BSC-LT/ACAData huggingface dataset:
[en] In this paper we approach the communicational aspects of the social mobilization process by the Argentinian scientific sector against the austerity policies implemented by the national government in the 2015-2019 period, attending to the strategies of public communication of science and technology (PCST) deployed by scientists involved in the conflict. We seek to characterize the relationship between science policy, the politics of science, and PCST, since this is one of the main ways in which agents of the scientific field turn to the public sphere to dispute and legitimize their interests. In order to do so, we review collective actions carried out by CONICET workers in 2018-2019. By analyzing the speech genres in public documents addressed to national authorities and citizens, we identify actors involved, underlying models of science and PCST, and social representations transmitted. We also question the role of PCST in an unstable regional context where political-economical models with very dissimilar agendas are systematically alternated. We conclude by reflecting on the possible object of PCST in a technoscientific system which is disarticulated and undergoing a crisis.

[es] En este trabajo abordamos los aspectos comunicacionales del proceso de movilizaci?n del sector cient?fico argentino en contra de las pol?ticas de ajuste implementadas por el gobierno nacional en el per?odo 2015-2019, atendiendo a c?mo los cient?ficos implementan estrategias de comunicaci?n p?blica de la ciencia y la tecnolog?a (CPCT). Buscamos caracterizar la relaci?n entre la CPCT y la pol?tica en y para la ciencia, ya que es una de las principales formas en que los agentes del campo cient?fico se vuelcan a la esfera p?blica para disputar y legitimar sus intereses. Para esto, tomamos algunos ejemplos hist?ricos, y luego rese?amos las acciones de lucha llevadas a cabo por trabajadores del CONICET en 2018-2019. A partir del an?lisis de documentos p?blicos dirigidos a las autoridades nacionales y a la ciudadan?a argentina, identificamos dimensiones como los actores interpelados, los modelos de ciencia y CPCT subyacentes, y las representaciones transmitidas. Tambi?n nos interrogamos sobre el rol de la CPCT en un contexto regional inestable donde se alternan modelos pol?ticos y econ?micos con agendas cient?ficas y tecnol?gicas dispares. Finalizamos reflexionando acerca del objeto posible de la CPCT en un sistema tecnocient?fico desarticulado y en crisis.
[en] The principal aim of this paper is to analyze from a theoretical point of view the triple dimension that implies the full integration of Information and Communications Technologies (ICT) in the curriculum. The first level refers to the incorporation of ICT as didactic tools to support teaching practice. The second one alludes to the incorporation of ICT as a means for promote an efficient use of it. The third one suggests the incorporation of ICT as objects of critical analysis and knowledge. The last two mentioned dimensions ?the most unnoticed but certainly not the least important? are essential for promoting critical citizens with the capacity to take reasonable and informed decisions regarding the assessment, design, monitoring and implementation of the new technologies.

[es] El presente art?culo tiene como principal objetivo analizar desde un punto de vista te?rico la triple dimensi?n que supone la inclusi?n completa de las Tecnolog?as de la Informaci?n y la Comunicaci?n (TIC) en el curr?culo educativo. La primera de las dimensiones hace referencia a la inclusi?n de las tic como herramientas did?cticas para el apoyo del ejercicio docente. La segunda alude a su integraci?n como medida de fomento de un uso eficiente de las mismas. Desde la tercera, se sugiere la inclusi?n de las TIC como objetos de an?lisis cr?tico y de conocimiento. Las dos ?ltimas dimensiones se?aladas, las m?s olvidadas aunque no por ello las menos importantes, resultan fundamentales de cara a la promoci?n de ciudadanos cr?ticos capaces de tomar decisiones razonables e informadas en lo que respecta a la evaluaci?n, dise?o, control e implementaci?n de las nuevas tecnolog?as.
[en] Nowadays we have more ways than ever to disseminate historical knowledge. Because of that, it is important that we carefully consider what is, and what should be, the social function that historical knowledge fulfills. This article considers the issue from the point of view of the works of E. Hobsbawm, E. P. Thompson and J. Kocka, three historians within the realm of social history who, given their historiographical practice and life story, are key in our understanding of the problem.

[es] La historia cuenta cada vez con m?s medios para su divulgaci?n. Precisamente por ello, debemos preguntarnos cu?l es y plantearnos cu?l deber?a ser la funci?n social que cumple el conocimiento hist?rico que se transmite a la sociedad. Para ello, partimos de las reflexiones de E. Hobsbawm, E. P. Thompson y J. Kocka, tres historiadores que proceden del ?mbito historiogr?fico de la historia social y que, dada su pr?ctica historiogr?fica y vital, resultan claves para desarrollar esta problem?tica.
[en] The aim of this analysis was to show the relationship between the perceived motivational climate, psychological mediators, self-determination, as well as the importante given by students to physical education lessons. The sample to research was composed by 669 students aged 14 to 17. For that purpose, a CFA was carried out, in addition to a correlation anaysis of the given sample and an analysis of structural equations. The results showed that the perception of a task-involving climate positively ended up in autonomy, competence an relationship with other students. Howevers, on the other hand, a self-centred climate implied a negative performance and predicted an obvioos lack of competence. Besides, the three psychological mediators predicted positively the self-determination rate, and at the same time this rate did also positively point out the importance given to physical education.

[es] El objetivo de este trabajo fue estudiar la relaci?n entre el clima motivacional percibido, los mediadores psicol?gicos, la motivaci?n autodeterminada y la importancia que el alumnado concede a la educaci?n f?sica, con una muestra compuesta por 669 alumnos de entre 14 y 17 a?os. Se midi? el clima motivacional, los mediadores psicol?gicos, la motivaci?n autodeterminada (SMS) y la importancia de la educaci?n f?sica. Tras un an?lisis factorial confirmatorio (CFA) y un an?lisis de ecuaciones estructurales, los resultados mostraron que la percepci?n de un clima que implicaba a la tarea predec?a positivamente la actuaci?n hacia la autonom?a, competencia y relaci?n con los dem?s, mientras que la percepci?n de un clima ego predec?a negativamente la actuaci?n hacia la competencia. Adem?s, los tres mediadores psicol?gicos predijeron positivamente la motivaci?n autodeterminada y, a su vez, ?sta predijo positivamente la importancia concedida a la educaci?n f?sica.
[en] The present article analyzes the relations between Marcelino Men?ndez y Pelayo and Miguel de Unamuno. It is focussed primarily on the influence exercised on Don Miguel by Men?ndez y Pelayo, whom Unamuno met during his university years in Madrid.

[es] El presente art?culo analiza las relaciones entre Marcelino Men?ndez y Pelayo y Miguel de Unamuno. Se centra fundamentalmente en las influencias ejercidas por Men?ndez y Pelayo en Don Miguel a quien conoci? en Madrid en sus a?os de estudiante Universitario.
[en] Compilation of general ecology, nesting and breeding of the Barn Swallow (Hirundo rustica) achieved through several field trips to Carabanchel and El Escorial (Madrid), Toro (Zamora), Burgos and many villages of Valladolid, between 1942 and the 10th of October of 1952.

[es] Recopilaci?n de observaciones sobre ecolog?a general, anidamiento y cr?a de la Golondrina com?n (Hirundo rustica), realizadas en numerosas salidas de campo a Carabanchel y El Escorial (Madrid), Toro (Zamora), Burgos y diferentes localidades de Valladolid, entre 1942 y el 10 de octubre de 1952.
[en] The Metropolitan Museum of Art, in New York, exhibits two bronze plaques which reproduce the iconography of the famous Spanish item known as 'Bronce Carriazo'. They are considered as lateral cheeks of a horse bridle bit cast by a West Phoenician workshop around the 7th century bc. They present some iconographic and, above all, technical differences with the Sevillian piece. These horse harness pieces represent the goddess qud?u 'a?tart, a winged warrior divinity linked to the Phoenician royalty. The two heads of birds at the upper edges seem to configure the bow and the stern of a solar boat (the sun itself is symbolized in a central rosette). It would be the solar ship that sails through a water sky, depicting the trip to the otherworld in the extreme West. These Hispanic-Phoenician bronzes are inspired by the oriental repertoires and they reflect the assumption of a mythical and religious ideology, strongly rooted in Orient, by the western Iberian aristocracies throughout the Early Iron Age.

[es] En el Metropolitan Museum of Art, New York, se conservan dos placas de bronce que reproducen la iconograf?a del c?lebre Bronce Carriazo. Se consideran camas laterales de un bocado de caballo elaborado por un taller fenicio occidental en torno al s. VII a. C., y presentan algunas diferencias iconogr?ficas y, sobre todo, t?cnicas, con la conocida pieza sevillana. Los bocados representan a la diosa qud?u 'a?tart, una divinidad alada guerrera vinculada a la realeza fenicia. Las dos cabezas de ?nades a ambos extremos parecen formar la proa y la popa de una barca solar, con el sol simbolizado en una roseta central, pues el barco solar realizaba el viaje al m?s all? en el extremo Occidente, navegando por un cielo de agua. Estas producciones de bronces hispano-fenicios, inspiradas en los repertorios orientales, reflejan la asunci?n por las aristocracias orientalizantes de la Pen?nsula Ib?rica de una ideolog?a y simbolog?a m?tica y religiosa de raigambre oriental en el Hierro Antiguo.
[en] Learning strategies of acquisition and retrieval skills. Communication is a poorly understood aspect, not to say that it is a territory unexplored. Known by students in teacher training, as establishing such strategies an how they are incorporating these everyday communication skills, be essential as an element of innovation education. The main objective of this research was to examine what strategies learning are in place when working the recovery and acquisition of skills in people with communication problems. The research was designed as a comparative prospective study with Random allocation of participants into two groups (experimental and control). As conclusions, we see that the experimental group participants increased acquisition of learning strategies and implementation of them. We see that a program that not only train the person making drills question-answer, but it also Search incentive own solutions to everyday problems has great beneficial effects, particularly in aspects of acquisition strategies learning and acquisition of new learning or memory of previous learning, the subject already possessed but not demonstrated or practice.

[es] Las estrategias de aprendizaje de la adquisici?n y recuperaci?n de las habilidades de comunicaci?n son un aspecto poco estudiado, por no decir que es un territorio todav?a sin explorar. Conocer por parte de los alumnos de Magisterio, c?mo se establecen esas estrategias y c?mo se van incorporando al uso cotidiano esas habilidades de comunicaci?n, se revela fundamental como elemento de innovaci?n educativa. El objetivo fundamental de esta investigaci?n era analizar qu? estrategias de aprendizaje se ponen en marcha cuando se trabaja la recuperaci?n y adquisici?n de habilidades de en personas con problemas de comunicaci?n. La investigaci?n se dise?a como un estudio prospectivo y comparativo, con distribuci?n aleatoria de los participantes en dos grupos (experimental y control). Como primeras conclusiones, vemos que en los participantes del grupo experimental se ha incrementado la adquisici?n de estrategias de aprendizaje y ejecuci?n de las mismas. Vemos que un programa en el que no s?lo se entrene a la persona en ejercicios repetitivos de formulaci?n de pregunta-respuesta, sino que adem?s se incentive la b?squeda propia de soluciones ante problemas cotidianos, tiene grandes efectos beneficiosos, sobre todo en aspectos de adquisici?n de estrategias de aprendizaje y la adquisici?n de nuevos aprendizajes o recuerdo de anteriores aprendizajes, que el sujeto ya, pose?a pero no demostraba o practicaba.
[en] Field trip to La Rubia, in the city of Valladolid, the 22nd of December of 1953 (this date could be wrong, being actually 1953), of which there was noted an observation of a Milvus milvus (Red Kite) by Luis Valverde G?mez, brother of the author.

[es] Salida de campo a La Rubia, en Valladolid capital, el 22 de diciembre de 1953 (este dato podr?a ester equivocado, siendo 1952), de la que se anot? la observaci?n de un Milvus milvus (Milano real) por Luis Valverde G?mez, hermano del autor.
[en] This paper proposes an update of the classical principles of public service, from its original understanding and its importance for local governments. Equality, continuity and regularity in its provision should be adapted to the present circumstances, in accordance with the technological progress clause. So, classical local services (transport, street lighting, sports or social assistance) could became innovative.

[es] Este art?culo propone una actualizaci?n de los principios cl?sicos del servicio p?blico, desde su comprensi?n originaria y su importancia para los entes locales. La igualdad, continuidad y regularidad en su provisi?n deber?an adaptarse a las circunstancias presentes, de acuerdo con la cl?usula de progreso tecnol?gico. As?, prestaciones municipales cl?sicas (transporte, iluminaci?n o servicios sociales y deportivos) podr?an replantearse en clave de innovaci?n.
[en] This article considera the nature of Peruvian Criminal Law given the political realities of the country in the aftermath of the regime of Alberto Fujimori; it describes the situation of the penal system highlighting the most critica] problems of the country in this area. It poses the need to undertake reform of the normative framework and of the penal system, starting from a series of proposals which incorporate principies of proportionality and of resocialization.

[es] En este art?culo se reflexiona sobre el contenido del Derecho penal peruano a la luz de la realidad pol?tica del pa?s tras el r?gimen de Alberto Fujimori; se describe la situaci?n de su sistema penitenciario y se se?alan los problemas m?s cr?ticos en esta materia. Se plantea la necesidad de abordar la reforma del marco normativo y del sistema penitenciario, a partir de una serie de propuestas que contemplen el principio de proporcionalidad y la resocializaci?n.
[en] The article reveals the existence, in Spanish, of a hitherto unnoticed lexical unit, servitor; presents all the scarce documentation found on it; comments on it; and attempts to establish its Italian origin and functional category. Finally, it compares it with a French word, serviteur, which offers several common features.

[es] El art?culo revela la existencia, en espa?ol, de una unidad l?xica hasta ahora inadvertida, servitor; presenta toda la escasa documentaci?n encontrada de ella; la comenta; y trata de establecer su origen italiano y su categor?a funcional. Finalmente, la coteja con una palabra francesa, serviteur, que ofrece varios rasgos comunes.
[en] In synchronized swimming, highly competitive trainings arts and sports elements converge. We wonder how scaffoldings and affordances contribute to the stabilization of cognitive resources among the trainer and swimmers of the Spanish Olympic synchronized swimming team. We dwell on what is taken as cognitive resources and the role of scaffolding and affordances. We analyze communication patterns and examine the work process leading to synchronized swimming. We propose a cognitive ethnography on training, an innovative method that explains the patterns of activity of local interactions among participants in sports. We applied ELAN program and incorporated Jeffersonian transcriptions that come from conversational analysis method. Results show how the training process involves interaction in an environment that includes social agents, material resources and conceptual models that feed each other.

[es] En el entrenamiento de nataci?n sincronizada confluyen elementos art?sticos y deportivos de alta competitividad. Nos preguntamos c?mo contribuyen los andamiajes y affordances a la estabilizaci?n de los recursos cognitivos de la entrenadora y de las nadadoras del equipo ol?mpico espa?ol de nataci?n sincronizada. Vamos a detenernos en qu? se entiende por recursos cognitivos y en los posibles sentidos de andamiaje y affordance. Y examinamos las pautas comunicativas y el proceso de trabajo que da lugar al entrenamiento de nataci?n sincronizada. Proponemos una etnograf?a cognitiva de los entrenamientos, un m?todo innovador que sistematiza los patrones de actividad de las interacciones locales entre los participantes de la formaci?n deportiva. Hemos utilizado el programa ELAN e incorporado las t?cnicas de descripci?n jeffersonianas que provienen del m?todo de an?lisis conversacional. Los resultados muestran c?mo el proceso de entrenamiento implica la interacci?n en un entorno que incluye otros agentes sociales, recursos materiales y modelos conceptuales que se retroalimentan.
[en] This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Ranci?re. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco "Bifo" Berardi's analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler's conception of 'grievability'. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.

[es] Este art?culo explorar? una tradici?n sofista de pensamiento educativo, que se ocupa del mundo y no de una esfera de ideas distinta del mundo, y sugerir? algunas distinciones y conceptos centrales que se derivan de dicha tradici?n en la actualidad. Las distinciones que se discuten son entre: crianza, escolarizaci?n y educaci?n; principio de educaci?n aristocr?tico versus democr?tico; concepci?n aristocr?tica versus democr?tica de la naturaleza; y cultura como est?tica versus cultura como praxis. La igualdad se destaca en el documento como un concepto central para la democracia y la educaci?n, y se discute a trav?s de Jacques Ranci?re. Las distinciones establecidas tambi?n dejar?n claro lo que est? en juego si consideramos el pensamiento educativo como condici?n para la democracia y para una vida digna para todos. El contraste entre el principio aristocr?tico y el principio democr?tico de la educaci?n se centrar? en las concepciones de violencia y no-violencia, de acuerdo con los an?lisis de Judith Butler y Franco "Bifo" Berardi. En un p?rrafo final, el documento analiza c?mo se desarrolla la igualdad en relaci?n con la ense?anza, y la discusi?n se ampl?a explorando la concepci?n de Judith Butler de "grievability". El art?culo concluye sugiriendo que la educaci?n es el potencial ?tico-pol?tico de un nuevo comienzo dentro del actual orden de cosas y, por tanto, es la praxis misma del cambio, siendo as? tambi?n lo que hace posible la paideia en primer lugar.
[en] In the meta-analytical literature about science education (didactics of science) two different theoretical positions are currently propounded: one considers science education as a branch of another discipline (generally: pedagogy, psychology or even the natural sciences); the other considers it an interdisciplinary field of application. In this paper we discuss such positions and present a model of science education as an autonomous discipline, which is based on various epistemological and historical considerations. We also review the evolution of science education as a discipline through the fifty years of its history; we consider five different stages in this evolution.

[es] En la literatura epistemol?gica acerca de la did?ctica de las ciencias se encuentran actualmente dos posiciones te?ricas muy difundidas: considerar la did?ctica como una rama de otra disciplina (generalmente: la pedagog?a, la psicolog?a o las propias ciencias naturales), o hablar de ella como de un campo interdisciplinar de aplicaci?n. En este trabajo se discuten estos dos modelos conceptuales de did?ctica de las ciencias y se plantea la cuesti?n de considerarla una disciplina aut?noma; para ello, el trabajo se apoya en diversas consideraciones epistemol?gicas e hist?ricas. Tambi?n se revisa ampliamente la evoluci?n de la disciplina en sus cincuenta a?os de historia, distingui?ndose en ella cinco etapas.
[en] Letters by Am?rico Castro (Cantagallo, Brazil) to Unamuno, written since 1914. All the letters and articles that are reproduced are kept at the Archives of the ,Casa-Museo Unamuno? in Salamanca.

[es] Cartas de Am?rico Castro (Cantagallo, Brasil) a Unamuno, escritas desde 1914. Todas las cartas y art?culos que se reproducen se conservan en el Archivo de la Casa-Museo Unamuno de Salamanca.
[en] In the life of the Argentine poet Juan Gelman (1930), the traumatic experience of exile informs not only an important part of his production, the one that falls between 1975 and 1988, but also, and fundamentaly, it establishes the displacement to areas of significance in which language is also ?the rejected?, the ?empty-passion?, ?the sign of an absence that does not finish writing itself?, in his own words. From this, one discovers the importance of his encounter with Spanish mystical poetry, to the extent that the mystic is estranged from God (Citations and Comentaries, 1982) and with Sephardic poetry (Dibaxu, 1994), ?as if the extreme solitude of exile compelled me to search for roots in language, the deepest and most estranged from language?.

[es] En el poeta argentino Juan Gelman (1930), la traum?tica experiencia del exilio no viene a conformar s?lo una parte importante de su producci?n, la comprendida entre 1975 y 1988, sino que adem?s, y fundamentalmente, establece el desplazamiento hacia zonas de sentido en las que el lenguaje es tambi?n ?el expulsado?, el ?vac?o-pasi?n?, ?la marca de una ausencia que no cesa de no escribirse?, en sus propios t?rminos. De ah? que resulte tan relevante su encuentro con la poes?a m?stica espa?ola, en la medida en que el m?stico es un exiliado de Dios (Citas y Comentarios, 1982), y con la poes?a sefard? (Dibaxu, 1994), ?como si la soledad extrema del exilio me empujara a buscar ra?ces en la lengua, las m?s profundas y exiliadas de la lengua?.