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At the beginning of the COVID-19 pandemic, scientific literature published research about the presence of hoaxes and evidence in diverse social media, with a huge scientific and social impact. The main results showed that while in Western social media like X there was more false information and less scientific evidence than in the Chinese platform Weibo, but scientific evidence was more retweeted than hoaxes. This research allowed the identification of social activists for science in the social media, who multiplied their impact when scientists provided them with evidence. Mpox clade 1b outbreak, which has now been declared a global public health emergency by WHO, requires a fast reaction from science, already taking place. This article analyzes information disseminated in X and Weibo about mpox. 3089 messages published between 12 and 16 of August 2024 have been analyzed. The results show that while hoaxes around mpox are prevalent in social media, posts containing scientific evidence do receive more interaction. Such findings contribute to the understanding of the health crisis and underscore the need for health authorities to join efforts with citizens to co-create evidence-based communication strategies.

The scientific literature has already demonstrated the benefits of romantic love as a key protective factor in the prevention of violence. Some recent publications affirm that romantic love is a powerful cause of gender violence following two steps. First, they attribute a list of causes of violence to romantic love calling them “the myths of romantic love”, including lack of freedom and the normalization of coercion. Nonetheless, research has not explored in depth yet whether what they call “romantic love myths” are consubstantial characteristics of romantic love or not. To that end, this study conducts a historical literature review of scientific articles, books, literary and musical works from diverse cultures and periods. Findings show those myths are not characteristics of romantic love; on the contrary, the literature reviewed shows six main characteristics of romantic love that demonstrate it is the opposite of those myths, as it has freed women from feudal and other subjugations throughout history.

Research has explored the role of capitalist markets in the configuration of society and as social determinants. However, some niche markets have been taken by a form of capital, conceptualized as “predatory”, that has sought maximum benefit without caring for the social consequences of their activity on beauty, ugliness, freedom, and the overcoming of gender violence. This study addresses this gap by examining how “predatory capital” exploits various aspects of human life, including relationships, art, and music, by promoting ugliness over beauty. Through historical examples such as the tobacco industry's manipulation of women's liberation to promote smoking, this article reveals the detrimental tactics employed by predatory capital. It explores how the nightlife industry coerces youth into harmful behaviors through coercive dominant discourse, perpetuating toxic relationship dynamics and limiting individual freedom. Additionally, the study presents how the music industry reinforces harmful stereotypes and behaviors. Finally, it exposes how pseudo-theories, like those promoted by Foucault, are utilized to justify and perpetuate sexual violence, hindering progress towards freedom, gender equality, and social justice. This interdisciplinary analysis sheds light on the negative impact of predatory capital on human relationships, culture, and society, emphasizing the importance of critical awareness and resistance against its exploitative practices.

Isolating Gender Violence (IGV) is the violence perpetrated against those who support victims of gender violence and results from such support. Research has shown that overcoming IGV is central to eliminate gender violence. In this regard, a central step occurred in December 2020, when the Catalan Parliament approved by unanimity the creation of a new juridical figure and legal victim that never existed in the world before: victims of IGV. Now, professionals are demanding research evidence on health impacts of IGV to better support these victims. However, while the health consequences of sexual harassment have been widely examined, none analyses about whether and how IGV impacts its victims’ health exist. This article reports the first study exploring the perceptions of a group of IGV victims about the impact of IGV on their physical and mental health, if any. Data was collected with 21 semi-structured interviews and 1 communicative discussion group. The interviewing focused on participants’ perceptions about whether and how IGV affected their mental and/or physical health. Participants were 25 women and 4 men, all victims of IGV. The participants self-reported that IGV harmed their health status and shared their perceptions on some ways in which this occurred. Additionally, participants shared that: a) IGV reached their children affecting the minors’ emotional wellbeing, and b) they had a strong feeling of injustice which was perceived too as deteriorating their health. Studies based on diagnosis and with larger samples are necessary to further investigate the health consequences of IGV.

Autobiographical memories of close relationships have been shown to have strong influence in health and life. Yet, there is no research published about longitudinal memory reconstruction of violent sporadic relationships while reading and discussing scientific evidence on gender violence victimization. This article presents a novel case of the reconstruction throughout time of the memory of a disdainful hookup experienced by a young woman. The victim’s diary and an interview were the sources of data collection. The analytical categories were developed in dialogue with the participant. The results indicate that, as the subject learned scientific evidence on gender violence in sporadic relationships, she progressively recalled details of the episode that she had self-censored before, became aware of the very violent nature of the hookup, rejected the relationship, and freed her desire for satisfactory romantic relationships.

Current scientific literature is outlining a profound and accelerated transformation in the relationships between qualitative methodologies of research, citizens, society and social theories. The evolution towards a more dialogic society has led to a less talked about methodological advancement: Citizen participation in the evaluation of the social impact of research. Social impact is a priority of the current scientific research programs that also emphasize co-creation. The co-creation of the evaluation of this social impact requires both, qualitative methodologies and innovation, in order to make them able to optimize the social impact of research. This study, aimed at presenting the first meta-analysis of such methodological innovation from researchers’ view, includes interviews with seven researchers conducting research with social impact. In order to contrast citizens’ voices, results from the interviews have been validated by seven citizens who have participated in the dialogic citizen evaluation of the social impact of research. Findings can be summarized in three main categories: first, that the participation of citizens in the evaluation of the social impact of research is possible when researchers develop their contributions within the international scientific community and by integrating the voices of citizens, which facilitates the identification of transformative realities, as well as of pseudoscientific theories that have negative consequences for society. Second, that such evaluation is grounded on dialogic interactions open to everyone and based on arguments rather than on power interactions. Third, that both citizens and researchers report impacts of participating in the dialogic evaluation of social impact, such as modifying the way in which interviews are conducted, demanding more scientific evidence, or transforming their professional practice and lives.

Neuroscience has well evidenced that the environment and, more specifically, social experience, shapes and transforms the architecture and functioning of the brain and even its genes. However, in order to understand how that happens, which types of social interactions lead to different results in brain and behavior, neurosciences require the social sciences. The social sciences have already made important contributions to neuroscience, among which the behaviorist explanations of human learning are prominent and acknowledged by the most well-known neuroscientists today. Yet neurosciences require more inputs from the social sciences to make meaning of new findings about the brain that deal with some of the most profound human questions. However, when we look at the scientific and theoretical production throughout the history of social sciences, a great fragmentation can be observed, having little interdisciplinarity and little connection between what authors in the different disciplines are contributing. This can be well seen in the field of communicative interaction. Nonetheless, this fragmentation has been overcome via the theory of communicative acts, which integrates knowledge from language and interaction theories but goes one step further in incorporating other aspects of human communication and the role of context. The theory of communicative acts is very informative to neuroscience, and a central contribution in socioneuroscience that makes possible deepening of our understanding of most pressing social problems, such as free and coerced sexual-affective desire, and achieving social and political impact toward their solution. This manuscript shows that socioneuroscience is an interdisciplinary frontier in which the dialogue between all social sciences and all natural sciences opens up an opportunity to integrate different levels of analysis in several sciences to ultimately achieve social impact regarding the most urgent human problems.

When faced with situations of gender-based violence, one becomes exposed to risk in giving support to the victim (van Reemst, Fischer, & WC Zwirs, 2015, Hamby, Weber, Grych, & Banyard, 2016; Liebst, Heinskou & Ejbye-Ernst, 2018). This form of violence, second order of sexual harassment (SOSH), occurs when people who support victims of gender-based violence experience violence themselves because of this positioning (Vidu et al., 2017; Flecha, 2021). There is little research on the subject. Through a quantitative study carried out with 1541 Spaniards over 18 years of age, we provide, for the first time, quantitative evidence of the incidence of SOSH in the responses of people who have been aware of a situation of gender-based violence. Our results show that SOSH is an important obstacle; 40% of people who did not offer help in the case of gender-based violence did not do so for reasons that correspond to SOSH. We concluded that the fear of suffering SOSH can condition people’s reactions in the environment, thereby limiting the possibility of female victims of violence receiving help.

Research shows the existence of a coercive dominant discourse that associates attraction with violence and influences the socialization processes of many girls and women. According to previous studies, the coercive dominant discourse constitutes a risk factor for gender violence, as men with violent attitudes and behaviors are socially presented as attractive and exciting while egalitarian and non-aggressive men are considered “not sexy.” Yet fewer evidences indicate that men acting from the New Alternative Masculinities (NAM) model overcome this double standard through verbal and non-verbal communicative acts, which tell that they do not choose women acting under the coercive dominant discourse for a relationship because they are not “jumping for joy” when meeting them. Drawing from communicative daily life stories conducted to men and women from diverse sociocultural backgrounds and ages, this article presents how language is used in concrete heterosexual sexual-affective relationships. The analysis resulting from the fieldwork focus on how NAM men’s communicative acts with women set conditions of desire. This article shows evidence on how communicative acts of NAM empowerment incorporate “language of desire,” taking a clear position for egalitarian and passionate relationships. Implications for gender violence prevention are presented.

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

Since the Coronavirus health emergency was declared, many are the fake news that have circulated around this topic, including rumours, conspiracy theories and myths. According to the World Economic Forum, fake news is one of the threats in today's societies, since this type of information circulates fast and is often inaccurate and misleading. Moreover, fake-news are far more shared than evidence-based news among social media users and thus, this can potentially lead to decisions that do not consider the individual’s best interest. Drawing from this evidence, the present study aims at comparing the type of Tweets and Sina Weibo posts regarding COVID-19 that contain either false or scientific veracious information. To that end 1923 messages from each social media were retrieved, classified and compared. Results show that there is more false news published and shared on Twitter than in Sina Weibo, at the same time science-based evidence is more shared on Twitter than in Weibo but less than false news. This stresses the need to find effective practices to limit the circulation of false information.

Psychology related to areas such as gender, language, education and violence has provided scientific knowledge that contributes to reducing coercive social relationships, and to expanding freedom in sexual-affective relationships. Nonetheless, today there are new challenges that require additional developments. In the area of consent, professionals from different fields, such as law, gender, and education, are in need of evidence differentiating human communication that produces consent, and those conditions that coerce. Up to now, consent has been focused on verbal language, for example, “no means no,” or “anything less than yes is no.” Despite the fact that focusing consent on verbal language is a very important part of the problem, it does not solve most of the issues currently raised, like the famous case of “La Manada” in Spain. This article presents the most recent results of a new line of research, which places the problem and the solution in communicative acts, not only in speech acts. Even though there might be a “yes” in a sexual-affective relationship, there might not be consent, and it is indeed a coercive relationship if that “yes” has been given in a relationship determined by institutional power or by interactive power. Institutional power may occur if whoever made the proposal for the relationship is a person in charge of the process of selecting personnel in a company, and one of the candidates is the person who receives the proposal. Interactive power may occur if whoever makes the proposal is situated in an equal or inferior position in the company to the person receiving it, but the former threatens sextortion the latter. The potential social impact of this research has been already shown in the cases analyzed for this study.

The social impact of research has usually been analysed through the scientific outcomes produced under the auspices of the research. The growth of scholarly content in social media and the use of altmetrics by researchers to track their work facilitate the advancement in evaluating the impact of research. However, there is a gap in the identification of evidence of the social impact in terms of what citizens are sharing on their social media platforms. This article applies a social impact in social media methodology (SISM) to identify quantitative and qualitative evidence of the potential or real social impact of research shared on social media, specifically on Twitter and Facebook. We define the social impact coverage ratio (SICOR) to identify the percentage of tweets and Facebook posts providing information about potential or actual social impact in relation to the total amount of social media data found related to specific research projects. We selected 10 projects in different fields of knowledge to calculate the SICOR, and the results indicate that 0.43% of the tweets and Facebook posts collected provide linkages with information about social impact. However, our analysis indicates that some projects have a high percentage (4.98%) and others have no evidence of social impact shared in social media. Examples of quantitative and qualitative evidence of social impact are provided to illustrate these results. A general finding is that novel evidences of social impact of research can be found in social media, becoming relevant platforms for scientists to spread quantitative and qualitative evidence of social impact in social media to capture the interest of citizens. Thus, social media users are showed to be intermediaries making visible and assessing evidence of social impact.

Recent debates on the meaning and use of science are focused on addressing citizens’ needs or concerns of society in different fields. Researchers have developed different methodologies for capturing the relevance of topics to be addressed by research in order to map them. This article proposes a new methodology for identifying the relevance of research goals through collecting citizen’s voices on Twitter and Facebook combing two approaches: top down, starting with already defined research goals priorities, and bottom up, departing from the social media. The article presents the results of the application of this methodology through the research goals of Sustainable Development Goals to identify their relevance and if there are some topics not covered by them. Thus, researchers could integrate this methodology in their daily work and be more in line with the needs expressed by citizens in social media.

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.

Research about masculinities gathers different topics from diverse disciplinary perspectives. One of the topics has been the analysis of the perpetuation’s effect of the traditional heterosexual model of masculinity in the violence against women. Recent scientific evidences about the reproduction of this social problem have evidenced the existence of three different types of masculinities (in the sense of the weberian ideal types): dominant traditional masculinity (DTM), oppressed traditional masculinity (OTM), and new alternative masculinities (NAM). The first two types contribute to perpetuate gender violence, while the latter allows preventing it and, consequently, it leads to its overcoming. This article approach the existence of these three types of masculinities and analyzes both, theirs characteristics and their consequences for violence against women. It presents evidences that what makes NAM providing a preventive effect is its linkage between the language of ethics and the language of desire.

The scientific literature has shown an increasing demand by citizens and society at large to stop using people who have committed sexual violence against children as a reference in academia. However, research has not explored the fact that in some sectors of society, the rejection of individuals who have exercised sexual abuse against children is entirely deliberate. This study analyzes, for the first time, the incoherence of many academics when it comes to their positioning regarding different renowned authors who commit sexual abuse against children, and the consequences of such incoherence according to several citizens. To that end, social media analytics and interviews with 16 individuals aged 27 to 70 years from different professions, including university professors, construction workers and retired lawyers, were conducted. The results show three main consequences of the incoherence of academics who use as a reference authors who have defended and exercised pederasty: promoting social mistrust toward those academics, as there is no coherence between what they say and do; normalizing and promoting pederasty and impunity toward abusers, creating a sense that “anything goes”; and silencing and revictimizing victims, which creates a context of great vulnerability to develop a healthy sexuality.

Feminist studies have increasingly highlighted the contributions of women from various backgrounds; however, a gap remains in the research on conservative religious women. This article presents findings on Casilda Iturrizar, a bourgeois and religiously conservative woman who significantly influenced 19th-century Bilbao. Three surveys with 442 participants and five communicative interviews with educators were conducted using a communicative methodology, which has pioneered the current criteria for social impact and cocreation in the Horizon Europe scientific program. The results revealed that most people in Bilbao were unaware of Casilda’s contributions, with feminists and institutions neglecting her achievements. The findings from the communicative interviews suggested that Casilda’s contributions have been overlooked, contradicting recent efforts in education to address the invisibility of notable women. Such findings potentially have social impact by opening feminism to all women, including those made invisible for having conservative religious thinking.

Abstract Scientific literature has clarified that bullying is a global challenge and students with special educational needs (SEN) are at a higher risk of experiencing it. Educational actions focused on dialogue and interaction as dialogic gatherings (DG) have been widely studied as a successful educational action (SEAs) rooted in egalitarian dialogue that promotes social cohesion. However, its potential to prevent bullying among students with SEN remains to be investigated. This qualitative case study explores the impact of implementing DG in two elementary classrooms and its potential to prevent school violence in a comprehensive school setting (43 students, 10–12 years old, from which 5 had SEN). Classroom observations of DGs and focus groups with teachers and students were conducted. Data analysis indicated that DG effectively contributed to students’ increased awareness regarding the distinction between violent and non-violent relationships, and influenced their personal preferences, guiding them towards non-violent behaviours. Implications for practice highlight the potential of DG to enhance non-violent behaviours among elementary students, which is particularly relevant to ensure students with SEN’s protection and inclusion.

The scientific and grey literature have highlighted the increasing relevance of the social impact of research. More and more, funding and evaluation agencies are using social impact as a required criterion when assessing the excellence of research proposals and researchers’ CV. However, research has identified elemental confusions about what social impact is in most research proposals, CVs and consulting companies. Based on the communicative methodology which co-led the creation and elaboration of the priorities of social impact and co-creation, the study presented in this paper includes the knowledge co-created along years of dialogues with scientists and citizens and a documentary analysis of four official documents on social impact and researcher evaluation. Results identify the first scientific six guidelines to date on how to include researchers’ actual or potential social impact in the research proposals and CVs1) To avoid confusing social impact with dissemination or transference; 2) To identify the concrete social impact of the specific scientific knowledge created by the authors; 3) To precise the concrete indicators of each social impact; 4) To specify the concrete sources; 5) To identify the interactive social impact; 6) To include the potential social impact.

Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.

Alcohol and drug abuse are recognized risk factors in scientific literature that can leave female adolescents vulnerable to experience teen dating violence (TDV) in their relationships. These risk factors are highlighted in prevention campaigns, empowering girls to proactively avoid or decline situations that may put them at risk of such violence. This study delves into an underexplored risk factor for TDV, the Mirage of Upward Mobility (MUM), and its connections to previously established elements: coercive discourse, peer pressure, and the pursuit of status. A total of 146 relevant studies on TDV, and factors related to it, have been reviewed. MUM is conceptualized as the erroneous belief that engaging in relationships with traditionally dominant and disrespectful partners increases social status and attractiveness, although in reality, what happens is that that status and that attractiveness decrease. The study discusses the existence and factors contributing to MUM and underscores its importance as a risk factor for experiencing TDV to include in prevention campaigns.

The scientific literature has shown Mondragon Corporation (MC), with 65 years of history, as a clear example that cooperativism can be highly competitive in the capitalist market while being highly egalitarian and democratic. This cooperative group has focused on its corporate values of cooperation, participation, social responsibility, and innovation. Previous scientific research reports its enormous transformative and emancipatory potential. However, studies on the effects of various types of worker participation on competitiveness and workers’ psychological wellbeing in this cooperative group exist to a lesser extent. Specifically, one aspect that needs further empirical research and that represents a competitive advantage for Mondragon is the degree of commitment and emotional attachment that can be observed in the people who work there. For this reason, this article aims to identify key elements of the democratic participation of workers in these cooperatives that relate to the development of organizational commitment. Based on a communicative and qualitative approach, data collection included 29 interviews to different profiles of workers (senior and junior workers, members and non-members of the cooperative, and researchers involved in the cooperatives) from eight different cooperatives of the Corporation. Through this research methodology, the participants interpret their reality through egalitarian and intersubjective dialogue because their voices are considered essential to measure the social impact. This study found three different ways in which the democratic participation of worker-members in management and ownership contributes to developing affective organizational commitment among those working in Mondragon cooperatives, generating positive psychological and economic outcomes for both workers and cooperatives.

Research in neuroscience is being very fruitful in providing evidence about the influence of social experience in the architecture and functioning of the brain. In so doing, neuroscience is posing new and fascinating research questions to examine in depth the social processes that produce those neural changes. To undertake the task of tackling such research questions, evidence from the social sciences are necessary to better understand how different types of social experiences produce different types of synaptic changes and even modify subcortical brain structures differently. It will be the dialogue between neuroscience, other natural sciences and the social sciences which will advance the scientific understanding of plastic changes in the brain which result from complex social experiences that have been traditionally studied by the social sciences. Socioneuroscience constitutes the arena for such interdisciplinary dialogue and research that can both advance the scientific understanding of the human brain and provide evidence-based solutions to most urgent social problems. Socioneuroscience studies the relations between the human brain and social interactions taking into account knowledge from all social sciences and the natural sciences. Processes of conscious versus unconscious social volition and control is one central area of inquiry in socioneuroscience. In this article, we discuss thedominant coercive discourse in society -which presents males with aggressive attitudes and behaviors as more attractive- as an example of social control of human volition which imprisons many individuals’ sexual freedom. However, due to brain plasticity, certain experiences that question such dominant discourse and empty violence from attractiveness open up the possibility for the individual and the society to break free from the neural wiring imposed by the dominant coercive discourse and, in the words of Santiago Ramón y Cajal, be ourselves “the architects of our brain”, contributing to overcome violence against women.

El lenguaje juega un papel fundamental en la construcción de la realidad social. Teorías e investigaciones sobre actos de habla e interacción social han hecho grandes aportaciones al análisis de cómo hacemos cosas con palabras y el impacto así generado en la construcción de las relaciones. Sin embargo, nuevas conquistas sociales como los necesarios avances en el análisis del consentimiento planteado por movimientos como el “me too” exigen investigaciones que aborden el conjunto de elementos presentes en los actos comunicativos y no solo en el lenguaje verbal. Gestos, tonalidades o contextos sociales pueden contribuir a que unas mismas palabras o unos mismos silencios formen parte de acosos o de relaciones libres. En este artículo presentamos una aportación reciente de la investigación sobre el consentimiento: la diferencia entre actos comunicativos de poder, que favorecen acoso sexual y violencia de género, y actos comunicativos dialógicos, que promueven relaciones libres de violencia.

Desde su creación en 1978 en la Escuela de Adultos La Verneda-Sant Martí, situada en uno de los barrios más desfavorecidos y marginados de Barcelona en la época, las Tertulias Literarias Dialógicas (TLD) han generado transformaciones sociales en contextos diversos, en diferentes países, con personas de diferente nivel socioeconómico y educativo y de distintas edades. Desde entonces han desafiado teorías racistas y clasistas de corrientes de pensamiento estructuralistas y posestructuralistas que niegan a personas de bajo nivel socioeconómico la posibilidad de leer y disfrutar de las mejores obras literarias de la humanidad. Sin embargo, las TLD defienden y promueven la libertad literaria de todas las personas, logrando así superar interacciones de poder y realizar profundas transformaciones sociales y personales.

Desde su creación, las Ciencias Sociales han tenido un importante rol en contribuir a la mejora de la sociedad. Sin embargo, esto no siempre se ha logrado en la investigación social. Hoy, la comunidad científica internacional plantea un marco desde donde recuperar ese sentido original y contribuir a dar respuesta a las necesidades de la ciudadanía a través de la ciencia: el impacto social. Los Programas Marco de Investigación Europea plantean los principales retos de la sociedad europea, a los que los proyectos financiados deben aportar soluciones. Ya desde la redacción de los proyectos, el personal investigador está desafiado a prever ese impacto. El presente artículo plantea el debate del impacto social de la ciencia y provee orientaciones para la elaboración de proyectos de investigación que puedan tener o aumentar su impacto social, impacto que la sociedad espera y pide a las ciencias sociales en beneficio de la humanidad.

The current information society have brought together many changes with regard to the former industrial society. However, the university continues functioning in the same way that it formerly used to. The capacities of selecting the most relevant information among a lot of data and processing it properly in every situation are today much more necessary than the possibility of storing knowledge. In this context, it is important to highlight those initiatives that are being implemented in order to improve university teaching according to these new requirements. It is the case of that subjects that promote the use of Internet database or exchanges through forums. The increasing of interactions among pupils, teachers or even other people interested in a certain field can enrich enormously the teaching-learning process, very much in line with the notion of dialogic learning. Supported on the possibilities offered by the information and communication technologies, these proposals also contribute to the democratization and transparency of the university institution, since they establish a more horizontal framework that everybody can accede and participate in on an equal foot.

In this article, dialogical learning is presented as an expertise in the conflict ressolution within the educational field. Parting from the real experience of the Learning Communities project it is demonstrated that in order to be success it is necessary to involve the whole community. When students perceive that people care about their education, when they feel attended, they learn and they develop grassroots solidarity among them which protect and avoid any conflictivity. Interactive groups, which is a concrete from in which dialogical learning takes place, is a way to promote this solidarity.

In this article, some tasks for education are pointed out in relation to the social changes (social dualization, education revaluation, intellectual means ... ) that are taking place within infomation society.

El informeEqualitity of Educational Opportunity (EEO)de James S. Coleman en 1966, señaló el escaso efecto de la escuela en la igualdad educativa, marcando el contexto socioeconómico y las diferencias étnicas como elementos claves para el aprendizaje. Estos supuestos inspiraron décadas de investigación sobre el rol de la escuela en el rendimiento académico, generando un discurso reproduccionista que negaba la posibilidad de mayor igualdad. Ya autores como H. Levin (1972), o los de laBlack Responserespondieron inmediatamente a los fallos estadísticos y las negativas consecuencias sociales de ese informe y otros análogos como el de C. Jencks (1972). Este artículo presenta cómo el programa de investigación científica europeo ha demostrado que la realización de actuaciones educativas de éxito (AEE) varíamuy significativamente los resultadosacadémicos, superando así todas las variables deterministas consideradas por Coleman.

The American civil rights movement was started by an African Americanwoman who was a participant in a popular education centre. This centre played a key role in the social transformations that led us to elect an African American president in the primary great world power. The Spanish education system needs progressive transformationswhich will contribute to overcoming the segregation and school failure of female Roma children. Roma women, as the driving force behind transformation in their population,are active agents when deciding on the type of schooling they want for the future of theirchildren. Through associations, and hand in hand with the educational theories and practices provided by the international scientific community, in this article we present thetransformations which many schools in Spain are carrying out in order to overcome the social exclusion of the Roma population. In this article we provide the foundations to build a movement of female Roma university graduates who, by including the voices ofall of the women in their community, continue to be the driving force behind social transformation. In this way one day education and society in this country will have improved to such an extent that it will be possible for a Roma woman to be president.

En este trabajo se aborda el estudio de la lectura dialógica enmarcada en una más amplia concepción de aprendizaje que tiene sus fundamentos en las prácticas (comunidades de aprendizaje), teorías (Freire, Habermas, Searle) e investigaciones (includ-ed) más relevantes de la actual sociedad de la información, situando en este nuevo contexto las aportaciones dialógicas anteriores. Esto permite entenderla como una instancia coordinante de las actividades de aprendizaje que realizan todas las personas que interaccionan con los niños, especialmente quienes conviven con ellos en las aulas y en los domicilios, es decir, el profesorado y las familias. Aquí se intenta demostrar cómo los centros que han adoptado esta concepción de aprendizaje dialógico están consiguiendo mejorar y acelerar el aprendizaje de la lectura y la escritura de todos los educandos con más espacios y más personas que las tradicionales de la escuela heredada de la sociedad industrial. Asímismo, se constata cómo se promueve la lectura de los familiares en casa y también en el espacio escolar a través de las tertulias literarias dialógicas que consiguen que personas que nunca han leído un libro disfruten de obras de Safo, Joyce o Lorca. Resulta auspiciosa, además, la colaboración directa de familiares, de diversidad de profesionales y del voluntariado en el aprendizaje de la lectura y la escritura que realizan los estudiantes, no solo en el horario lectivo sino también fuera de clase.

El derecho real a la educación de todos y todas incluye dos dimensiones. Por un lado, el derecho de asistencia a un centro; por otro, el derecho a disfrutar en ese centro de las actuaciones educativas que dan los mejores resultados en aprendizaje instrumental, valores, emociones y sentimientos, es decir, las Actuaciones Educativas de Éxito. Desgraciadamente, en algunos países domina el discurso que solo contempla la primera dimensión, lo cual lleva a la reproducción ampliadas a las desigualdades sociales y a la injusticia social. A través de este artículo se realizará una revisión de la literatura científica donde se observará como la pedagogía crítica contempla también la segunda dimensión, con lo cual transforma la realidad y la va acercando hacia el derecho real de todas y todos la educación, a la superación de las desigualdades y a la justicia social.

In this paper we address the need to base education policy on scientific evidence. For this purpose, we base our argument on contributions from two research projects. On the one hand, the INCLUD-ED project has provided the identification of successful educational actions, whose components, universal and transferable, are an added value for policy development. On the other hand, the IMPACT-EV project aims to help improve the social impact of research in social sciences and humanities. Understanding social impact as the improvements achieved in relation to social goals such as education, employment and poverty, we argue that policies developed based on scientific evidence have greater potential to achieve social impact. This approach of policy development responds to citizens’ demands to get not only more stable policies but also more scientific, which ensure greater equality of educational outcomes.