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Issue 106 of the Utopía y Praxis Latinoamericana magazine highlights the importance of critical and multidisciplinary approaches in the social sciences. It mentions the reconfiguration of identities and inclusive education as fundamental concepts. It also emphasizes the importance of interculturality in education to face the challenges of the 21st century. The text mentions two articles on identity reconfiguration in migratory processes and the use of the concept of violence in Colombia's recent history. Additionally, it analyzes the relationship between honor in Arab families and Jewish ethics, examines the integration of alterity and self-care in the Preventive System of Don Bosco, provides a methodological introduction to the study of Latin American Marxism, and analyzes the memory policy of cinema in Venezuela in relation to oil. The closing section presents three book reviews that offer a critical and innovative view of the social sciences and psychopathology. [Extracted from the article]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ética y Cine Journal is the property of Etica y Cine Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Terra: Revista de Desarrollo Local is the property of Terra: Revista de Desarrollo Local and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

From a decolonial perspective, and taking Latin America as its case study, this article discusses southern criminology --a body of work that has consolidated in the region and other Global South countries, and that aims at explaining crime and violence, together with the social control responses they elicit, as part of the colonial matrix of power. The article claims that southern criminology has the potential to contribute to the discussion of crime, violence, and social control in Latin America in at least two aspects: first, it may provide an incisive analysis of the relations between different forms of violence and subordination, on the one hand, and the punitive and exclusive responses of Latin American political regimes to these phenomena, on the other. Second, it may contribute a suggestive explanation of how the forms of social control that have emerged in different countries of the region since their birth as independent republics are closely linked to the construction of political, economic, and social orders that are part of the colonial matrix of power. [ABSTRACT FROM AUTHOR]

This article exposes the need to decolonize and transdiciplinar ethnography, the main objective of the research is to propose a strong transdiscipline and decolonization from the intercultural paradigm as ethical components to redesign new ethnographic approaches, and to promote epistemic and cognitive justice in the social sciences. The methodological process included an exhaustive documentary review, through a database in web pages and academic and scientific search engines. A proposal for participation in the construction of knowledge with the other through encounter, understanding epistemic diversity, and embracing complexity is proposed. Being aware of the thought processes, promoting a new type of collective consciousness; allowing the development of heterodox and critical epistemes. Recognizing at the same level of validity the information and knowledge of western social sciences and indigenous cognition and episteme, and in general all human epistemology. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The evolving media ecosystem underscores the pressing need for media literacy within the population. Numerous academic research initiatives typically focus on competencies such as mobile device management and the identification of fake news on social networks, among others. This paper seeks to uncover how academic research tackles advertising literacy, a facet of media literacy that promotes the development of critical consumers. Advertising literacy is increasingly recognised as a crucial competency in today's world, given the ubiquity of advertising messages and their potential to influence purchasing decisions, worldviews, and cultural perceptions. A systematic review was conducted, drawing on both quantitative and qualitative methodologies, of articles on the topic published in Social Science academic journals indexed in Scopus. Significant findings suggest that advertising literacy has been a subject of analysis for over three decades, and that journals publishing on this topic, along with the affiliations of authors, are predominantly based in Europe and the United States. Additionally, it was observed that applied research, especially surveys and experiments, has superseded theoretical research in the analysis of this subject. The studies practical implications, alongside their theoretical contributions, are noteworthy. The conclusion drawn suggests that advertising literacy is a research area with substantial growth potential, warranting the attention of the educational and media industries. [ABSTRACT FROM AUTHOR]

The link between university, school and society is a topic of enormous value for higher education institutions in charge of teacher training for primary and secondary school. Based on this premise, the objective of this article is to analyze the incidence of the didactic strategies implemented in the different subjects of the Social Sciences program at UNAN-Managua, to articulate the formative management of the university with the school environment and the different social spaces, in addition, it highlights how the curricular conditions and the institutional operational strategies favor the link between university, school and society, and its impact on the three training profiles of the program: teaching, research and social promotion. The methodology used is based on the interpretative paradigm, qualitative approach and the application of a questionnaire with open and closed questions, also, methodologically, a validation and piloting process was carried out, and later its application to 60 participants of the study. In conclusion, it can be said that the link between University, School and Society, in teacher training, ensures the formation of relevant professionals for the different fields of action stated in the career curriculum. [ABSTRACT FROM AUTHOR]

Introduction: Didactic outings have a wide educational potential, as they allow us to connect learning with the environment and get closer to our heritage to know and value it. Likewise, they promote the acquisition of social and civic skills, essential for the comprehensive development of people. Taking into account the above, the objective of this research is to analyze the use of didactic outings in the Primary Education stage to teach and learn social and cultural knowledge. Method: To this end, an ethnographic investigation has been designed, focused on a case study, which involves a qualitative methodological approach. The sample was made up of 22 students (n=22) from the third year of primary school and a teacher. The collection of information was carried out through an interview directed at the teacher and the use of observation rubrics to understand the students’ perspective. Along with this, a content analysis of the Center’s Educational Plan has also been carried out. Results: The results show a lack of teacher training to face the design of didactic outings that integrate the social and the heritage, as well as lack of knowledge, on the part of the students, of essential elements of our local heritage. Conclusions: Consequently, the importance of continuing to improve the initial and continuing training of teachers is highlighted so that the teaching of social sciences is based, to a greater extent, on active learning methods that contemplate the use of outings and itineraries and the exploration of the environment. [ABSTRACT FROM AUTHOR]

Introduction: The use of active learning methodologies, such as the Flipped Classroom, is being applied more and more frequently in various areas of knowledge, obtaining good results. In the teaching of Social Sciences, these methodologies can help to combat the demotivation sometimes experienced by students. This paper presents and analyzes a didactic intervention for the implementation of the Flipped Classroom in Primary Education, to teach Social Sciences. Method: The didactic intervention designed has consisted of the creation of seven videos to develop the didactic unit “Revolution and restoration”” to develop this subject through the Flipped Classroom methodology. The intervention was carried out on a sample of 76 students, divided into three groups/classes. To analyse the results of the intervention, academic results, participation in the activities and the students’ evaluation of the intervention were taken into account. Results: The results obtained show an improvement in the academic performance of the students, who obtain an average of 1 point in their classifications, compared to the didactic units in which the methodology is not applied. It also shows an increase in motivation and a greater and better use of ICT tools. Conclusions: The analysis carried out allows us to conclude that the application of this methodology generates an impact of improved academic results, and in turn, encourages motivation and creativity in the students participating in the intervention, turning the learning of this subject into a more dynamic and motivating process. [ABSTRACT FROM AUTHOR]

Copyright of Universitas, Revista de Ciencias Sociales y Humanas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this paper is to analyze the implications for the social sciences of online crimes, specifically fraud and pedophilia in Ecuador. The methodology used is justified in the conception of systematized reviews, using the analytical framework of systematized reviews in Human and Social Sciences. Databases such as Google Scholar, SCOPUS, Web of Science (WOS), Scientific Electronic Library Online (Scielo), among others, were used. The conclusions point to the need to increase research on these crimes from the social sciences, the application of the phenomenological approach, the investigation of myths and beliefs about these phenomena, the promotion of public policies and the promotion of interdisciplinarity with other behavioral sciences. [ABSTRACT FROM AUTHOR]

The rural area of Ciudad Bolivar is a territory that has developed on the outskirts of the city. Far from sharing the same cultural values as the city of Bogotá, its social dynamics are more closely related to peasant traditions and customs. Initially, this article explores the different connections established between two territories founded in the same space but, at the same time, responding to different ways of constructing their own identity and culture. In a second phase, a methodology is proposed to explore the conditions of oblivion and how these have given rise to different forms of memory representation. In conclusion, a proposal is presented whereby the various forms of memory found in this territory generate an instrument of representation derived from the different specificities that shape this community. In this case, the article describes a path which attempts to restore the value to a form of memory that has endured the various onslaughts of oblivion. [ABSTRACT FROM AUTHOR]

In this interview, Roberto Manero Brito presents the developments of institutional analysis in Latin America, particularly its connection with the Argentine group dynamic trend. Instituting, self-management, and general assembly, among other mobilizing myths, took on a unique form in this continent through the intersection of psychoanalysis, group work, and the desire for social change. Manero notes that institutional analysis in Latin America has been guided more by a logic of mestizaje than by an illusion of theoretical-technical purity. To integrate this perspective into the realm of education in social sciences, the field needs to be prioritized, the research assignments questioned, and a specific relationship between social knowledge and specialized knowledge established, centered on listening and a transition from empathy to sympathy. Questioning academic structures and building a sense of community around research and intervention issues are key elements for this transition. The final part of the interview focuses on the promotional orientation of social psychology, specifically the commitment to the collective construction of knowledge and the creation of new social meanings. [ABSTRACT FROM AUTHOR]

The present work constitutes a critical review of the geographical capabilities and content proposed in the study programs and books of the discipline of History and Geography at the secondary level in Paraguay based on the reform at this level. For this purpose, a documentary analysis of the prescriptions issued by the Ministry of Education and Sciences (MEC) and their contrast with official school manuals has been used using the manualistics method. In general, it was found that the majority of the proposed topics are conducive to the development of the capabilities and competencies of the discipline established as objectives, despite the apparent tension between physical geography, more traditional and increasingly out of use, and human geography, apparently more in line with current needs. [ABSTRACT FROM AUTHOR]

The article examines the contribution of research and development to teacher professional development. To do so, it presents the result of a close collaboration between researchers and primary school teachers aiming to design an innovative didactic tool for teaching humanities and social sciences in the 3rd year of primary school in Quebec, Canada. This tool combines the socio-spatial analysis recommended by the primary curriculum for teaching humanities and social sciences with the creation, interpretation, and appreciation of artistic works recommended for music education. Carried out in three distinct and interconnected stages: socio-spatial analysis of the three societies studied in the 3rd year of primary school; design of an album composed of nine songs highlighting the characteristics of the three societies; and experimentation of the tool in the classroom aiming to identify its advantages and limitations for the teaching and learning of humanities and social sciences. This close collaboration represented a significant contribution to transforming the relationships that teachers have with disciplinary school knowledge, professional knowledge, and teaching practice. In this sense, it is important to recognize that both the joint design of the didactic tool at the heart of this research and development, as well as the experimentation of the tool in the classroom and its dissemination, have provided substantial support for teachers in their professional development process. [ABSTRACT FROM AUTHOR]

The teaching of research methods in higher education has gained great importance in the last decades, but we still know little about different teaching methods and their meaning for students. Although there is a burgeoning literature on research methods training, there are still few contributions that salvage the experiences and meanings associated with research practices. This article examines the meanings and experiences of research training among students of social sciences careers based on their participation in a research observatory at a university in Santiago, Chile. Using the technique of thematic content analysis, six individual interviews and one focus group were analyzed in which the meanings associated with research, their formative experience in research methodologies, as well as the meanings associated with research after their participation in different activities of the observatory were analyzed. Among the main findings, the meanings assigned to research as an input for social transformation or decision making stand out. In addition, the importance of insertion in early research practices and the experience of participation in the observatory as a space for creative ways in research activity. [ABSTRACT FROM AUTHOR]

The segmentation of different knowledge areas in teacher training often has a demotivating effect which generates unfavourable emotions for their learning. An interdisciplinary approach from different didactics can favour interest and improve affective variables such as emotions, self-efficacy, and attitudes related to future teaching performance. This article presents the emotional analysis of an interdisciplinary experience carried out with students in the second year of a Primary Education Degree, consisting of a didactic visit to an archaeological museum and the performance of scientific activities with history as a pretext. Teachers in initial training expressed positive and activating emotions, mainly curiosity and surprise, while negative emotions hardly appeared Affective differences were explored according to gender and academic background. Correlations were found between emotions and learning, motivation, and didactics. [ABSTRACT FROM AUTHOR]

The widespread use of ICTs converges in today's schools with the commitment to competencybased learning. In the social sciences, this innovative approach materialises in the concept of historical thinking, as well as through the skills of historical comprehension. This paper seeks to integrate both elements in a research with high school students in which, using a didactic proposal where ICT constitutes the principal axis, the levels of historical thinking acquired are evaluated. The results show that an adequate use of these tools favours the approach of complex historical problems and corroborate that students who are familiar with their use are better prepared to do so. Although there are still difficulties in the competent learning of History, the results of the International Baccalaureate students stand out, confirming that the knowledge necessary for the formation of historical thinking consist of cognitive skills that students can acquire. [ABSTRACT FROM AUTHOR]

This paper compares publication practices among social scientists from northeastern Mexico who were trained within the country or abroad. It focus critically on late regional scientific development (2000-2020) under the influence of a national academic evaluation scheme strongly aligned to the global publication system. A quantitative analysis was carried out on a selection of self-reported scientific production by a sample of researchers. It was found that both profiles have assimilated the hegemonic publication criteria. Also, that those trained abroad generally have better performances (some linked to their social capital). But, nonetheless, regional collaborations that could contribute to a sustainable local scientific practice are moderately more frequent in locally trained researchers. [ABSTRACT FROM AUTHOR]

Social Sciences have been interested in biographical studies since the 1920s. However, this way of observing and analyzing social phenomena was displaced, between the World War II and the 1980s, from the methodological scene. According to Daniel Bertaux, the oblivion in which the biographical method fell in that period is attributable to a double imperialism: the one of the structural-functionalism and the one of survey research. During the 1980s there was a new appearance of the biographical method within the social sciences that progressively derived in the consolidation of an academic field in which take part multiple disciplines (history, sociology, anthropology, literary studies, among others). The biographical studies field is characterized for the existence and, in the last years, proliferation of empirical research that relate theoretical elements that belong to different fields of knowledge. In this article, I present some reflections on the use of the biographical method within the social sciences. First of all, I make a brief historical review of the method origins, its disappearance from the methodological scene, its resurgence and, finally, its actual relevance. Then, I mention the main biographical research styles, according to the typology made by Ernesto Meccia (2019a). In third place, I highlight the differences between two terms that, within the biographical method field, are used frequently as synonyms: life history and life story. After that, I reflect on the truth status of the testimonies. In general terms, I conceive testimonies as tools for identity (re) construction and not only as factual accounts limited to an informative function. Then, I specify the way in which life stories assume a certain plot, an arrangement that is given by the biographical events or turning points. Finally, I show how life stories can express different social issues and problems that go beyond the biography itself. [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]

Copyright of Historia Contemporanea is the property of Historia Contemporania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría y Praxis is the property of Editorial Universidad Don Bosco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Razón Crítica is the property of La Fundacion Universidad de Bogota Jorge Tadeo Lozano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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