BSC-LT/ACAData huggingface dataset:
[en] The study and application of the Nads sl?jd system of manual work with wood is known to have become a compulsory part of the syllabus in Spanish state schools in 1901, thanks to a Royal Decree signed by the then Minister of Education, the Honourable Romanones. However, written history is far less familiar with questions such as how this system came to be known in Spain, when it was introduced, who encouraged its use or where and how it was first applied. In this study, with the aid of a large number of hitherto unpublished documents (some of which were found in N??s, Sweden), we shall try to answer these questions and, as a result, produce a detailed analysis of the introduction of Nads slojd to Spain at the end of the 19th century, strangely enough (or perhaps not) under the clear, but implicit influence of the Spanish movement for free-thinking methods of education.

[es] Se sabe que el estudio y aplicaci?n de los trabajos manuales con madera en las escuelas p?blicas espa?olas seg?n el sistema de Naas (Naas sl?jd) se convirtieron en obligatorios a partir de 1901, gracias a un R.D. firmado por el ministro Romanones. Pero, c?mo se conoci? este sistema en Espa?a, cu?ndo se introdujo y qui?n lo propici?, o d?nde y c?mo se desarrollaron las primeras aplicaciones del mismo, son cuestiones que a nuestra historiograf?a le son menos familiares. En este trabajo, a trav?s de numerosa documentaci?n in?dita, parte de ella localizada en Naas (Suecia), se intentan esclarecer estos puntos, obteniendo como resultado un detallado an?lisis de la introducci?n del Naas sl?jd en Espa?a a finales del siglo xix, curiosamente ?o no? bajo una evidente, aunque impl?cita, influencia institucionista.
[en] In the first half of the 18th century, bishops fray Jos? de Lupia y Roger and D. Alonso Fern?ndez de Velasco y Pantoja visited most of the parishes in diocese of Le?n, the former doing so on several occasions. The objective of these visits was to learn about the spiritual state of the territory they oversaw. Within the current province of Le?n, these two bishops visited the archdeaconries of Mayorga and Cea as well as four of the ten vicariates. They recorded their observations and the information they gathered in ledgers. These documents constitute an invaluable source of information concerning matters in which the bishops felt it necessary to intervene, for instance, to correct customs and behaviours ?among laypeople and clergy? that did not adhere to official religious practices. Furthermore, these ledgers also detail who held church patronages and the devotions and pious works carried out.

[es] En la primera mitad del siglo XVIII, los obispos Fray Jos? Lupia y Fern?ndez de Velasco y Pantoja visitaron, el primero en varias ocasiones, gran parte de las parroquias que conformaban la di?cesis legionense. El objetivo de esas visitas era conocer el estado espiritual de la demarcaci?n que regentaban. En la actual provincia de Le?n, recorrieron los arcedianatos de Mayorga y Cea y cuatro, de las diez, vicarias. Los resultados de sus observaciones y de la informaci?n que recopilaron los dejaron registrados en un cuaderno. Tales anotaciones constituyen una fuente de informaci?n inestimable para conocer todos aquellos aspectos en los que consideraron que era necesario intervenir, para corregir costumbres o comportamientos, de laicos y eclesi?stico, que no se adecuaban a la religiosidad oficial. Por otro lado, esta documentaci?n tambi?n nos da cuenta de qu? personas detentaban los patronatos, de las devociones o las obras p?as.
[en] In a context where demonstrating the social impact of science is essential ? from the preparation of project reports and justifications to the evaluation of research quality, including academic performance assessments ? a fundamental question arises: how can we effectively measure this impact? This seminar will address the indicators and metrics that provide evidence of science?s impact beyond academic publications, as well as how to obtain these indicators from various sources, following DORA guidelines. Additionally, best practices will be presented to enhance the visibility of the societal return, highlighting science?s capacity to generate real benefits for communities.

[es] En un contexto donde demostrar el impacto social de la ciencia es esencial, desde la elaboraci?n de memorias y justificaciones de proyectos, hasta la evaluaci?n de la calidad de la investigaci?n, incluidos los sexenios, surge una pregunta fundamental: ?c?mo medimos este impacto de manera efectiva? Este seminario abordar? los indicadores y m?tricas que permiten evidenciar el impacto de la ciencia, m?s all? de las publicaciones acad?micas, as? como la obtenci?n de estos indicadores a partir de diversas fuentes, siguiendo las directrices DORA. Adem?s, se presentar?n buenas pr?cticas que facilitan la visibilidad del retorno a la sociedad, poniendo en evidencia su capacidad para generar beneficios reales en las comunidades.
[en] Knowledge has been one of the philosophical issues par excellence, having even a branch specifically devoted to its study and understanding, the epistemology. It has often been seen as something static and limited to the mere description of objects. However, in the educational sphere we understand that knowledge must go beyond the mere description, providing explanations of the facts through experience; this is the only way for it to become actual learning and to affect our lives. In addition, knowledge needs updating, growth, multiplication, and those are made possible by sharing it and preventing its atrophy. If knowledge is dynamic, it is our responsibility to release it from its potential enclosures and to enrich it. From this perspective, we are developing an educative innovation project at the University of Malaga that aims at building free knowledge in a cooperative manner. To this end we formed a group of students who employ free software tools to develop their own teaching materials through the Spanish translation of Chris Kelty's Two Bits, a reference work related with their subjects. Thus, we are not only contributing to the production of knowledge but also making it in a cooperative, distributed and responsible form.

[es] El conocimiento constituye uno de los temas filos?ficos por excelencia, contando incluso con una rama dedicada exclusivamente a su estudio y comprensi?n, la epistemolog?a. A menudo se ha concebido como algo est?tico, limit?ndolo a la mera descripci?n de objetos. Sin embargo, en el ?mbito educativo se entiende que el conocimiento debe ir m?s all? de la mera descripci?n, proporcionando explicaciones de los hechos a trav?s de la experiencia, ?nica forma que se convierta en aprendizaje y repercuta en nuestras vidas. Adem?s, el conocimiento necesita actualizarse, crecer, multiplicarse, y para ello ha de compartirse y evitar que se atrofie. Si el conocimiento es, pues, algo din?mico, es nuestra responsabilidad liberarlo de sus posibles ataduras, y contribuir a su enriquecimiento. Desde esta ?ptica, estamos desarrollando en la Universidad de M?laga un proyecto de innovaci?n educativa cuyo objetivo primordial es la construcci?n cooperativa de conocimiento libre. Para ello, hemos conformado un grupo de estudiantes que, mediante herramientas de software libre, elabora su propio material did?ctico a trav?s de la traducci?n al castellano de Two Bits, de Chris Kelty, obra de referencia vinculada con sus materias. Con ello, no solo se contribuye a la producci?n de conocimiento sino que este se construye de manera cooperativa, distribuida y responsable. es_ES dc.description.abstract
[en] The paper propounds a genealogy of ?pacification? as a trope, from imperial military discourses to its adoption in security policies rethorics in Latin America, specially in Brazil and Argentina. From a cultural and communicational approach, we focus on the linguistic resources and discoursive operations recovered and resignified in order to produce meaning on the dynamics of crime, violence and State response to this phenomena.

[es] El art?culo propone una genealog?a del tropo de la ?pacificaci?n?, desde sus usos en discursos militares imperiales hasta su adopci?n en la ret?rica de las pol?ticas p?blicas de seguridad en Am?rica Latina, especialmente en Brasil y Argentina. Desde una perspectiva comunicacional y cultural, nos detenemos en los recursos ling??sticos y operaciones discursivas que son recuperados y resignificados para producir sentido sobre las din?micas delictivas, la violencia y la respuesta estatal a estos fen?menos.
[en] A new conceptualization is proposed for approaching the relationship between the Amazon biome and climate change, particularly with respect to the implementation of the Paris Agreement on Climate Change and the construction of a good climate governance. In that regard, the Earth and the Amazon are social-ecological systems to be considered as two different but connected units of analysis and management of the problems described, and fundamental for the construction of resilience. In this context, the role of indigenous peoples of the Amazon as protagonists of the adaptation and transformation of the Amazonian landscape is highlighted, as well as the need to recognize that public policies must be coherent when integrating mitigation and adaptation policies in a transformative sense.

[es] Se plantea una nueva conceptualizaci?n en el modo de abordar la relaci?n entre bioma amaz?nico y cambio clim?tico, particularmente respecto a la implementaci?n del Acuerdo de Par?s sobre Cambio Clim?tico y a la construcci?n de una buena gobernanza clim?tica, para lo cual se propone la formulaci?n de los sistemas social-ecol?gicos Tierra y Amazonia, respectivamente, como dos unidades distintas, pero conectadas para el an?lisis y la gesti?n de los problemas descritos, y cuya relaci?n es fundamental para la construcci?n de la resiliencia. En ese contexto se destaca el papel de los pueblos ind?genas de la Amazonia como protagonistas hist?ricos de la adaptaci?n y transformaci?n del paisaje amaz?nico, dando prioridad a la necesidad de reconocer que las pol?ticas p?blicas deben ser coherentes al integrar las pol?ticas de mitigaci?n y de adaptaci?n en un sentido transformador.
[en] No?l Burch stablished the basis for the systematization of the different models of cinematographic representation. The essential focus of his arguments, which were exposed in The skylight of infinity, is that the different models of representation are distinguished by the position of the viewer on the narration. Taking in account this starting point, Burch identifies two models: the Primitive Model of Representation (PMR), governed by a frontal glance which is out of the narrative world, and the Institutional Model of Representation (IMR) characterized by the ubiquity of a glance which is interior to that world. Starting by this methological consideration of study, this article traces the coexistence of both models in Alfred Hitchcock's Rear Window; specifically how they cohabited and how they both were articulated in the filmic text. So as the crystallization of a third model characterized by an independent glance which is connected to the camera.

[es] No?l Burch puso las bases para la sistematizaci?n de los diferentes modelos de representaci?n cinematogr?fica. El eje esencial de su argumentaci?n, expuesto en El tragaluz del infinito, es que lo que distinguen los diferentes modelos es la posici?n de la mirada del espectador sobre la di?gesis. Tomando en cuenta este punto de partida, Burch identifica dos modelos: el modelo de representaci?n primitivo (MRP), regido por una mirada frontal y exterior al mundo dieg?tico, y el modelo de representaci?n institucional (MRI) que se caracteriza por la ubicuidad de una mirada interior a ese mundo. Partiendo de esta consideraci?n metodol?gica de estudio, el presente art?culo rastrea la coexistencia de ambos modelos en La ventana indiscreta de Alfred Hitchcock,concretamente c?mo se articulan y cohabitan en el texto f?lmico, as? como la cristalizaci?n de un modelo tercero caracterizado por una mirada independizada y vinculada a la c?mara.
[en] Compilation of observations of the Blue Tit (Cyanistes caeruleus, refered as Parus coeruleus by the author) carried out at different riverside areas of the provinces of Valladolid and Palencia, between the 29th of March of 1943 and the 9th of March of 1952.

[es] Recopilaci?n de observaciones del Herrerillo com?n (Cyanistes caeruleus, llamado Parus coeruleus por el autor) realizadas en diferentes enclaves ribere?os de la provincias de Valladolid y Palencia, entre el 29 de marzo de 1943 y el 9 de marzo de 1952.
[en] From the texts of the last Unamuno, this work analyses his criticism of the increasing bipolarization and political extremism during the Second Spanish Republic; trying to clarify Unamuno's distinction between civil war and un?civil war; as well as the causes of the mental and religious degeneration that, by his saying, were given away by the behavior of many youth groups and extreme political camps: the ?Hunos? and the ?Hotros?. Constantly Unamuno proposed the ?alterutral? ideal as a model ?as utopian as it is difficult?, essential if it was about to achieve truly dialectical and civil politics.

[es] A partir de los textos del ?ltimo Unamuno, se analiza aqu? su cr?tica a la creciente bipolarizaci?n y el extremismo pol?tico durante la II Rep?blica Espa?ola, tratando de aclarar la distinci?n unamuniana entre guerra?civil y guerra?incivil; as? como las causas de la degeneraci?n mental y religiosa que, seg?n ?l, delataban la conducta y el resentimiento de muchos j?venes y los bandos extremos: los hunos y los hotros. De forma constante, Unamuno propuso el ideal alterutral como un modelo ?tan ut?pico como dif?cil?, imprescindible si quiere lograrse una pol?tica aut?nticamente dial?ctica y civil.
[en] This paper addresses the condition of being a doctor from two different languages: literary and cinematographic by synthesizing aspects bibliographically recorded on this issue and comparing it with that cited in a recent Spanish documentary film where historical filming of virtuous doctors alternates with the corresponding considerations of leading medical professionals.

[es] El presente trabajo aborda la condici?n de ser m?dico desde dos lenguajes diferentes: el literario y el cinematogr?fico, sintetizando aspectos registrados en la bibliograf?a sobre este tema y cotej?ndolos con lo citado en un filme documental espa?ol reciente que alterna hist?ricas filmaciones de m?dicos virtuosos con las respectivas aportaciones de destacados profesionales de la Medicina./n
[en] The present essay intends to return to the epistemological proposal of the negative dialectic as a potential tool to help dismantle the false adaptation between subject-object that has characterized the thought of the identity of modern positivist sciences and the one-dimensional language of current societies. An example will be taken when analyzing the influence of the logic of identity and unidimensional language in textbooks of primary education in Mexico. This seeks to argue the need to reinstate the negativity of thought and the affirmation of non-indigence between concept-reality as a fundamental principle to recover the different and denied by the logic of subject-object identification in the construction of school knowledge.

[es] El presente ensayo pretende retomar la propuesta epistemol?gica de la dial?ctica negativa como una herramienta potencial para contribuir a desmantelar la falsa adecuaci?n entre sujeto-objeto que ha caracterizado el pensamiento de la identidad de las ciencias modernas positivistas y el lenguaje unidimensional de las sociedades actuales. Se tomar? un ejemplo al analizar la influencia de la l?gica de la identidad y el lenguaje unidimensional en los libros de texto de educaci?n primaria de M?xico. Con ello se busca argumentar la necesidad de reinstalar la negatividad del pensamiento y la afirmaci?n de la no-identidad entre concepto-realidad como principio fundamental para recuperar lo diferente y lo negado por la l?gica de la identificaci?n sujeto-objeto en la construcci?n del conocimiento escolar./n?
[en] A moderate criticism is presented of the disproportionate pedagogical value currently granted to digital technologies for online teaching. Starting from the suspicion expressed by Andrew Feenberg about the alleged benefits of the role of the Internet in higher education, an analysis of the application of new technologies to non-classroom education is presented, as well as a particular sort of techno-epistemic problem that might lead to a qualitative downturn in classroom teaching. Faced with this, some options for improvement are proposed and it is concluded with a relativized critical approach that, together with the recognition of the value of certain technologies to non-classroom teaching, assumes the inherent value of certain traditional elements that should not be degraded by economic interests or passing trends.

[es] El texto presenta una cr?tica moderada al excesivo valor pedag?gico concedido actualmente a las tecnolog?as digitales para la ense?anza online. A partir de la sospecha vertida por Andrew Feenberg sobre las bondades supuestas del papel de Internet en la ense?anza superior, se presenta un an?lisis de la aplicaci?n de las nuevas tecnolog?as a la educaci?n no presencial y a un tipo particular de problema tecno-epist?mico que puede derivar en una disminuci?n cualitativa de la ense?anza en las aulas. Frente a ello, se proponen algunas opciones de mejora y se concluye con un enfoque cr?tico relativizado que, junto con el reconocimiento de la val?a de ciertas tecnolog?as para las ense?anzas no presenciales, asuma el valor inherente de ciertos elementos tradicionales que no deben ser desmerecidos por intereses econ?micos ni por tendencias pasajeras.
[en] In this paper, several considerations about education are proposed after the ideas raised in Jiddu Krishnamurti?s El arte de vivir (Life Ahead: On Learning and the Search of Meaning in the original English edition) by Jiddu Krishnamurti. In order to do so, a conceptual synthesis of his ideas concerning social issues dealt with by education today will be set on the one hand. On the other, a reflection will be carried out so as to determine whether his ideas fit into a general historical framework of educational thought.

[es] En el presente trabajo se proponen una serie de consideraciones sobre educaci?n a partir de las ideas planteadas en la obra El arte de vivir (Life Ahead: On Learning and the Search of Meaning en su edici?n original en ingl?s) del pensador indio Jiddu Krishnamurti. Para ello se establecer?, por una parte, una s?ntesis conceptual de las ideas del autor en relaci?n a los problemas sociales con los que se enfrenta la educaci?n actualmente y, por otra, se reflexionar? sobre el posible lugar que estas ocupan dentro de un marco hist?rico general del pensamiento educativo.
[en] The Funds of Knowledge approach, whose anthropological origins date back to the study of trust relationships between Mexican households constituted on the border with the US, has established itself in many countries as an effective model for working with families at risk of social exclusion. It involves collecting family and cultural resources and turning them into knowledge that can be incorporated into schools. This paper is aimed at studying the Funds of Knowledge as a theoretical framework for the design of socio-educational programs, which encourage the involvement of Roma families in their children?s education. To this end, we use a descriptive methodology based on the analysis of the main theoretical studies carried out on the subject both nationally and internationally, specifically in North America, where this approach has already had a recognized trajectory. The results show the suitability of the Funds of Knowledge of Roma families as a basis for the design of proposals for inclusive education. This type of education promotes their involvement in the education of their children, thereby promoting their chances of educational success. Under these considerations, the respect for their history and bringing their voices into the political and social ideology must be taken into account, in order to improve relationships between family and school and, along with it, the academic performance of students, recognizing their role as subjects of rights, with the purpose of promoting greater inclusion of the Roma community in schools.

[es] El enfoque de los Fondos de Conocimiento, cuyo origen antropol?gico se remonta al estudio de las relaciones de confianza entre hogares mexicanos constituidos en la frontera con los EE. UU., se ha consolidado en muchos pa?ses como un modelo efectivo para el trabajo con familias en riesgo de exclusi?n social. Se trata de recoger los recursos culturales familiares para convertirlos en saberes susceptibles de ser incorporados en la escuela. El presente trabajo tiene como objetivo estudiar los Fondos de Conocimiento como marco te?rico para el dise?o de programas socioeducativos, que fomenten la implicaci?n de las familias gitanas en la educaci?n de sus hijos. Para ello, utilizamos una metodolog?a de car?cter descriptivo a partir del an?lisis de los principales estudios te?ricos llevados a cabo sobre esta tem?tica tanto a nivel nacional como internacional, concretamente en Norteam?rica, donde este enfoque ya cuenta con una trayectoria reconocida. De los resultados se deriva la idoneidad de los Fondos de Conocimiento de las familias gitanas como base para el dise?o de propuestas de educaci?n inclusiva que promuevan la implicaci?n de estas en la educaci?n de sus hijos favoreciendo con ello sus posibilidades de ?xito educativo. Bajo esta l?gica, ha de tenerse en cuenta el respeto por la historia y la incorporaci?n de sus voces en el ideario pol?tico y social, en aras de mejorar las relaciones entre familia y escuela, y con ello, el rendimiento acad?mico del alumnado, reconociendo su papel como sujetos de derechos, con la finalidad de fomentar una mayor inclusi?n de la comunidad gitana en los centros escolares.
[en] This paper presents the results of the translational analysis of a selection of phraseological units (PUs) in a sample taken from David Lodge's novels and from their translations into Spanish and French. A typology of the main problems of phraseotranslation is proposed by using a methodology based on the contrastive translational analysis by means of the GRAFE corpus and the concordancer Paraconc. They consist of linguistic features that are present in one of the target languages and that may absent in the other one or even in both. Two main phenomena are to be considered: on the one hand, the neutralization of the pragmatic information (language register, euphemisms, intensifying value) included in some PUs in the source language (English) and on the other hand, the calques or literal translations of other PUs.

[es] Este art?culo presenta los resultados del an?lisis traductol?gico de una selecci?n de unidades fraseol?gicas (UF) extra?das de una muestra de la obra de David Lodge y de sus traducciones en espa?ol y en franc?s. Se propone una tipolog?a de los principales problemas de fraseotraducci?n a los que se aplica, seg?n los casos, una metodolog?a basada en el an?lisis traductol?gico contrastivo gracias al uso del corpus GRAFE y al programa de concordancias Paraconc. Se trata de aspectos ling??sticos que aparecen en las traducciones en un idioma meta y que pueden estar ausentes en las del otro o incluso en ambos. Hay que destacar dos fen?menos principales: por un lado, la neutralizaci?n de la informaci?n pragm?tica (registro de lengua, eufemismo, valor intensificador) contenida en algunas de las UF de la lengua origen (ingl?s) y por otro, los calcos o traducciones literales de otras UF.