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In this work we reflect on the process of creating and producing podcasts of a group of indigenous women from the province of Salta, Argentina. To do this, we reflect on the ways in which we designed a series of episodes that interweave popular communication practices with political organization processes. Firstly, we present the theoretical-methodological approaches. Then, we reconstruct the content construction process around the themes and problems that go through the lives of women, aimed at making visible realities that aim to expand and democratize their rights. In closing, we reflect on the practices that the podcasts covered, expanding the presence of women in the public space. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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 Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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 purpose of this paper is to carry out a pilot studio on the functioning of the different discourse markers (entonces, o sea, este, pues, etc.) that appear in the discourse of Peruvian speakers living in the city of Seville. Specifically, we propose to carry out a qualitative and quantitative analysis of the different values of discourse markers linked to the quotation marking function. To this end, we handle the 22 semi-directed interviews of Peruvian informants residing in the capital of Seville "with primary, secondary, and higher education" which constitute the Oral Corpus for the sociolinguistic study of Peruvian speakers in the city of Seville (PERUSEV). The general results indicate that discourse markers introducing direct speech are used to reproduce the own or other people's words, particularly in argumentative sequences. By social factors, these markers predominate in the discourse of second-generation informants with medium education, especially women, and in subjects who have been living in Seville for almost 15 years. [ABSTRACT FROM AUTHOR]

Este artículo se inserta en el campo de los estudios de la poesía oral, más específicamente el de las competencias de poetry slam, tomando como caso el Slam Coalkan, primer evento indígena a nivel mundial en ese formato, realizado en 2021 a través de una colaboración entre festivales de Brasil y Canadá, que reunió poetas de los hemisferios sur y norte de Abya Yala. A partir de una observación crítica, este estudio describe y analiza dicho campeonato, enfatizando la importancia de la oralidad para las culturas de los pueblos originarios, la cual es la protagonista en un contexto como el de los poetry slams. Anclado en referencias teóricas sobre literatura indígena, el estudio pretende resaltar la necesidad de una atenta escucha a las voces de esos sujetos históricamente silenciados y marginados que ponen de relieve saberes ancestrales en sus narrativas de lucha, emancipación y resistencia. Además, al divulgar este acontecimiento inédito, el artículo hace de su objetivo valorar y defender la legitimidad de la poesía que se produce y circula en los slams. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Ad Limina. Revista de investigacion del Camino de Santiag y las peregrinaciones is the property of AD LIMINA Turismo de Galicia SA de Xestion do Plan Xacobeo 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.)

Wiñay Mallki and Hugo Jamioy Juagibioy's poetry allows us to understand some socio-political dimensions of the indigenous literature that is recognized as palabras mayores (ancestral words). The purpose of this article is to contribute to the knowledge of their works starting with a historical overview of the Colombian Southwest to shed a light on the common intentions as well as the encounters of these two poets, from the Yanakuna and Camëntsá people. The text has a bioethnographic approach to the two indigenous authors to establish the relationship of their works with the political and ancestral struggle waged by their indigenous communities. This paper showcases the decolonizing power of the poetries of the two creators from Cauca and Putumayo for the Colombian literary field. Finally, it is important to us to support the opinion of indigenous literatures as oralituras or major words of the native people. [ABSTRACT FROM AUTHOR]

The aim of this article is to prese nt transgenerational oral narratives as a research method for studying the history of slavery and post-abolition. To better fulfi ll the task, we propose to present how we used transgenerational memories to discuss life stories, everyday experiences that families maintain and transmit across several generations. We also received valuable contributions from people, through oral testimony, who identifi ed themselves as descendants of slaves and former residents of the São Gonçalo dos Campos (BA) tobacco farms. Based on the documentary body as an analysis methodology, we decided to cross-reference the information we took from written sources with the oral statements we received from the research co-participants. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento, Palabra y Obra is the property of Universidad Pedaggica Nacional 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 Dixi is the property of Universidad Cooperativa de Colombia 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 researchers of the education in chemistry have considered that one of the key goals of the curriculum of this discipline, is the scientific literacy in the fundamental sense (to speak, to read and to write) and derivative (to understand the products and process of chemistry). Although, this purpose has been a key element of the current curricular reforms of this discipline, in the teaching practice it has been difficult to achieve; given that teachers have focused on assisting students in the understanding of theoretical models, neglecting the development of linguistic competences of orality, reading and writing as constitutive elements of chemistry. A qualitative methodology was used for case studies, which required the collection of data from documentary sources such as: videos, field notes, narrative stories and student work. The results allowed us to see that to achieve the desired literacy in the chemistry classroom, the teacher is required to consciously assist his students in the integrated development of the speaking, reading and writing language skills of and about chemistry, within a sociocultural context. [ABSTRACT FROM AUTHOR]

At present, there is an interest in the preservation of oral cultures, taking into account the multiculturality of literate cultures (Monsonyi, s.f). That is why the present investigation focuses on the importance of orality as a transmitter of culture in the first years. To do this, use pedagogical practices and educational guidance, from perspectives of inclusion, participation, diversity and multiculturalism is a fundamental tool. Consequently, the enhancement, conservation and participation in the uses and customs of the oral tradition of early childhood, supported by factors of transformative leadership and associative management (knowledge to know) are an alternative pedagogical innovation that contributes to childhood establish cognitive processes oriented in the preservation of cultural knowledge. For which, it starts from the recognition of traditions in the regions to propose and develop solidarity actions aimed at maintaining popular knowledge impacting from childhood in the regions. The methodological approach of the present study was qualitative oriented in the understanding of the phenomena, inquiring from the perspective of the participants in their context. The foregoing in the framework of the development of the Unified Social Service Provider-SISSU in conjunction with the research project Oral tradition in infants: Uses and customs. The results achieved made it possible to make visible the importance of the rescue, promotion and conservation of the different oral traditions of our multiculturalism. [ABSTRACT FROM AUTHOR]

Centered on oral communication in the Academy, the paper sets a dialogue between two voices: on the one hand, the practises and concerns of the students of a workshop on communicational abilities offered in the National University of Cordoba in 2018; and, on the other hand, contributions from language sciences (Barthes, 2003; Todorov, 2008; Van Dijk, 1983) and philosophy (Foucault, 1996; Skliar, 2015). Which are the challenges on oral academic communication for those who teach and learn? How do students learn when teachers give their lessons and how do they take the word in order to say their knowledge? From those starting points and in a flexible essay, the papertext unfolds reflections on philosophical, psychological, and socio-anthropological concepts --social control, power and self-care - as well as representations of technical concepts --conceptual precision, the adjustment to the communication situation, the discipline lexical realm, and the macro-structure --in order to consider some social and didactic implications of oral communication in the university environment. [ABSTRACT FROM AUTHOR]

Orality is the first symbolic form of interacting with the world, not only because of the anthropological arrangement of human relations (among them and with other life forms), but also because it may be the only prosthesis established as a rational and reasonable device that provides a multiple structure for both hominization and humanization. This particular condition of articulated human language --which can be said to be close to perfection given the minimal changes it has undergone since its emergence until today-- acts then as the highest point and measure of what can be considered cultural, symbolic, representative, identifying and, of course, human. Paradoxically, in the school setting, orality is understood as a human expression that lacks representativeness, academic power and sociocultural identifying character. All this pushes it into the background, makes it dependent on writing and causes its educational and pedagogical abolition, preventing it from being studied and researched by teachers and students. In the framework of this problem, orality is proposed as a basis for pondering on language didactics and evaluation and as a foundation of the education and transformation of individuals and society. [ABSTRACT FROM AUTHOR]

This article discusses the oral practice in the classroom through the discursive-enunciative perspective. We aim to analyze the effects of pedagogical practices which are said to be based on the action approach (actionnelle) in a course of French as Foreing Language (FLL), at a federal university, during the promotion of what we call student's word taking. The results point to the imposition of the contingency aspect in the classroom, often making it more urgent than the teacher's declarations and efforts, thus establishing itself as a restrictor of movements that one needs to undertake in order to build and occupy an enunciative space in this language. [ABSTRACT FROM AUTHOR]

This study proposes to discuss the status of orality as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which orality is approached in the historical course of the constitution of Portuguese language teaching, in what it refers to the curricula and teaching programs and the didactic materials proposed. Next, this historically constructed status of orality is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about oral debate as a textual genre by a student, as recorded in your internship report, allow us to problematize some of the challenges that the orality approach poses to teaching practices and to the training of the Portuguese language teacher. [ABSTRACT FROM AUTHOR]

Copyright of Investigium IRE: Ciencias Sociales y Humanas is the property of Editorial Institucion Universitaria Centros de Estudios Superiores Maria Goretti 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.)

O recente estudo histórico-literário do Evangelho de Marcos valoriza o lugar e função do testemunho e das testemunhas na transmissão das tradições orais e escritas e, consequentemente, o lugar e papel da cultura da oralidade nas primeiras congregações seguidoras de Jesus. Richard Bauckham insiste no testemunho ocular do apóstolo Pedro como o filtro preservador e mediador dos acontecimentos na história inteira de Jesus. Minha convicção é que é mais proveitoso, para o estudo do testemunho e das testemunhas no Evangelho de Marcos, considerar as suas muitas testemunhas. Apresento o conceito e o papel do testemunho e da testemunha no Evangelho marcano a partir do exame dos indicativos internos presentes neste. Mostro que a narrativa marcana é construída sobre a performatividade de um sem-número de testemunhas. Sugiro, então, que se leia o Evangelho de Marcos como um Livro de Testemunhas. Recent historical-literary study on Mark's Gospel values the place and the function of both testimony and witnesses for the transmission of oral and written traditions and, consequently, the place and the function of orality culture in the first congregations of Jesus' disciples. Richard Bauckham insists on Apostle Peter's eyewitness as a filter for both preservation and mediation of the events of Jesus' life. My conviction is that it's much more profitable, for the Markan study of testimony and witnesses, to examine carefully the many witnesses present in that Gospel. I show the concept and the function of both testimony and witness in the Markan Gospel by examining their internal evidences in the latter. I demonstrate that Markan narrative is built upon the performance of innumerable witnesses. So I suggest that the Gospel of Mark can be read as a Book of Witnesses. [ABSTRACT FROM AUTHOR]

This article analyses the ways in which Central American migrants travelling through Mexico to reach the United States make oral maps to orient themselves during their journeys. These migrants, often fleeing poverty and violence, travel through Mexico in very irregular ways, such as on cargo trains or on-foot, and find themselves in a state of high vulnerability. Many of these travelers do not have access to printed or digital maps and as a result must rely on oral maps that the migrants create through their multiple attempts to cross the northern border into the United States. These oral maps narrate their journeys and in particular help to navigate specific parts of their journeys to the northern border. However, these maps do not estimate how long specific legs of the trip will take and thus the migrants experience a dislocated sense of temporality during their travels. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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 Madrygal: Revista de Estudios Gallegos 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 Rastros Rostros is the property of Universidad Cooperativa de Colombia 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 Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita 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 Anuario de Historia Regional y de las Fronteras is the property of Universidad Industrial de Santander 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 judicial congestion issue in our country has become one of the greatest causes for the loss of legitimacy of the civil service performed by the Judicial Branch. Due to this issue, most Colombian citizens are restricted on a daily basis from the exercise of multiple fundamental rights such as the access to justice and the effective judicial protection. That is why the main purpose of this reflective essay is to introduce people from the law academy, especially students, as much as non-academics, to the current Colombian judicial decongestion public policy, showing its main strengths, weaknesses and changing needs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Mediacoes is the property of Universidade Estadual de Londrina 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 Cuestiones de Filosofia is the property of Universidad Pedagogica y Tecnologica de Colombia 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.)

This paper takes up the conceptual and historical foundations of the cannibalistic component associated with the Freudian conception of orality. The purpose is to examine the basic hypotheses of orality and to analyze its possible contributions to the understanding of eating disorders. First, the historical origin of the term cannibal will be discussed, followed by the ways that cannibalism can be introduced into the field of psychoanalysis. Finally, we discuss the paradoxical relations between desire and need, an approach which shows that eating disorders can be redefined as cannibalistic drives in orality. [ABSTRACT FROM AUTHOR]

Copyright of Forma y Funcion is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Linguistica 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 Itinerario Educativo is the property of Universidad de San Buenaventura 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.)

Este ensayo aborda la oralitura, concepto que alude a la comunicación que inscribe las prácticas orales, rituales, socialesperformativas, además de las prácticas de escritura en las comunidades afro. Pasando por los procesos de inscripción de la lengua española durante la colonia, en las que éstas tuvieron que aceptar y adaptar la institución lingüistica dominante de forma violenta; la asunción local y personal de la lengua mediante inflexiones para derivar en la onomatopeya; hasta la apropiación colectiva de la lengua y la incorporación en ésta de una cosmovisión; el ensayo discute los postulados de ia sociolinguística frente a los de la etnometodologia. La idea es ver cómo los afroamericanos elaboran sus narrativas. La oralitura vendría a ser el dispositivo comunicacional como lenguaje-nación. [ABSTRACT FROM AUTHOR]

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Copyright of Nomadas (01217550) is the property of Universidad Central 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.)

Based on a socio-interacionistic approach of language teaching, we have focused in this article on how argumentative skills have been taught in Year 5 classrooms. Initially, 15 lessons from each teacher were observed in order to identify if any argumentative work took place in classroom activities. In this instance, a low investment in the development of argumentative skills was found. We have then interviewed those teachers in order to understand the conceptions which have guided their practices. Data indicated that teachers had difficulties to: identify text genders which were more suitable to improve argumentative skills; recognize specific argumentative skills which could be developed by students and plan diversified lessons towards this topic. Despite this result, they recognized that argumentation teaching is important and clearly understood that students would be capable of developing argumentative skills if more favorable teaching conditions were applied. [ABSTRACT FROM AUTHOR]

Copyright of Letras (0459-1283) is the property of Universidad Pedagogica Experimental Libertador 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 article is to explain the characteristics of orality and literacy amid the people of San Andrés Island, and to explore the existing relationships among them. The San Andrés people come from an oral tradition with an African origin, and at the same time, they have a literacy inheritance both from England and from Spain that has defined and characterized their orality and the uses they have given to writing. This article is based on bibliographic documentation and information collected by the author during four months of ethnographic fieldwork in San Andrés Island. [ABSTRACT FROM AUTHOR]