Search

In the context of advanced technology, increased knowledge, complex problems, and global issues, topics related to science and education need to be reimagined and deconstructed. All the proposed pedagogies developed throughout history need to be assessed to figure out which one would be the most suitable according to the current times. Although all of them offered some advantages and worked in their respective sociohistorical contexts, a theorical and pragmatic view should be used to get the best of those pedagogies. Polymathic pedagogy is the proposed way of teaching and learning, where the main educational actors (students-teachers) work together around a systemic paradigm, grounded in the ideal of the unity of knowledge, in which disciplinary, interdisciplinary, multidisciplinary and transdisciplinary approaches draw different theoretical and practical perspectives on the learning-teaching process that influences the biological, psychological, and social aspects of the individual, including the environment. An integrative and holistic approach of all the systems does not mean that the individual needs to acquire and accumulate merely information. Instead, it is a pragmatic way of choosing the appropriate knowledge and applying it in an adequate context.

El mucílago de nopal contiene polisacáridos que pueden influir en la actividad enzimática del suelo. Se emplearon dos suelos, arenoso (63%) y arcilloso (67%), donde se probaron tres dosis de mucílago de nopal; T80 20, T40-60, T10-90 (porcentaje de mucílago-agua), más el testigo solo con agua. Los tratamientos se colocaron en una cámara de ambiente controlado a 25 ºC y humedad de 40%. Se tomaron muestras a los 7, 14 y 21 días, después de aplicado el mucílago. Se valoró la actividad de las enzimas: amilasa, celulasa, lipasa e invertasa, que participan en el ciclo del carbono para saber como afecta el mucílago de nopal en ellas. A los 21 días en el suelo arcilloso, con el tratamiento T80-20 hubo mayor actividad de: amilasa (91 mg de azúcares reductores 10 g 1 de materia seca 24 h-1), lipasa (133.33 nM de 4 metil umbeliferona g 1 de materia seca 24 h-1) e invertasa (5.53 mg de glucosa 10 g-1 de materia seca 24 h-1), y la celulasa en el T40-60 presentó la mayor actividad (72.66 µg de glucosa g-1 de materia seca 24 h 1). En el suelo arenoso a los 21 días, el T80-20 fue el que presentó mayor actividad lipasa (60.66 nM de 4 metil umbeliferona g-1 de materia seca 24 h-1), el T40 60: invertasa (1.86 mg de glucosa 10 g-1 de materia seca 24 h-1) y celulasa (33.66 µg de glucosa g 1de materia seca 24 h-1), y el T10-90 amilasa (43.66 mg de azúcares reductores 10 g-1 de materia seca 24 h-1). El mucílago de nopal incrementó la actividad enzimática (amilasa, celulasa, lipasa e invertasa) en los dos tipos de suelo.

I am exploring in this essay the relation in Argentinian poet Juan L. Ortiz’s poetry,between the poetic experience and the zen philosophy of enlightenment orsatori. Through the contemplation of the landscape in his everyday fatherland,Juan L. Ortiz reaches consciousness in which he perceives the wonder of onebeing one with everything. Renouncement of one’s self, attention to the smallestof things, acceptance of the void as basis of our existence, take him to seelove as the only answer to recover harmony.Ortiz’s poetry gives then the possibility to enter, through language, to thatharmony he so aspires. An important axis in this essay is to present how Ortiz’slanguage succeeds to configure within itself that experience, how he builds up a language which he himself denominated “transparent”, and how this languagecontains within itself the harmony of becoming.

En este artículo se pretende presentar el pensamiento de Pierre Bourdieu y Jean-Claude Passeron, quienes han contribuido grandemente al estudio de las relaciones entre la cultura y los sistemas de enseñanza en Francia, y cuyos trabajos presentan en esta área un enfoque nuevo y de alto valor como análisis sociológico.