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Research on the teaching of writing at postgraduate level values written feedback (WF) in this process. In order to understand this practice, we conducted a state of the art study to identify conceptualisations, categorisations, perceptions and textual and scriptural changes based on WF in communications in the field of Social and Human Sciences. Among the results, WF is conceived as an interactive practice, developed in diverse pedagogical-didactic contexts and conditioned by different factors. In addition, classifications of WF are identified, oriented towards different aspects involved in research writing. In terms of perceptions, the participants emphasise the formative nature of the practice. Finally, we found little research aimed at documenting the textual and scriptural changes resulting from WF. We conclude that research into this practice can contribute to the design of devices aimed at improving the teaching of writing at postgraduate level. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyze the integration of qualitative-quantitative and quantitative-qualitative approaches in the methodological strategy. The study constitutes a theoretical nature essay, with a descriptive scope, which identifies the main categories used when referring to integration in the methodological strategy. To achieve this, an integrated analysis is carried out, establishing similarities and differences among each of these categories, to conclude with a proposal that identifies the potential of this type of approach in geographical studies. The complexity of the object of study in social sciences (affected by postmodern logics and linked to globalization) challenges the researcher to seek new flexible alternatives, but at the same time rigorous ones, that allow him to capture the essence of the reality under study. The article highlights the importance of incorporating combined approaches that enables a better understanding of the object of study, from a comprehensive viewpoint. Regarding the research techniques, the study applies a documentary analysis that articulates the systematization and analysis of reference studies in the area, which allowed developing a state of the question reconciling approaches from different fields of social sciences. [ABSTRACT FROM AUTHOR]

The path traveled so far has been to provide a tight and updated formulation of the renowned "axiological neutrality" principle in science and to examine a limited inventory of criticisms that allows us to clear the road in order to approach a relatively detailed analysis of the various idiosyncratic peculiarities that these discussions adopt within the social sciences. In any case, and with regard to this first part, our purpose has not been to show that all scientific theory is "value-laden" in the same way and with the same incidence. But in this second part, we do intend to show that in social theorizations, social and moral values are not only, in general, indistinguishable from epistemic values, but they normatively conform their object and dispose the subject to relate under a certain modality with that object; in other words, it "constructs" its object and the subject's respective positions in terms of approval, rejection, or other intermediate valuations. [ABSTRACT FROM AUTHOR]

The objective of this article is to describe the process of transferring the Psychological Wellbeing Information and Monitoring System (hereinafter SIS-BP) in secondary schools in Tarapacá, northern Chile. First, theoretical and contextual background on psychological well-being in education and on transfer in the Chilean school context are exposed. Second, following the Bozeman transfer model, the SIS-BP transfer process carried out with the schools is described. At the end, we reflect on the implications of the transfer from the social sciences to the educational context based on SIS-BP experience. [ABSTRACT FROM AUTHOR]

A thesis can be an act of imagination. But, in many cases, the imagination ends up retracted under the structures and forms to which we suppose academic production should submit. In this text I share some creative incitements to awaken the imagination in the thesis production process. For that, I recover reflections around the procedures of aesthetic creation. The proposal aims to create research more concerned with curiosity -personal, political, epistemic and/or social-than with disciplinary demands. The article is structured around four assumptions: a) apparitions or generative images emerge in the fieldwork, b) writing allows us to reflect on these images, c) if they are approached collaboratively, these reflections enrich the conceptualization process, and d) the bad combinations -unexpected relationships between the field material-allow us to go deeper into the problem. [ABSTRACT FROM AUTHOR]

The writing of the postgraduate dissertation implies for the candidates a process of gradual incorporation as valid interlocutors within their disciplinary academic field. In this context, the writing of the thesis project constitutes a relevant experience for novice researchers. This article analyses, from an autoethnographic perspective, our experiences as doctoral students in Social and Human Sciences based on the writing of each other's thesis projects. To achieve this goal, we created two autobiographical narrative records that were analyzed based on the ideas of academic literacy, intellectual affiliation and agency. The research findings indicate that the formal and institutional logics, the interaction with experts and the preparation of successive drafts have significantly conditioned the writing of our thesis projects and the construction of our identity as beginning researchers. [ABSTRACT FROM AUTHOR]

Public policies in teacher training devoted to digital inclusion have become relevant in the context of sociotechnical transformations and situations related to connectivity and the use of digital media in education since the lockdown for Covid-19. In this scenario, it is essential to look into past experiences which took place during the development of the most important national program: Conectar Igualdad, in order to reflect upon and plan future formative policies. From the findings of a broader research which centered on public policies of teacher training with digital inclusion and the case of the Escuelas de Innovación program (2011-2015), this work analyzes the paths of the training team in the Social Sciences area from the voices of its members and those of the teachers participating in such training. [ABSTRACT FROM AUTHOR]

In these pages there are some of the results of a research carried out with the third-year students of the Primary Education Bachelor Degree of the subject of Didactics of Social Sciences, of the University of Córdoba, during the academic year 2019/2020. The aim is to know the perception of future teachers about the value of the Archaeological Museum as a didactic resource. In our opinion, it is a useful tool for understanding the closest environment and for learning the historical processes, establishing a dialogue between the particular and the general, the specific and the abstract, and local with global phenomena. Likewise, attention was paid to the teaching of heritage, an element that directly interrelates the environment and the life of our students. All this with the intention of optimizing the quality of the teaching-learning processes of the Social Sciences. [ABSTRACT FROM AUTHOR]

In this paper we will be analyzing, from social studies with a gender perspective, two court decisions about violence against women that were recently made in Neuquén, Argentina. The guiding purpose of this paper is to highlight the tensions -between tensions and resistancesthat exist in the institutions and between the public sector (Court) and private sector (Lawyers) when interacting as agents of justice, in judicialized cases where the victims are women. [ABSTRACT FROM AUTHOR]

The proposal of this article is to analyze the positioning of cultural studies in Latin America as a theory of knowledge and the assessment of its critical power from current authors. Weak theories, or of minimal commitment to the epistemological and a conciliatory attitude with the dominant power in the ideological, versus strong theories, those in which the critical power and the epistemological demand persists, is the dichotomy that crosses the discussions on the matter and proposes the Argentine researcher Roberto Follari. In this way, from a comprensive perspective of various texts, we focus on the problem that involves what we call a "literaturization" of the social sciences. [ABSTRACT FROM AUTHOR]

The general problem that guides the work is related to the use of Information Technology and Educational Communication (TICE) that teachers do in Social Sciences classes in primary schools. The methodology used was to make a cut of the reality, to focus on three different moments of a didactic situation. First of all, an interview with the teacher focused on the planning of the didactic sequence to be implemented, a second moment of observation and recording of the didactic activity through the videocopy technique, and for the last time a self-confrontation interview. The analysis aims to show, in a general way, how teachers in social science classes make use of the Digital Mobile Classrooms (ADM). [ABSTRACT FROM AUTHOR]

This paper aims to point out the relevance of Psychoanalysis for an emancipatory interpretation of Nietzsche's work. Our hypothesis is that a Freudian interpretation of Nietzsche -more or less explicit in Freud's thought- made possible a critical use of his work. That interpretation allows us to remove the Nietzsche's aristocratic, slave, political program, without discarding his most relevant contributions. In addition, it allowed us to revalue topics that had been unjustly relegated from a perspective that favored the economy among other human dimensions. For various epistemological, moral and political reasons, the fertile convergence of Marxism and Psychoanalysis overshadowed the relationships between Nietzsche and Freud, both of them critics of religion and morality. A wide range of problems of social theory can be redefined -and not only improved- under their perspective. In this paper we propose to interpret key aspects of Nietzsche's genealogy of moral through the Freudian understanding of resentment and of neurosis of civilization. [ABSTRACT FROM AUTHOR]

To focus on the curricular structures means that the importance of a change within this structure in a new high education is justified. The most relevant arguments and debates as regards the quest for an integrated curriculum and/or an interdisciplinary curriculum are exposed; historical precedents about the attempts to transform higher education within the last decades are presented; as well, a survey was previously conducted on the ways in which each jurisdiction modified the curricular structure of high school's basic cycle of education with special attention on the methods of inclusion of the social sciences. Finally, the questions that guided the investigation project's field of work are presented. [ABSTRACT FROM AUTHOR]

The Yearbook of the Faculty of Humanities has published a new issue that includes articles, reviews, essays, interviews, and extension and research projects. The presented works address diverse topics related to education, from the local to a broader scale, and explore innovative experiences at different educational levels. Additionally, sensitive and personal analyses of the COVID-19 pandemic, academic and literary texts, and the importance of opening doors to other voices and textual genres are highlighted. Readers are invited to read, share, and comment on this new issue. [Extracted from the article]

El artículo presenta información sobre una tesis doctoral escrito por Walter Giribuela, doctorado en ciencias sociales y humanas, que se centra en la vida de los hombres homosexuales en la vejez.