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In this article, we analyze the social representations produced by the discourses of three current Chilean telenovelas and their contribution to the citizenship education of young people. From a qualitative and narratological perspective, the analyzed productions allow these audiences to self-identify with characters, problematize citizen issues based on the fictitious situations presented by these stories, use explanatory categories to solve the dilemma at hand, and critically analyze the stories, which are fundamental components of citizen education.

La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática, The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students’ media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education

Este artículo de investigación busca describir la percepción de los docentes sobre sus condiciones y los cambios en sus prácticas pedagógicas a partir de la emergencia sanitaria causada por el covid-19. Participaron del estudio una muestra de 541 profesores chilenos y peruanos de todos los niveles educativos (preescolar, primaria, secundario y superior) a través de un cuestionario estructurado virtual. Los hallazgos confirman el impacto de las desigualdades sociales, demográficas e históricas presentes en ambos países.

La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática. The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education.

This paper is part of the international EduCovid19 project that seeks to describe teachers’ perceptions of the impact of COVID-19 on their practices, as well as those of their students. In this context, this article focuses on making comparisons of teachers’ perceptions on different variables and projecting their consequences on their teaching careers. A sample (N=541) of Chilean and Peruvian teachers of all educational levels participated in the study through a virtual structured questionnaire. The results show inequalities in the teaching practices of both countries based on significant differences linked to gender inequality, socioeconomic gaps, and the academic degree of the educators., Este trabajo forma parte del proyecto internacional EduCovid19, que busca describir la percepción de los docentes sobre el impacto de la COVID-19 en sus prácticas, así como la de sus estudiantes. En ese contexto, este texto se focaliza en realizar comparaciones de las percepciones docentes en diferentes variables y proyectar sus consecuencias en la carrera docente. Participaron del estudio una muestra (N=541) de profesores chilenos y peruanos de todos los niveles educativos a través de un cuestionario estructurado virtual. Los resultados muestran desigualdades en las prácticas docentes de ambos países a partir de diferencias significativas vinculadas con la desigualdad de género, brechas socioeconómicas y el grado académico de los educadores.

Valerio Fuenzalida is one of the most important researchers of media educa­tion in Latin America. From his first experiences on television channels, in the 1970s, to his current interest in children’s audiences, there are some constants: not being afraid of new things, distrusting paradigms, and asking and researching in order to have a grounded argument. In this interview, he told us how he developed the ideas that led him to propose an active reception while working at the Center for Research on Cultural and Artistic Expression (Ceneca). In addition, he showed us how he has delved into the importance of emotions in the relationship that people establish with the audiovisual. Valerio remains intellectually restless, with a desire to continue building thought and transmitting it directly or through the possibilities of technology.

El número 32 de Contratexto es publicado casi a la par que el libro Media Education in Latin America (Mateus, Andrada y Quiroz, 2019), pensado como un estado de la cuestión regional y publicado en inglés para promover el diálogo con la comunidad anglosajona. Para nosotros, como editores, es un gran honor contribuir a la reflexión sobre las relaciones que se dan entre la educación y la comunicación con dos publicaciones emparentadas por su concepción y propósitos. En ambos casos, la idea es profundizar en un campo de estudio cuya historia en nuestra región podemos rastrear desde hace unos 50 años (Soares, 2019).

Cada vez más los avances tecnológicos como los televisores inteligentes, computadores, tablets o pizarras digitales interactivas son parte del inventario de los jardines infantiles. Estas adquisiciones no han ido acompañadas de una educación mediática que permita que los niños y niñas aprendan a convivir con los medios desde la educación infantil. El presente estudio tiene como objetivo conocer cuáles son las percepciones sobre los medios de comunicación que tienen los profesores universitarios de la educación infantil chilena, lo que permitirá, a su vez, aproximarnos a establecer cómo es incorporada la educación mediática en la formación docente de este nivel educativo. Para ello, se aplicó un cuestionario a distancia a profesores de universidades chilenas que imparten cursos relacionados con los medios de comunicación en carreras de educación infantil. Los resultados muestran que los profesores que enseñan sobre lenguaje y comunicación responden más a la tradición apocalíptica de los medios, mientras los de TIC siguen la tradición apologética. Increasingly, technological advances have made smart televisions, computers, tablets or interactive whiteboards are part of the inventory of kindergartens. Despite some attempts to keep the kindergartens free from the presence of the media, the desire to take advantage of technological advances has made televisions, computers, tablets and electronic blackboards being part of the inventory of these schools. These acquisitions have not been accompanied by a media education that allows children to learn to live with the media from early childhood education. The present study has as objective to know what the perceptions about the means of communication are that professors of Chilean children's education have, which will allow us, in turn, to approximate to establish how media education is incorporated in teacher training of this educational level. To this end, a distance questionnaire was applied to professors from Chilean universities who taught courses in media relations in early childhood careers. The results show that professors who teach language and communication respond more to the apocalyptic tradition of the media, while those of ICT follow the apologist tradition.

Indexado en Scopus Este artículo argumenta la importancia de desarrollar un instrumento que mida la competencia mediática, esto es, la suma de capacidades para interactuar críticamente con los medios de comunicación. Presenta la problemática de la educación mediática en la sociedad de la información y aborda la necesidad de evaluar las capacidades de la ciudadanía en este contexto. Esta necesidad se aborda desde tres ámbitos: el desafío pedagógico que supone el poco conocimiento de la competencia mediática y su escasa formalización institucional; el discurso político que privilegia la tecnología educativa por encima de la educación mediática; y la cuestión metodológica, analizada a partir de las mediciones recientes sobre competencia mediática en España, Chile y Perú, en las que prima la autopercepción por encima del dominio real de las capacidades. Finalmente, se propone la construcción de un cuestionario en torno a dos cualidades: que sea integrador en cuanto a los contenidos e innovador en cuanto a la metodología. This article addresses the importance of developing an instrument that measures media competence, that is, the set of abilities to interact critically with the media. It introduces the problem of media education in the information society and argues the need to assess the skills of citizens in this context. It approaches this need from three perspectives: the pedagogical challenge that implies the little knowledge of the media competence and its little institutional formalization; the political discourse that privileges educational technology over media education; and the methodological question, analyzed from recent assessments of media competence applied in Spain, Chile and Peru, limited to the self-perception. Finally, we propose the construction of an instrument involving two features: integrative in terms of content, and innovative in terms of methodology.

Previous prospectivity modelling for epithermal Au–Ag deposits in the Deseado Massif, southern Argentina, provided regional-scale prospectivity maps that were of limited help in guiding exploration activities within districts or smaller areas, because of their low level of detail. Because several districts in the Deseado Massif still need to be explored, prospectivity maps produced with higher detail would be more helpful for exploration in this region. We mapped prospectivity for low- and intermediate-sulfidation epithermal deposits (LISEDs) in the Deseado Massif at both regional and district scales, producing two different prospectivity models, one at regional scale and the other at district-scale. The models were obtained from two datasets of geological evidence layers by the weights-of-evidence (WofE) method. We used more deposits than in previous studies, and we applied the leave-one-out cross validation (LOOCV) method, which allowed using all deposits for training and validating the models. To ensure statistical robustness, the regional and district-scale models were selected amongst six combinations of geological evidence layers based on results from conditional independence tests. The regional-scale model (1000 m spatial resolution), was generated with readily available data, including a lithological layer with limited detail and accuracy, a clay alteration layer derived from a Landsat 5/7 band ratio, and a map of proximity to regional-scale structures. The district-scale model (100 m spatial resolution) was generated from evidence layers that were more detailed, accurate and diverse than the regional-scale layers. They were also more cumbersome to process and combine to cover large areas. The evidence layers included clay alteration and silica abundance derived from ASTER data, and a map of lineament densities. The use of these evidence layers was restricted to areas of favourable lithologies, which were derived from a geological map of higher detail and accuracy than the one used for the regional-scale prospectivity mapping. The two prospectivity models were compared and their suitability for prediction of the prospectivity in the district-scale area was determined. During the modelling process, the spatial association of the different types of evidence and the mineral deposits were calculated. Based on these results the relative importance of the different evidence layers could be determined. It could be inferred which type of geological evidence could potentially improve the modelling results by additional investigation and better representation. We conclude that prospectivity mapping for LISEDs at regional and district-scales were successfully carried out by using WofE and LOOCV methods. Our regional-scale prospectivity model was better than previous prospectivity models of the Deseado Massif. Our district-scale prospectivity model showed to be more effective, reliable and useful than the regional-scale model for mapping at district level. This resulted from the use of higher resolution evidential layers, higher detail and accuracy of the geological maps, and the application of ASTER data instead of Landsat ETM + data. District-scale prospectivity mapping could be further improved by: a) a more accurate determination of the age of mineralization relative to that of lithological units in the districts; b) more accurate and detailed mapping of the favourable units than what is currently available; c) a better understanding of the relationships between LISEDs and the geological evidence used in this research, in particular the relationship with hydrothermal clay alteration, and the method of detection of the clay minerals; and d) inclusion of other data layers, such as geochemistry and geophysics, that have not been used in this study.

Las técnicas definitivas de quimio-radioterapia para el cáncer anal, radioterapia tridimensional conformada (3DCRT) o radioterapia de intensidad modulada (IMRT) dan excelentes resultados a largo plazo. Evaluamos resultados en centros de radiación basados en la comunidad. Se evaluaron retrospectivamente 281 pacientes tratados con quimio-radioterapia definitiva para carcinoma anal loco-regional, entre 2006 y 2014. El 95% realizó quimioterapia. Se evaluaron datos de toxicidades, progresión de la enfermedad y necesidad de colostomía durante el período de seguimiento. La supervivencia global, supervivencia libre de progresión y colostomía libre se calcularon con métodos de Kaplan-Meier. La edad media fue 63.7 años con seguimiento medio de 60 meses. Ciento sesenta y nueve pacientes recibieron IMRT y 112 recibieron 3DCRT. La dosis total media tumoral fue 54 Gy. El 80% experimentó complicaciones agudas, y el 56% requirió interrupción de tratamiento. No hubo diferencias significativas en supervivencia global, supervivencia libre de progresión, supervivencia libre de colostomía ni control local a dos años entre ambos grupos. La IMRT tuvo menos suspensión del tratamiento (48% vs. 65%) (p=0.0261). El grupo IMRT tuvo una reducción significativa de todas las toxicidades agudas ≥3 y gastrointestinales (GI) tardías, en comparación con los tratados con 3DCRT. Esta serie representa una de las mayores comparaciones 3DCRT vs. IMRT para el tratamiento definitivo de cáncer anal. Los resultados a largo plazo no difieren significativamente en función de la técnica de radioterapia (RT). La IMRT reduce todas las toxicidades ≥ grado 3 y la necesidad de interrupción en comparación con 3DCRT.

El objetivo de este trabajo fue comparar ventajas potenciales de la radioterapia de intensidad modulada (IMRT) vs. la radioterapia 3D (3DRT) en el control loco-regional y la toxicidad aguda en pacientes con cáncer de recto localmente avanzado (CRLA). Se analizaron retrospectivamente 235 pacientes con adenocarcinoma de recto T2/T4 y N0/N1 sometidos a radioquimioterapia neoadyuvante entre febrero de 2010 y agosto de 2015. La modalidad radiante se correlacionó con los resultados clínicos (control local y a distancia) y las tasas de toxicidades agudas urinarias, hematológicas, gastrointestinales (GI) y dérmicas. Ciento cuarenta (59.6%) recibieron IMRT y 95 (40.4%) 3DRT. La mediana de seguimiento fue de 36 meses. Las tasas de recidiva local y metástasis a distancia fueron similares entre IMRT y 3DRT. No se encontraron diferencias estadísticamente significativas en control local (CL) ni en supervivencia global (SG) entre IMRT y 3DRT (p=0.56 y p=0.24, respectivamente), ni en colostomía libre para tumores rectales bajos (p=0.44). IMRT implicó menor toxicidad cutánea (p

The gold deposit at La Josefina, in the Deseado Massif of Argentina, is a low-sulfidation epithermal deposit with some features of the intermediate sulfidation style; the Au occurs in quartz veins and hydrothermal breccias hosted by acid pyroclastic rocks produced by Jurassic bimodal volcanism. Exploration for this deposit type uses geochemical data for vectoring to mineralized rocks. Although a general suite of elements with anomalous concentrations around low-sulfidation deposits is known, that suite varies amongst individual deposits, which should be studied individually. The aim of this study was to determine, in the La Josefina deposit, geochemical indicators of Au-rich rocks at different scales and to assess the effects of weathering on those indicators. To reach these objectives, a mineralized zone (hosting Au-rich veins) and a non-mineralized zone (hosting barren veins) were compared in terms of vein mineralogy, alteration minerals and geochemistry. These zones were also compared with estimated element concentrations of the protolith. Element concentrations in the mineralized zone were then plotted against distance to the Au-rich veins, separating the dataset into two subsets: one from strongly oxidized rocks and the other from weakly oxidized rocks, considering the degree of oxidation as indicative of relative degree of weathering. Based on alteration and vein mineralogy, we interpret that the mineralized zone was hydrothermally active before, during and after Au-mineralization, while the non-mineralized zone was active only before Au-mineralization. Therefore, differences in element concentrations between the estimated protolith and the non-mineralized zone represent geochemical changes produced before mineralization, whereas differences between mineralized and non-mineralized zones represent changes produced during and after mineralization. We conclude that in rhyolitic to rhyodacitic pyroclastic rocks of the study area, affected by predominantly argillic and silicic hydrothermal alterations, high concentrations of Au, Cu, Hg, V, Co and P, and low concentrations of Ba are probably the best deposit-scale geochemical indicators to distinguish Au-mineralized zones from non-mineralized zones. High concentrations of As, Mn, Fe, Pb, Cr, Ni, MgO and Zn (as well as high values of chlorite-carbonate-pyrite index), and low concentrations of Be and CaO can also distinguish mineralized from non-mineralized zones. High concentrations of Au, Cu, Pb, As, Hg, and Co indicate Au-rich zones, independently of lithology and alteration, because they were introduced into the veins and host rocks together with Au. At detailed-scale, the concentrations of 15 elements vary with distance to Au-rich veins; therefore, those elements are considered potential indicators of proximity to Au-rich veins. Of those elements, Au, P, Cu, Pb, Hg, Ba and MgO are the strongest indicators of proximity to the Au-rich veins. In strongly oxidized rocks, some indicators of mineralized zones (Co, Mn, Pb, Zn and MgO) and some indicators of proximity to Au-rich veins (P, Au, Cu, Hg and Ba) should be used with caution or be avoided because weathering modifies their quality as indicators.