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In this article we study the particularities of editorial practice in contexts of confinement in Argentina through the systematization and analysis of five publications, already published or in the process of being published, which were formulated within the framework of pedagogical-political practices carried on by the Prisons Extension Program of the Philosophy and Literature Faculty of the University of Buenos Aires. These five cases will be addressed in order to observe what meanings guide the editorial processes through the marks imprinted on them by the specificity of the writing that summons them and the territory to which they belong. Publishing in the context of a pedagogical project developed by the university configures collective territories where writing and publications can display and carry plural voices, which are strengthened in that plurality forged in the heat of individual and collective subjectivation processes made possible by education and writing. Editorial practice is inseparably intertwined with actions aimed at defending rights, narrating lived experiences and building a collective history which are part of the desires and expectations regarding publication. [ABSTRACT FROM AUTHOR]

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In the digital age the ways of reading have experienced transformations that alter traditional dynamics and coordinates of space and time. For more than five hundred years the written language- printed and linear- has been characteristically at the epicenter of knowledge, leaving in a subordinate position other ways of acquiring knowledge. This paper describes the characteristics of digital reading, that establishes a first step toward a grammar of digital reading. Further, those characteristics are defined through cognitive, haptics and hipertextual issues. This paper emphasizes how screen reading does not aspire to compete with traditional reading because the past and present can be conjugated in new forms of cultural hybridizations. It also outlines an overview of the role of reading in the transmedia narrative. Understanding the aspects that interest the nature of digital reading is one of the ways to move forward with critical knowledge in virtual scenarios that offer us new possibilities of creation and access to knowledge. [ABSTRACT FROM AUTHOR]

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This paper is product of a hermeneutic-documentary exploration, which aims to specify the work of the university and university teaching in the current context. To achieve this end, the historical-conceptual origins of the university are indicated, marked by ecclesiastical influences, but which, with their development, gave space to increasingly broader knowledge, gaining the legitimacy of society, manifesting an autonomous structure, independent of the power of the State, the church and private enterprise. However, in recent times, the constraints of global society have distanced the university from its relationship with the community, locating it in utilitarian dimensions, for which it is required to rescue its primary sense, of a university focused on the progress of science and in the resolution of social conflicts. However, this is only possible to achieve with effective university teaching, challenging, promoting critical thinking, democratic and committed to citizen education. [ABSTRACT FROM AUTHOR]

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