.

Introduction: The variations of the intentional monitoring carried out by university students on attributes and temporalities of complex learning are analyzed. Objective: to identify the structural relationships between affective and cognitive attributes considered at different times of performance in two tasks of academic skills. Method: intentional sample of 420 students of Higher Education of Mexico and Colombia, of both sexes, answered: a) an inventory of the self-report on variations in attributes and temporal moments in two different tasks and b) two tests, one of comprehension of texts and another of mathematical skills. The theoretical models underlying the assumed academic performance were validated, empirically, through path analysis. Results: high rates of practical fit in all models, which allows identifying differential influences depending on the temporal condition in which the attributes operate, retrospective in the affective and concurrent in the cognitive. Discussion: the findings configure theoretical advances on the impact of temporality on the dispositions that students must show to act intentionally (that is, to be endowed with agency), in order to generate the transformations that their goals demand. These can serve as efficient markers for diagnostic artifacts, as well as for didactic procedures in the service of expert development.

Introduction: This study seeks to analyze the issue of the integration of socioemotional learning in the development of engineering career curricula. Objective: To analyze the manifestations of the problem of integration of socioemotional learning in engineering curricula, from the perspective of the actors of a private Colombian university. Method: A semi-structured questionnaire was applied to 20 informants from the student body and faculty of the engineering career, management and administrative staff. The responses were coded and contrasted with approaches in the literature for categorization and inference. Results: several factors, among them the lack of knowledge about socioemotional learning and the scarce participation of the actors in curricular processes, prevent the effective integration of such learning. Discussion: The integration of SEL requires the participation of the different university actors in the deliberation, design, testing and evaluation of meaningful practices from action research.

Introduction: The changes in the academic life of graduate students due to the pandemic generated complex socioemotional processes that need to be explored. Objective: to compare the socioemotional processes in graduate students during the closure of universities according to the area of knowledge and sex. Method: exploratory-descriptive-comparative quantitative study with a cross-sectional design. A total of 119 questionnaires were analyzed using the Mann-Whitney U non-parametric statistical test to determine significant differences in the independent variables. Results: Significant differences were identified before and during the pandemic in prosocial emotions and mood affectations in both groups of students due to the overload of academic-work activities and the differentiated conditions by area. Women in area 2 were more affected. Discussion: the socio-structural and situational context and the educational level condition socioemotional processes in a statistically significant way. Scope and limitations of the study are discussed.

Introduction: Academic commitment is a construct that manifests itself through the connection of students to academic activities, which are considered as a positive challenge. Objective: To analyze the academic commitment of students from 3 universities in the Peruvian Amazon during the post-pandemic context. Method: The approach was quantitative; the design was non-experimental and the type was descriptive transectional. Academic engagement was assessed in 354 students by applying the UWES-S Scale, an instrument with adequate levels of content validity and reliability. Results: It was found that 39.3% of the students presented moderate levels of academic engagement and it was determined that this variable was significantly associated with gender, university of origin and study modality of the participants. Discussion: It is necessary for universities to promote the cognitive, affective and attitudinal domains of students to improve their academic engagement.

Introduction: The purpose of the study was to identify motivations for leaving and returning to the country of origin and satisfaction as factors associated with the decision-making to study abroad in a sample of Chinese students. The sample consisted of 190 Chinese students studying in western countries. A questionnaire was developed and administered. The answers to the questionnaire offered extensive information on the push & pull factors associated with the motivations to leave and return and satisfaction with the studies. The questionnaire also gathered sociodemographic information. The results provide a detailed understanding of the goals and needs of Chinese international students, conditioned by cultural, economic, educational, political, and equality factors. The main factors for Chinese students to decide whether to study abroad or return to China are cultural ones. The questionnaire may be of interest to universities and governments that wish to know the positive evaluations of the policies on the mobility of Chinese students abroad.

This monographic issue, Mental Health at University, is the result of the work elaborated by a group of specialists from public and private Higher Education Institutions in Argentina, Brazil, Colombia, Spain, Mexico and Peru. They are works with different methodologies, but all of them underline the importance of retaking the student as an integral being, where not only the cognitive aspects traditionally emphasized in university education are highlighted, but also experiences of individual and social transformation, which entail the recognition of affective-emotional aspects; besides emphasizing the importance of designing curricular programs of studies that support, encourage and promote socioemotional learning.