identidad]]> pragmática]]> psicología]]> sí mismo]]> identity]]> pragmatics]]> psychology]]> self]]> Among its main conclusions, the article emphasizes the need to think about identity on the basis of the contextual activation of different dimensions of the self; the importance of studying processes of appropriation of and resistance to externally proposed stigmatized identities; and the value of analyzing the pragmatic motivations of the self-understandings through which subjects present themselves to others in everyday life.]]> Se subrayan, como conclusiones destacadas, la necesidad de pensar la identidad a partir de la activación contextual de diferentes dimensiones del sí mismo, la importancia de estudiar los procesos de apropiación y resistencia frente a identidades estigmatizadas propuestas externamente y el valor de analizar las motivaciones pragmáticas de las autocomprensiones por medio de las cuales los sujetos se presentan ante los otros en la vida cotidiana.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> expectativas]]> identidades]]> jóvenes]]> nivel superior]]> expectations]]> identities]]> youth]]> higher education]]> The article analyzes responses to surveys and interviews administered to entrants within the framework of the research project “New Identities and Expectations of Higher-Education Students: Their Impact on Educational Training Processes” (CICyT-UNSE 2009–2011), which sought to identify the new ways in which students configure their identity in current sociocultural contexts, highly mediated by new information and communication technologies.
The paper provides a sociodemographic characterization of students in the teacher training program and, on the basis of interviews conducted with entrants, an assessment of their interests and expectations, with the purpose of achieving a more comprehensive and encompassing approach to the world of young people.
The inquiry is grounded in a position regarding the conceptualization of identity, understood in a dynamic and relational sense. It is oriented toward identifying the marks of youth identities, reflecting on students’ ways of dialoguing and accessing sociocultural consumption, and making inferences about their expectations regarding educational training.
The analysis of this issue seeks to contribute to overcoming naturalized representations that hinder the process of understanding youth subjectivities, in order to generate a reflective process and assume responsibilities within the educational community.]]> En el artículo se aborda el análisis de las respuestas a encuestas y entrevistas aplicadas a los ingresantes en el marco del proyecto de investigación “Nuevas identidades y expectativas de los estudiantes del nivel educativo superior: su incidencia en los procesos de formación educativa” (CICyT-UNSE 2009-1011), el cual se planteó reconocer los nuevos modos en los que los estudiantes configuran su identidad en los contextos socioculturales actuales, altamente mediados por las nuevas tecnologías de la información y la comunicación.
El trabajo realiza una caracterización sociodemográfica de los estudiantes del profesorado y, a partir de las entrevistas realizadas a los ingresantes, una valoración acerca de sus intereses y expectativas, con el propósito de lograr una aproximación más comprensiva y abarcativa del mundo juvenil.
La indagación se asume desde un posicionamiento respecto a la conceptualización de identidad, entendida en un sentido dinámico y relacional, y se orienta a reconocer las marcas de las identidades juveniles, a reflexionar sobre los modos de los estudiantes de dialogar y acceder a los consumos socioculturales y a inferir acerca de sus expectativas en torno a la formación educativa.
El análisis de esta problemática pretende contribuir a superar aquellas representaciones naturalizadas que obstaculizan el proceso de conocimiento de las subjetividades juveniles, en orden a generar un proceso reflexivo y a asumir responsabilidades en la comunidad educativa.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> Educational Sciences]]> graduates]]> experiences]]> job placement stages]]> knowledge]]> Ciencias de la Educación]]> egresados]]> experiencias]]> instancias de inserción laboral]]> saberes]]> The analysis is circumscribed to the field of Youth and Adult Education in the province of Jujuy, Argentina, where these graduates perform the role of “Regional Coordinator”. The objectives revolve around: a) understanding the forms of labor-market insertion of these graduates in the field of Youth and Adult Education, as well as the forms of knowledge brought into play in this process; and b) analyzing their working conditions, focusing on types of functions, working times, and pace of work.
The qualitative analysis of the data, which presents results related to the first objective mentioned above, made it possible to identify three formal stages for access to the position of Regional Coordinator: a) application for the position, b) a “written” stage, and c) an “oral” stage.
The analysis of the data led to the thesis that the forms of knowledge graduates bring into play in instances of labor-market insertion are multiple and heterogeneous—such as theoretical knowledge and knowledge-in-action—come from diverse sources, including the university and work contexts, and are shaped through a process in which experiences play an essential role, insofar as they constitute both a source and an instance of production and valuation of new forms of knowledge.]]> El análisis cualitativo de los datos, que muestra resultados del primer objetivo señalado, permitió reconocer tres instancias formales para acceder al cargo de Responsable Regional: a) la postulación al cargo, b) una instancia “escrita” y, c) una instancia “oral”. El análisis de los datos permitió arribar a la tesis según la cual los saberes que ponen en juego los egresados, en las instancias de inserción laboral, son múltiples y heterogéneos (teóricos, en acción, etc.), de procedencia diversa (contexto universitario, laboral, etc.), y en cuyo proceso de configuración, las experiencias juegan un papel esencial en tanto se constituyen en fuente e instancia de producción de nuevos saberes y valoración de los mismos.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> self-concept]]> autonomy]]> academic performance]]> second language]]> autoconcepto]]> autonomía]]> desempeño académico]]> segunda lengua]]> Positive self-evaluation and self-knowledge, together with self-confidence, constitute personality traits of university students that are decisive for autonomous academic performance. The research problem is oriented toward understanding whether students of English for Specific Purposes can take responsibility for their learning insofar as the teacher facilitates the development of their autonomy.
The objective is to analyze the thoughts, feelings, and attitudes of students in the Teacher Training and Bachelor’s Degree programs in Philosophy and Educational Sciences at the National University of Catamarca in order to improve L2 learning. The methodology used is qualitative-descriptive, and, in order to approach the scientific study, a questionnaire was designed to address students’ personal and study-related characteristics in the process of learning English for Specific Purposes.
The observations made and the data collected show that the development of student autonomy enriches students’ personality and self-concept and improves their learning. At the same time, it contributes positively to academic performance.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> En octubre no hay Milagros]]> lexicographical study]]> Oswaldo Reynoso]]> En octubre no hay milagros]]> estudio lexicográfico]]> Oswaldo Reynoso]]> On the basis of the corpus compiled, the study seeks to establish the contribution of new words and lexical uses in the work, as well as to determine the level of linguistic usage to which they correspond. To carry out the study, the last four editions of the Dictionary of the Royal Spanish Academy (DRAE)—1970, 1984, 1992, and 2001—published after En octubre no hay milagros, were reviewed.
The study makes it possible to affirm that the 158 lexical items that form part of the corpus constitute an important source of vitalization for Spanish in general. In most cases, these words belong to the colloquial and popular lexicon of Peru, leaving open the possibility of their use in other Spanish-speaking territories.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> anguish]]> learning]]> attention]]> biopolitics]]> dysregulated bodies]]> social infantilization]]> Lacanian psychoanalysis]]> symptom]]> angustia]]> aprendizaje]]> atención]]> biopolítica]]> cuerpos desregulados]]> infantilización social]]> psicoanálisis lacaniano]]> síntoma]]> Politics is biopolitics, and the subject of desire is conspicuous by its absence in psychiatric and cognitive-behavioral psychological clinical practice. What is at stake in these manifestations of the body? Are hyperactivity and inattention particular responses to the homogenizing demand for efficiency and production imposed by the hypermodern Master? Is this a social symptom? What singular knowledge is at stake that prevents school learning?
The Lacanian orientation teaches us that answers will be found on a case-by-case basis, provided that psychoanalysis is possible: the presentation of a clinical case and its resolution.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> social work]]> practices]]> discourses]]> trabajo social]]> prácticas]]> discursos]]> The central axis of this research is the discursive practices of the real from a disciplinary perspective. These practices contain fragmentations, contradictions, and ritualizations that should be reconsidered in order to consolidate new forms of clarification and/or interpellation of what takes place in opacity.
It has not been easy to decide on the operability of the method, because research activity in case studies within the practice of Social Work has been placed on the margins of scientific rigor. This involves referring to the process of social intervention and its three moments—research, diagnosis, and problem solving—which includes knowing how to go on.
There is resistance and a crisis of representation of a self that represents others who have no voice, but which clearly indicates from where and how it is enunciated. The crisis thus posed has reconstructed the revelations of the initial questions, which become visible in the rupture of the closed compartments of the process of knowing how to go on.
For this reason, The Story of Eleuterio is not merely a story. Its objective is to respond, through the mediation of critical reflection, to how disciplinary practices reproduce forms of suppression and invisibilization of subjects. To achieve this objective is to move through discourses, practices, and representations, “three notions that made it possible to renew reflection in the human and social sciences” (Chartier, 2001).]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> political participation]]> citizenship]]> communes]]> identity]]> Buenos Aires City]]> participación política]]> ciudadanía]]> comunas]]> identidad]]> ciudad de Buenos Aires]]> The dispute over the meaning of citizen participation, the demand for broadening the neighborhood base of citizen participation, the responsibility assumed in the transition toward communal government, the assignment of positive values to the establishment of communal government, activism aimed at guiding the functioning of the commune, and actions intended to avoid the fragmentation of the neighborhood political space are the main dimensions through which residents construct a communal identity that differentiates them from other actors with whom they interact.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-12-10]]> application/pdf]]> text/html]]> Facebook]]> public/private]]> social networks]]> Facebook]]> público/privado]]> redes sociales]]> This paper is the third presented within the framework of a research project that seeks to establish the blurring of the boundaries between the public and the private as spheres of individual interaction. These spheres have been transformed in different ways since the emergence of virtual social spaces, where images assume a predominant role as constructors of new identities, forms of representation, and technological textualities.
Distinguishing between the public and the private in cyberspace is no minor issue. The publication of images and comments about third parties on one’s own and others’ walls leads to a reconsideration of the distinctive theories offered by the fields of Law and Communication.
This research establishes the use that 60 students from a private university made of Facebook during 2010, according to data collected through a random sample of first-year students. The study analyzes knowledge and lack of knowledge regarding the rights to one’s image, honor, and privacy. This quantitative and qualitative study seeks to establish how this sample uses Facebook, enriching the analysis with data obtained on frequency of Internet use, e-mail accounts, websites consulted, and other related topics.]]> Este trabajo es el tercero que se presenta en el marco de una investigación que aspira a establecer el desdibujamiento de las fronteras entre lo público y lo privado, como esferas de interacción del individuo, que se han visto transformadas de diferentes maneras desde la aparición de estos espacios sociales virtuales; en donde las imágenes asumen un rol preponderante, constructoras de nuevas identidades, formas de representación y textualidades tecnológicas.
Diferenciar entre lo público y lo privado en el ciberespacio no es un detalle menor. La publicación de imágenes y comentarios sobre terceros dentro de los muros ajenos y propios lleva al replanteamiento de las teorías distintivas que ofrece la ciencia del Derecho y la Comunicación.
Esta investigación establece el uso que 60 estudiantes de una universidad privada hacen de Facebook durante el año 2010, según los datos relevados a través de un muestreo aleatorio entre alumnos de 1° año; donde se analiza el conocimiento y desconocimiento de los derechos a la imagen, al honor y a la intimidad. Este estudio de características cuantitativas y cualitativas pretende establecer el uso que esta muestra de estudio hace de Facebook, donde se enriquecerá el análisis con datos obtenidos sobre frecuencia de uso de la Red de Redes, cuentas de correos y páginas de consulta, entre otros temas.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]> cinema]]> experience]]> literature]]> The Name of the Rose]]> semiotics]]> cine]]> experiencia]]> literatura]]> El nombre de la rosa]]> semiótica]]> In this dual value, literature has contributed its expressive sensitivity, while cinema has been able to process the stylistic and rhetorical possibilities of language not only through dialogues, glosses, cadences, rhythms, and tonal inflections, but also—and more powerfully—through the expressive resonance of images.
They are two different works of art, two distinct languages. For this reason, adaptation is not simply a transfer of content; rather, it involves the elaboration of a new semiotic structure. This is effectively achieved through the perspective used by the director to enhance the expressionist treatment of faces that transmit human passions while activating emotionality in the viewer. These aspects motivate the present research, whose objective is to interweave the languages and analyze the emotional depth they generate in spectators. The methodology that supports this approach is metacognitive experience, understood as the set of conscious cognitive and affective experiences linked to the solution of a particular problem (Melot, 2003).
For this reason, cinema and literature are intensity, intimacy, and ubiquity, since the filmic and literary image offers a specific vision of reality. Music and descriptions reinforce the power of penetration and, above all, there is a syntactic and semantic construction that draws us into the plot through faces, objects, setting, and other effects. Finally, all this produces a transport through time and space, not only into the time of the film, but also into the time of the spectator.
In this way, perception becomes affective insofar as cinema and literature provide us with a subjective image, making it possible to construct a passionate experience of reality that is now assumed as individual.]]> En esta doble valía, la literatura ha aportado su sensibilidad expresiva, pero el cine ha sido capaz de procesar las posibilidades estilísticas y retóricas de la lengua no sólo a partir de sus diálogos, glosas, cadencias, ritmos e inflexiones tonales, sino y más poderosamente, a partir de la resonancia expresiva de las imágenes.
Son dos obras de arte diferentes, dos lenguajes distintos, por eso la adaptación no es sólo realizar una traslación de contenidos, sino que implica la elaboración de una nueva estructura semiótica que se logra eficazmente a través de la óptica usada por el director para potenciar el tratamiento expresionista de los rostros que transmiten las pasiones humanas, al tiempo que activan la emotividad en el espectador. Estos aspectos promueven la investigación con el objetivo de entrecruzar los lenguajes y analizar la profundidad emotiva que generan en los espectadores, por lo que la metodología que sostiene es la experiencia metacognitiva, entendida como el conjunto de experiencias cognitivas y afectivas conscientes ligadas a la solución de un problema particular (Melot, 2003).
Es por ello que el cine y la literatura son intensidad, intimidad y ubicuidad, puesto que la imagen fílmica y literaria da de lo real una visión específica, la música y las descripciones refuerzan el poder de penetración y, sobre todo, hay una construcción sintáctica y semántica que nos hace penetrar en la trama, mediante los rostros, los objetos, la ambientación, entre otros efectos. Finalmente, con todo esto se produce una transportación a través del tiempo y el espacio, no sólo al tiempo de la película, sino también al tiempo del espectador.
De esta manera, la percepción se va haciendo afectiva en la medida en que el cine y la literatura nos proporcionan una imagen subjetiva, que posibilita que se vaya construyendo una experiencia pasional de la realidad que ahora es asumida como individual.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]> teaching]]> enjoyment]]> literature]]> values]]> enseñanza]]> goce]]> literatura]]> valores]]> The growing number of symptoms of a “malaise in culture” has focused attention on young people and children, who are by nature the recipients of expectations regarding the regeneration of society from its foundations, as well as of strategies aimed at the reestablishment of values in crisis or almost extinct, such as the value of life, the concept of effort, the capacity for resilience, and respect for diversity and otherness.
Our proposal is based on the conviction that literature from all times—that is, literature that has transcended the circumstances of its production—is the best support for values, unlike literature written ad hoc, because it condenses them around its aesthetic quality without degrading its function of providing the pleasure of reading.
The aim of this paper is to present the results of previous theoretical-practical approaches to this issue carried out by our research team. These approaches are intended for classroom proposals in which texts such as Don Quixote, by Cervantes; Life of Galileo, by Brecht; Friday, or Wild Life, by Tournier; What Do You Want from Me, Love?, by Manuel Rivas; among others, fictionalize values such as life, dialogue, the positive construction of identity, and knowledge in a “sweet” way, making it possible for students to reflect without any indoctrination or expository content.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]> literature]]> ideology]]> orality]]> representation]]> literatura]]> ideología]]> oralidad]]> representación]]> This incorporation, always apparent and incomplete, takes place within specific socio-historical and cultural frameworks. It also reveals a certain ideological position of the writer with respect to what is represented: orality. Often, behind the “rescue” of the oral, there lies an ideological project of self-legitimation by a lettered class that presents itself as the spokesperson for that which, by itself, would seem to have no voice.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]> colony]]> Indigenous interpreter]]> Hispanisation]]> colonia]]> intérprete indígena]]> hispanización]]> Two types of social actors were highly important in shaping the new reality, both of them bilingual: the Indigenous interpreter who understood Spanish, known as a ladino, and who collaborated in the social and legal actions of the colony; and the Indianized Spaniard, a missionary who had to learn the Amerindian language in order to instruct Indigenous people in the Christian faith. The colonial documents of Jujuy reflect both cases. Our work emphasizes the figure of the Indigenous interpreter as a linguistic mediator.
In order to understand the relevance of this figure, we analyze the utterances in the documents that make up the corpus, voiced by the legal authority, who, through procedures of reported speech—direct and indirect style—reflects the functional role of the interpreter.
Since this role was imposed according to the provisions of the Spanish authorities, we consider that the performance of the figure of the interpreter was an action linked to language-policy practices, since Spanish culture and language were being covertly imposed. Within this difficult linguistic framework, one of the relations of understanding between conquerors and conquered peoples was intersemiotic; the other consisted of the actions of interpretation and translation carried out by the interpreter, a long-standing figure in the Spanish cultural world who was imposed in America by the authorities on the grounds of defending the rights of those who did not speak Spanish.]]> Para comprender la relevancia de esta figura, analizamos los enunciados de los documentos del corpus en boca de la autoridad jurídica, quien mediante procedimientos del discurso referido: estilo directo e indirecto, refleja el papel funcional del intérprete. Al ser este rol impuesto según las disposiciones de las autoridades españolas, consideramos que el desempeño de la figura del intérprete fue una acción ligada a los hechos de políticas lingüísticas, pues solapadamente se iba imponiendo la cultura y la lengua española. Con este cuadro idiomático difícil, una de las relaciones de entendimiento entre conquistadores y conquistados fue intersemiótica; la otra, consistía en las acciones de interpretación y traducción que realizaba el intérprete, figura de vieja data en el mundo cultural español impuesta en América por las autoridades con el argumento de defender los derechos de aquellos que no hablaban español.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]> political culture]]> identity]]> social movements]]> social organizations]]> cultura política]]> identidad]]> movimientos sociales]]> organizaciones sociales]]> In approaching this topic, Social Psychology contributed to visualizing the dialectical relationship between subjectivities and the processes and models at play in the collective sphere. Some theoretical tools from the fields of political culture and social movements were also useful.
The study follows a qualitative research design. The techniques used to gather information were participant observation, interviews, and feedback instances. For the analysis, the constant comparative method was used.
Two categories were developed in relation to identity: self-understandings of the subjects themselves and of collective experience, and the history–project interplay. These are linked to a third category, necessary for understanding the social fabric on which the configuration of identity is based: the world of social organizations.
This made it possible to arrive at central assertions, one of which holds that identity and organization are marked by divergent projects, sustained by members but stemming from a political culture and a social history that transcend the temporal and spatial boundaries of the organization. Two positions are at stake: one refers to a strictly demand-oriented project, which may complement or come into contradiction with a position linked to a project of socio-political transformation.]]> Es un diseño de investigación cualitativo. Se utilizaron como técnicas de obtención de información: observación participante, entrevistas, instancias de retroalimentación. En tanto, para el análisis, el método comparativo constante.
Dos categorías se desarrollaron con relación a identidad: las autocomprensiones de sí mismos y de la experiencia colectiva, y el interjuego historia-proyecto; vinculadas a una tercera categoría, necesaria para entender la trama social en que se asienta la configuración de identidad, a saber: el mundo de las organizaciones sociales. Para luego arribar a afirmaciones centrales, una de las cuales sostiene que identidad y organización están signadas por proyectos divergentes, sostenidos por los miembros, pero provenientes de una cultura política y de una historia social que trasciende las fronteras temporales y espaciales de la organización. Se dirimen dos posiciones, una hace referencia a un proyecto estrictamente reivindicativo que puede complementarse o entrar en contradicción con una posición vinculada a un proyecto de transformación socio-política.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]> contrast]]> culture]]> diversity]]> ethnography]]> research]]> contraste]]> cultura]]> diversidad]]> etnografía]]> investigación]]> Specifically, it discusses whether the proposal of writing against culture moves away from a hermeneutics that operates under the logic of contrast. To this end, a methodology based on the idea of connection is subjected to critique. Likewise, Abu-Lughod’s critique of Clifford Geertz’s research proposal is emphasized.
The article shows the relations and distances between the two authors, underlining their convergence regarding the idea of familiarity and the complexity of assuming it in research practice.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2015-06-15]]> application/pdf]]> text/html]]>