Conocimiento científico]]> Ciencia encubridora]]> Ciencia instrumental]]> Filosofía]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2016-06-10]]> application/pdf]]> text/html]]> institutional multiculturalism]]> imaginary]]> otherness]]> shared project]]> interculturalidad institucional]]> imaginario]]> otredad]]> proyecto compartido]]> This paper presents a study on negotiation and entry into educational institutions, where the Institutional Analysis course in the Educational Sciences degree program accompanies training processes in analysis and intervention. Within this framework, a complex web is interwoven and denaturalized by recovering experiences, lived experiences, and voices at this stage of fieldwork, which speak of what happens there, why it happens, and how it affects training.
Thus, from an institutional perspective understood as a critique aimed at symbolizing elaboration, this paper analyzes “negotiation and entry into educational institutions” within the training experience of the course. It reveals some of the unsaid and half-said elements in the space of interaction among institutions and interprets the construction of institutional interculturality as a field of training.
To this end, the study draws on document analysis, including institutional observation records, reports specifically related to the object of study, and interviews with the authorities of the institutions where fieldwork is carried out, as well as with the students enrolled in the course.
The study observes that entry into and negotiation with the field imply mutual recognition among institutions in order to initiate and sustain a shared training project. The reflexivity of fieldwork establishes situated training with academic, ethical, political, and institutional commitment from the perspective of intercultural pedagogy. Although this is a limited study, it denaturalizes the object, while the signification given by other actors remains pending in order to deepen its understanding and generate contributions to the framework of interinstitutional work.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2012-12-14]]> application/pdf]]> text/html]]> colonialism]]> language policies]]> hispanization]]> domination]]> coloniaje]]> políticas lingüísticas]]> hispanización]]> dominación]]> In the process of colonization, the metropolis imposed its language, religion, and culture. Along with the conquerors came members of religious orders, who were entrusted with the evangelization and Hispanicization of the Indigenous population. Unfortunately, this aspect of the colonial history of Northern Argentina had not been addressed by historians of language or education, nor by civil or ecclesiastical historians, until well into the eighteenth century.
We lack reliable documentation on the implementation of language policies during the early colonial period. In archival documents from the end of that century, we found provisions issued by the central power that forced Indigenous people and Spaniards to speak only “Castilian” and prohibited them from using American languages.
The analysis of these texts was framed within Louis-Jean Calvet’s conceptualization (1997: 44) of the types of management that arise in linguistic situations: one derived from the social practices of speakers, and the other corresponding to governmental intervention in those practices. This double functioning was verified by comparing colonial historians’ descriptions of the linguistic behaviors adopted by the inhabitants in response to royal mandates with the coercive discourse of the documents studied, in which the Spanish Crown turned language into an instrument of domination.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> participatory management]]> archaeological park]]> archaeological heritage]]> gestión participativa]]> parque arqueológico]]> patrimonio arqueológico]]> In this context, it was considered pertinent to promote a model of management and enhancement aimed at the comprehensive protection of cultural and natural heritage. Strategies are encouraged that make possible the expression of other subjectivities and the empowerment of subaltern sectors of society, by inquiring into ways of making visible alternative and/or complementary perspectives to the discourses authorized and legitimized by science and the State.
We hope to favor social action and the symbolic appropriation of the place as a way of contributing to the construction of territory, while recognizing the social dimension of the problem. The perspective adopted entails new and complex challenges in the administration and management of heritage, requiring the creation of social capital through community participation in the institution being promoted and involving the community in the field of power relations generated by access to, control over, and use of heritage.
Within this context, we present the general guidelines that orient the project under consideration and inquire into the causes that conspire against it.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> participation]]> identities]]> neighbourhood space]]> citizenship]]> participación]]> identidades]]> espacio barrial]]> ciudadanía]]> What has happened in those neighborhoods where participation in neighborhood associations had become a valid mechanism for intervention in the public sphere and for the satisfaction of needs? If they are recognized in the state sphere as privileged interlocutors for the design and implementation of public policies, and if there is a neighborhood-association tradition, how should the current situation of neighborhood society be interpreted? Which variables appear to be most significant in encouraging or moderating the real participation of residents in neighborhood institutions?
The research covered three neighborhoods and the period 1990–2005. Its objectives were to clarify, from an ethnographic perspective, how relations between residents and neighborhood institutions were configured, and to understand how the links with the municipal State have affected those institutions.
The results refer to the Cuyaya neighborhood and were gathered through semi-structured and in-depth interviews with residents and leaders, field observations, and bibliographic review. The neighborhood was mapped by identifying subgroups and selecting interviewees from among them who could account for its diversity.
The greatest challenge is the collective elaboration of public space, and state action may conspire against neighborhood associations.]]> ¿Qué ha pasado en esos barrios donde la participación en la entidad vecinal se había constituido como mecanismo válido para la intervención en la esfera pública y la satisfacción de necesidades? Siendo reconocidos en la esfera estatal como interlocutores privilegiados para el diseño e implementación de políticas públicas, y existiendo una tradición vecinalista, ¿cómo interpretar la situación actual de la sociedad vecinal? ¿Qué variables parecen resultar más significativas para incentivar o morigerar la participación real de los vecinos en las instituciones barriales?
La investigación abarcó tres barrios y el período 1990-2005. Los objetivos fueron esclarecer, desde una perspectiva etnográfica, cómo se configuraron las relaciones entre los vecinos y las instituciones barriales, y comprender cómo han afectado a esas instituciones las vinculaciones con el Estado municipal.
Los resultados se refieren al barrio Cuyaya, relevados a través de entrevistas semiestructuradas y en profundidad realizadas a residentes y dirigentes, observaciones de campo y revisión bibliográfica. Se cartografió el barrio identificando subgrupos, y seleccionando en ellos entrevistados que dieran cuenta de la diversidad.
El mayor desafío es la elaboración colectiva del espacio público y la acción estatal puede conspirar contra las entidades vecinales.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> emergence]]> reduction]]> intertheoretical relation]]> emergencia]]> reducción]]> relaciones interteóricas]]> In this paper, we will analyze the problem of intertheoretical relations, focusing on reduction in order to determine whether or not it has been overcome. To this end, we will begin with a historical review of how the received view addressed the issue, mainly through the Vienna Circle and logical empiricism. We will then present some of the main criticisms of this treatment, focusing on those formulated in the context of the historicist turn.
Afterward, we will analyze the view of Ulises Moulines (1991), a representative of the structuralist conception, who defends reduction as one of the different possible types of intertheoretical relations and offers a version that, according to him, is immune to historicist criticisms concerning the variation of meanings in theoretical change.
Finally, we will evaluate whether this position implies an overcoming of the received view.]]> En este trabajo analizaremos el problema de las relaciones interteóricas, centrándonos en la reducción con el objetivo de ver si ésta ha sido o no superada. Para ello comenzaremos con una revisión histórica de cómo trató el tema la concepción heredada, principalmente el Círculo de Viena y el empirismo lógico. Luego mostraremos algunas de las principales críticas a tal tratamiento, deteniéndonos en las realizadas en el contexto del giro historicista. Después analizaremos la visión de Ulises Moulines (1991), representante de la concepción estructuralista, que defiende la reducción como uno de los diferentes tipos posibles de relaciones interteóricas y brinda una versión que, según él, es inmune a las críticas historicistas sobre la variación de significados en los cambios teóricos. Finalmente, evaluaremos si esta posición implica una superación de la concepción heredada.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> entremés]]> “El hospital de los podridos”]]> metatheatre]]> satire]]> entremés]]> “El hospital de los podridos”]]> metateatro]]> sátira]]> Generally, emphasis has been placed on the satirical aspect of the text, visible in the playful presentation of the podridos, who parade before a tribunal that decides on their internment after considering each case. Nevertheless, no one escapes the label, since all the characters—judges and judged alike—are “sickened” by some defect or action of another.
The hypothesis of this paper is that self-referentiality, both written and scenic, and metatheatrical metaphors—hospital/card game—constitute the structuring principles of the text. The use of these procedures is functional to the erosive purpose of the strong satirical component displayed by the work.
Through the description and interpretation of the different metatheatrical components—such as the parade before internal spectators—it is shown that in this entremés metatheater and satire are combined to expose the author’s deep dissent toward a society riddled with duplicity and envy and to conceal, beneath the cloak of laughter, the Baroque anguish before a world seen as absolutely “upside down”.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> knowledge]]> methodology]]> orality]]> conocimiento]]> metodología]]> oralidad]]> In this article, we intend to address orality as an object of study, but above all as a technique and methodology that makes it possible to access certain individual and collective events that would not be accessible by other means. We will review some predominant and hegemonic paradigms, beginning with an examination of the epistemological foundations established by the natural and physical sciences. The purpose will be to critically analyze the models that historically appeared as the only methods capable of guaranteeing objective knowledge, and to question their assumptions.
We believe that there are other ways of accessing the socio-historical world and the diversity of cultural groups. By placing emphasis on orality, we will draw on epistemological, theoretical, and methodological contributions that allow for a repositioning when approaching a research problem that may be addressed from the social sciences.
Some lines of work maintain that orality constitutes a new scientific paradigm, whereas others simply present it as pseudo-scientific, with its own methods and tools. We will attempt to provide elements that help assess these positions, seeking to indicate historically legitimized forms of knowledge construction and to make visible those that are not.]]> Algunas líneas de trabajo aseguran que la oralidad constituye un nuevo paradigma científico, en tanto que otras simplemente lo plantean como pseudocientífico, con sus propios métodos y herramientas. Intentaremos aportar elementos que ayuden a ponderar estas posiciones, procurando indicar formas de construcción del conocimiento históricamente legitimadas y evidenciar aquellas que no lo son.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> adaptation]]> data collection instrument]]> research]]> translation]]> adaptación]]> instrumento de recolección de datos]]> investigación]]> traducción]]> Research entails a measure of ingenuity and a touch of practical knowledge that come into play before and during the implementation of the process. In this paper, we address the difficulties encountered and the decisions made in the adaptation and translation of an instrument that assesses intelligence from the Triarchic perspective proposed by Sternberg (1985), more specifically the STAT—Sternberg Triarchic Abilities Test—which provides a quantitative measure of the analytical, practical, and creative abilities of the intellect.
The aim is to show what takes place behind the scenes of research. To this end, first, we refer to the process of searching for the data-collection instrument, with the purpose of discussing the strategies implemented and describing the resources devised. Second, we describe the criteria considered for the translation and adaptation of the STAT, referring to the contextual, linguistic, and cultural variables taken into account in the process.
We also address the format characteristics established for the presentation of the test, the test protocol, and the answer sheet, as well as the precautions considered for administering the test in accordance with the standard of informed consent. Finally, we specify some aspects of test scoring in relation to the criteria set out in its manual.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> language didactics]]> socio-discursive interactionism]]> logical and grammatical reasoning]]> texts]]> didactic sequence]]> didáctica de la lengua]]> interaccionismo sociodicursivo]]> razonamientos lógicos y gramaticales]]> textos]]> secuencia didáctica]]> Our theoretical approach is grounded in socio-discursive interactionism for the analysis of textual architecture at three overlapping levels, which make it possible to identify textualization and enunciation mechanisms as pathways toward grammatical analysis, including the logical and semiological reasoning involved in discourse types.
We recorded how young people who have completed secondary school and entered university use reasoning, in order to design different didactic sequences for primary and secondary levels in which the various dimensions of textual activity are articulated. The implementation and evaluation of these sequences make it possible to formulate a methodology for teaching grammatical reasoning.]]> Nuestro enfoque teórico se orienta en el interaccionismo sociodiscursivo para el análisis de la arquitectura textual en tres niveles superpuestos que permiten encontrar los mecanismos de textualización y enunciación como pasajes hacia el análisis gramatical con los razonamientos lógicos y semiológicos incluidos en los tipos de discurso.
Registramos cómo utilizan los razonamientos los jóvenes que han transitado por el nivel secundario e ingresan a la universidad, para a partir de allí diseñar diferentes secuencias didácticas para nivel primario y nivel medio donde se articulan las distintas dimensiones del hacer textual. La instrumentación de dichas secuencias y su evaluación permiten formular una metodología para la enseñanza de los razonamientos gramaticales.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> beliefs]]> teaching]]> university students]]> metaphors]]> creencias]]> enseñar]]> estudiantes universitarios]]> metáforas]]> The methodological design combined sequenced tasks of selection and construction: first, selecting metaphors from two sets provided; then, explaining how the chosen metaphors resemble their own ideas about teaching; and finally, proposing a personal metaphor. The sample consisted of twenty students enrolled in the final levels of the teacher-training program.
The most frequently selected metaphors elicited different meanings in their interpretation, although the orientation toward the teacher and the teacher’s activity was privileged. In the selection and explanation tasks, the connotations remained consistent for both metaphors, regardless of the orientation they expressed. When the analysis incorporated the final task, consistency in interpretation showed stability in teacher-oriented positions, whereas in positions oriented toward interaction and the student, cases of inconsistency were observed that returned to the centrality of the teacher.
The ideas of control and planning emerged as the structuring axis of teacher-oriented beliefs, while in beliefs oriented toward interaction and learning, the ideas of exchange and shared experience played a similar role.]]> El diseño metodológico combinó tareas de selección y de construcción secuenciadas: primero, seleccionar metáforas en dos conjuntos ofrecidos; luego, explicar en qué se parecen las metáforas escogidas y las propias ideas acerca del enseñar; finalmente, proponer una metáfora personal. La muestra fue de veinte estudiantes cursantes de los últimos niveles del profesorado.
Las metáforas más seleccionadas suscitaron diferentes sentidos en su interpretación, aunque la orientación hacia el profesor y su actividad resultó privilegiada. En las tareas de selección y de explicación las connotaciones se mantuvieron consistentes para ambas metáforas, cualquiera sea la orientación que expresen. Cuando el análisis incorporó la última tarea, la consistencia en la interpretación mostró estabilidad en los posicionamientos orientados hacia el profesor, en tanto que en los orientados hacia la interacción y el estudiante se observaron casos de no consistencia que retomaban la centralidad del docente.
Las ideas de control y planificación emergieron como eje vertebrador de las creencias orientadas hacia el profesor, y otro tanto ocurrió en aquellas orientadas hacia la interacción y el aprendizaje con las ideas de intercambio y de experiencia compartida.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> reading and writing practices]]> ICT potential]]> multimedia]]> prácticas de lectura y escritura]]> potencialidades de TIC]]> lo multimedial]]> In order to examine this tension, the paper first analyzes the theoretical assumptions from which it is possible to think about the historical change brought about by the information revolution we are witnessing. This point requires a review of reading in modernity, which entails transformations according to the medium and according to the subjects who use new forms of reading and writing. In addition, a survey is conducted of the productions already available on the web on this subject and aimed at school teaching. Finally, the paper proposes an approach to the results of ICT training courses in the province of Entre Ríos for secondary-school teachers, delimiting the corpus to those participants who teach Language and Literature.
The study confirms that multimedia literacy remains delegitimized and that the active practice of a new form of reading, increasingly widespread among coming generations, has become necessary. In this sense, the paper proposes a new concept of the reader, a new classroom dynamic, and new specific training programs that promote the potential of ICTs to foster reading and writing practices from an updated perspective.
The conclusions of this work address the possibilities that ICTs offer to schools and, in particular, some possible strategies for optimizing reading and writing, adapting production to the current resignification of these practices.]]> Para trabajar sobre esta tensión, primeramente, se analizan los presupuestos teóricos desde donde se puede pensar el cambio histórico que conlleva la revolución informacional a la que asistimos. Este punto merece una revisión de la lectura en la modernidad que supone transformaciones según el soporte y según los sujetos que usan nuevas formas de lecto-escritura. Por otra parte, se lleva adelante un relevo de las producciones que ya existen en la red sobre esta materia dirigidas a la enseñanza escolar. Por último, se propone un abordaje de los resultados de las capacitaciones de TIC en la provincia de Entre Ríos para docentes de escuela secundaria, recortando un corpus a los asistentes que dictan lengua y literatura.
Se comprueba que la alfabetización multimedial se encuentra deslegitimada y que se vuelve necesaria la práctica activa de una lectura nueva y en auge entre las generaciones venideras. En este sentido, se propone un nuevo concepto de lector, una nueva dinámica áulica y nuevas capacitaciones específicas que promuevan las potencialidades de las TIC para impulsar la práctica lectora y escritural desde una perspectiva actualizada.
Las conclusiones de este trabajo versan sobre las posibilidades que brindan las TIC a la escuela y, en particular, algunas estrategias posibles que permiten la optimización de la lectura y la escritura, adecuando la producción a la resignificación actual que se obtiene de estas prácticas.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> alienation]]> creativity]]> observer]]> subjectivity]]> alienación]]> creatividad]]> observador]]> subjetividad]]> In the effort to find a working methodology consistent with this perspective, and in order to reflect on the processes of creativity and alienation, the technique of observation emerged as a topic requiring further study.
The objective, then, is to delve into a relevant and controversial issue from an epistemological point of view: the need and the possibility—or impossibility—of achieving objectivity in observation and, at the same time, to inquire into the role of subjectivity in recording the group process. To this end, I have analyzed observations of these groups, which worked with the operative group technique in practical classes and workshops of the Social Psychology course during 2010.
The conclusions I have reached account for the importance of incorporating the interplay of the observers’ subjectivity into their records as an objective fact, even if this may seem confusing, in order to achieve greater objectivity. This raises the need to include more than one observer, thus making triangulation possible, and also to investigate more precisely the fantasies of both observers and group members regarding this role. In this way, relevance is given to the role of the observer in the structuring of the group that works with the operative group technique. It is necessary to reflect on those ideas and feelings that involve the observer and, on that basis, to incorporate new forms of recording in which the subjective can be highlighted as another aspect to be recorded in detail.]]> En el esfuerzo de encontrar una metodología de trabajo acorde a dicha perspectiva, y en función de reflexionar sobre los procesos de creatividad y alienación, surgió como temática a profundizar, la técnica de observación.
El objetivo, entonces, es ahondar sobre un tema relevante y controversial desde el punto de vista epistemológico: la necesidad y la posibilidad o no, de lograr objetividad en la observación, y a su vez, indagar sobre el rol de lo subjetivo en el registro del proceso grupal. Para ello he analizado observaciones de dichos grupos; estos grupos trabajan con la técnica de grupo operativo, en prácticos y talleres de la cátedra de Psicología Social durante el año 2010.
Las conclusiones a las que he arribado dan cuenta de la importancia de incorporar como un hecho objetivo el juego de la subjetividad de los observadores en sus registros. Aunque parezca confuso, con el fin de lograr mayor objetividad. Esto plantea la necesidad de incorporar más de un observador, logrando así una triangulación y también indagar con más precisión las fantasías, tanto de los observadores como de los integrantes de los grupos sobre este rol. Dando así relevancia a dicho rol en la estructuración del grupo que trabaja con la técnica de grupo operativo. Lograr reflexionar sobre aquellas ideas y sentimientos que implican al observador y, a partir de allí, para incorporar nuevas formas de registro en las cuales se pueda destacar lo subjetivo como un aspecto más a ser registrado en forma minuciosa.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> metatheatre]]> Spanish short theatre]]> Los Juan Ranas]]> over-theatricalization–hyperbole]]> metateatro]]> teatro breve español]]> Los Juan Ranas]]> sobreteatralización-hipérbole]]> Eight actresses, appearing under their real names, wish to replace Juan Rana, the acting mask of Cosme Pérez, the most famous comic actor of the period. Challenged to do so by three renowned actors who will serve as judges, all of them wish to “become Juan Rana” by imitating his extraordinary acting skills.
The hypothesis of this paper is that metatheater, through various formalizations—theater within theater, intertextual references, and explicit mentions of the actor’s work—establishes an orientation of meanings whose axial point revolves around actresses and actors who play themselves.
Although everything ends in revelry and dancing to celebrate the birth of the Infante Felipe Próspero, this fact does not manage to obscure that the true tribute was being paid to Juan Rana and, behind him, to the celebrated comediennes, capable of showing with great flexibility the complex and multiple identity of the actor par excellence, exalted by both the people and royalty.
Faced with such a hyperbole of metatheater, the text destabilizes the boundaries between illusion and reality. In a comic key, this remarkable yet apparently innocuous minor piece points to one of the central questions that obsessed the seventeenth century.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> Migraciones laborales temporarias]]> estrategias de reproducción social]]> economías domésticas]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2016-06-10]]> application/pdf]]> text/html]]>