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Listening is the first sense that human beings develop, it is necessary to learn to speak, read, and write; however, it is not the focus of formal education. Nevertheless, other training and practice spaces recognize the importance of this skill. This is the case of ethnography, which promotes it as a fundamental component of its epistemological and descriptive perspectives. Another area of listening practices is interlearning, which is fostered through the Intercultural Inductive Method. This article aims to account for both how Maria Bertely, as an ethnographer, coconstructor, and overseer of the Intercultural Inductive Method and coordinator of projects within the Inductive Intercultural Education Network, understood and practiced listening, as well as examine its dimensions in the current project of this network concerning reading and writing in indigenous languages. To do so, concepts of listening, texts by Maria Bertely, and working documents of the ongoing project are reviewed. Among the findings, the central role of interlearning stands out, as it is linked to certain modes of listening and generated in intercultural contexts. Maria Bertely's listening practices are rooted in her hermeneutical perspective of ethnography and interlearning. The teacher training workshops of the project demonstrate the complexity of listening in indigenous population contexts and the importance of maintaining oral practices. [ABSTRACT FROM AUTHOR]

El objetivo de este trabajo es comprobar la posible influencia del formato de presentación de la información (situación de lectura vs escucha) en la comprensión de textos narrativos en alumnado con TDAH comórbido con dislexia. Participaron un grupo experimental con media de edad de 8.5 años y un grupo control con media de edad de 8.9 años. Se utilizaron tres medidas para el análisis de la comprensión: la diversidad léxica, los recursos cohesivos y la estructura episódica. Los resultados mostraron ausencia de diferencias significativas en el grupo control en todas las medidas objeto de estudio, pero sí en algunas en el grupo experimental, de tal modo que el uso de recursos cohesivos y diversidad léxica fueron favorecidos por la situación de lectura. Las medidas de estructura episódica no se vieron significativamente afectadas por la modalidad de presentación.

El presente trabajo ahonda las instancias reflexivas posteriores a una performance realizada por el Grupo de Estudio en Paisaje Sonoro, integrado por estudiantes de la Licenciatura en Audiovisión de la Universidad Nacional de Lanús, en el marco de la Feria Futuro, evento impulsado por la Secretaría de Trabajo y Empleo de la Nación dentro del campus de la misma universidad los días 8 y 9 de noviembre de 2018. La acción artística, realizada en señal de protesta por la promoción del trabajo precarizado dentro de una institución pública desfinanciada, consistió en la reproducción de grabaciones con reclamos populares y represiones policiales de los años 2001 y 2017 a través de altoparlantes portátiles. La intromisión intangible del sonido como elemento de denuncia perturbó el transcurso del evento de un modo inusual: la insignificancia numérica de quienes llevaron adelante la performance se contradecía con la magnitud amplificada de su presencia. Problematizamos acerca de la evocación del estímulo sonoro y cómo este propone una nueva simbolización que deviene en provocación. La construcción de sentido apela a la memoria para deslegitimar el clima festivo de una exposición que ostenta frases retrógradas con diseños modernos.

Copyright of Estudios de Teoría Literaria is the property of Estudios de Teoria Literaria 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.)

Desde la exploración de la escucha, expongo las ideas que se encuentran detrás del proceso de creación del video ensayo Convertirse en cyborg (Becoming Cyborg), una pieza audiovisual que expone el proceso de una mujer que perdió su oído a los 10 años y que después de 24 años adquiere el implante coclear y descubre la escucha cibernética. El proceso muestra los análisis, encuentros y desencuentros con el desarrollo del sentido de la escucha y descubre las posibilidades de la tecnología al fundirse con la máquina. Unas posibilidades que resignifican la discapacidad y un futuro posible desde la imaginación y el deseo.

Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees' interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters' attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students' interpreting-specific listening knowledge and skills. [ABSTRACT FROM AUTHOR]

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra 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 Culturas Midiáticas is the property of Programa de Pos-Graduacao em Comunicacao 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.)

El acto de escuchar implica capacidad para comprender diferentes tipologías discursivas en distintas situaciones, identificando de este modo roles entre los interlocutores e intenciones comunicativas. A pesar de su importancia entre las habilidades lingüísticas, la escucha es la que suele despertar menos interés en el ámbito educativo. Rara vez se acompaña al estudiantado en sus procesos de comprensión y producción oral, competencias esenciales para el desenvolvimiento en la vida cotidiana y profesional. Esta es la razón por la que en el presente artículo se expone una propuesta transversal e interdisciplinaria, cuyo propósito apunta a desarrollar procesos comunicativos inherentes a la comprensión oral (escucha) con los cuales se facilite la interacción comunicativa. Dicha propuesta contempla una metodología de aprendizaje activo y significativo en la que el estudiante desarrollará procesos mentales y cognitivos inferiores (identificar, seleccionar y aplicar) y superiores (analizar, interpretar, evaluar y crear). Su ejecución en el ámbito universitario, específicamente en estudiantes de primer año, ayudó al fortalecimiento de ciertas microhabilidades propias de la escucha, que abarcan desde la captación y reconocimiento de mensajes, incluyendo procedimientos cognitivos, hasta la ponderación y construcción de nuevos discursos que aporten autonomía expresiva y comunicativa.

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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 travel chronicles En tierra yankee (Notas a todo vapor) (1895) by Porfirian intellectual Justo Sierra Méndez lead us to reflect on the ways in which they imagined the sonic and the audible in relation to changing urban spaces, the Mexico/United States border, and communication and transportation technologies such as the steam train in unequally modernized spaces. The narrator employs a terminology of musical composition and sound to indicate the emergence of an economic and industrial hegemony that reorganized the new noises that marked the modern rhythms of the first half of the twentieth century. Noise holds a prominent place in establishing and unveiling postcolonial and racist relations with the other (the Yankee, the Afro-descendant). The nature of the travel narrative as a genre was not limited to mobilizing bodies or goods but also encompassed aural sensitivities, enabling a reflection on the geopolitics of sound, and listening. At a time when ideas and discourses are developing about the need for a Latin Americanist front to counteract North American postcolonial impact, the problematization of Latinamericanism is manifested through noise according to Sierra. [ABSTRACT FROM AUTHOR]

Las habilidades lingüísticas son una parte esencial en los niños y niñas de educación inicial para la interacción social, expresión de pensamientos, sentimientos, entre otros; por lo tanto, la lectura como estrategia cognoscitiva permite desarrollar el habla, la escucha, la imaginación, la creatividad y el enriquecimiento del vocabulario de los más pequeños. El objetivo del presente artículo fue potenciar el conocimiento de las habilidades lingüísticas en los estudiantes de la carrera de Educación Inicial a través de la lectura, además de identificar las dificultades presentadas en los infantes, en este ámbito de aprendizaje; con el fin de proveer y promover información sobre la lectura y sus diferentes técnicas de implementación en el proceso de la enseñanza-aprendizaje de los niños y niñas en edad inicial. El enfoque de la investigación fue mixto, exploratorio, inductivo comparativo de periodo temporal transversal, basado en un diseño de campo no experimental, donde se empleó como técnica de recolección de datos la encuesta o cuestionario, con la intervención de los estudiantes de la carrera de Educación Inicial del octavo semestre, sección nocturna de la Universidad de Guayaquil, además con la encuesta online pudimos conocer el nivel de conocimiento y aprendizaje que tienen los estudiantes sobre el desarrollo de las habilidades lingüísticas de los niños; cómo qué recursos didácticos utilizar y de cómo ellos potenciaran dichas habilidades.

Para los fines de esta investigación científica, en este caso cuasi experimental, el método comunicativo o CLT fue utilizado, con el fin de lograr que los alumnos del grupo experimental puedan incrementar significativamente el nivel de conversación en inglés. Al final del estudio, otras áreas del inglés también mejoraron, tales como: lectura, escritura, gramática y vocabulario. En lo referente a la población, se dividió en dos grupos: control y experimental. Cada grupo estuvo conformado de 10 alumnos, los integrantes de ambos grupos tenían, originalmente, un nivel de inglés de pre-alfabetización (‘pre-literacy’, en inglés), es decir que sus niveles eran inferior a básico; además es importante mencionar, que todos los participantes fueron adultos profesionales de postgrado de maestría en Gerencia de Proyectos y Programas Sociales Ciclo III 2018- I de la Universidad Nacional Santiago Antúnez de Mayolo - UNASAM, Huaraz-2018. Es primordial enfatizar que los alumnos del grupo experimental priorizan la comunicación de forma oral, es decir habla, y a la vez el de comprender, es decir escucha, para así poder interactuar con profesionales extranjeros los cuales utilizan estas dos habilidades del inglés en sus centros de trabajo. Por otro lado, el grupo de control necesita lograr aprobar el examen de suficiencia de inglés de su universidad para poder graduarse. Tomando en cuenta las razones mencionadas líneas arriba, se logró diseñar un programa de 16 sesiones, el cual fue utilizado para lograr el objetivo esperado; es decir, aprender el idioma inglés básico para al final lograr una diferencia significativa en: habla y escucha en el grupo experimental. Finalmente, el resultado fue exitoso, el estudio logro el objetivo de acuerdo a la hipótesis planteada.

Si algo caracteriza a la dinámica urbana es un vasto repertorio de sonoridades que opera y se proyecta como parte de su propia complejidad y funcionamiento. Sin embargo, a partir de la pandemia por COVID-19, las ciudades del mundo quedaron sumidas en un silencio inédito. El objetivo de este artículo es indagar el silencio y las sensibilidades en la ciudad pandémica, partiendo del supuesto de que dicha condición sonora es un “síntoma” de procesos sociales estructurales. Metodológicamente, se analiza una encuesta online administrada en Argentina en abril de 2020 sobre una muestra no probabilística de 918 personas adultas que se encontraban cumpliendo con la cuarentena obligatoria. En el marco de una sistematización teórica sobre el oído y la “política de la audición” elaborada desde una sociología de las sensibilidades, se discuten algunos resultados de la mencionada encuesta tomando como nodos problemáticos diversos registros del miedo asociados con el silencio urbano que emergieron en el país durante las primeras semanas de la pandemia. Se concluye presentando dos modulaciones que reviste el miedo (repliegue hacia el ámbito de lo privado y generalización de temores hacia la alteridad) y se presentan algunas articulaciones teórico-políticas sobre la escucha en el contexto del régimen aural del capitalismo contemporáneo.

The article presents the results of research, of a theoretical nature, which aimed to identify and analyze the contributions of Paulo Freire and Loris Malaguzzi on the issue of listening in early childhood education. For the analysis, works by Paulo Freire were used, especially Pedagogy of Autonomy and Pedagogy of the Oppressed, and the interview given by Loris Malaguzzi to Leila Gandini in dialogue with scholars of his work. The results show resonances in the legacy of these two educators in which listening occupies a central place in their works and in their childishly educative lives. It concludes that listening is at the base of its conceptions, not only as a pedagogical tool, but, above all, as a posture of respect and ethical, aesthetic and political commitment with everyone involved in the educational process of children. [ABSTRACT FROM AUTHOR]

In this paper I propose an anthropological framework for the analysis of sociocultural bounds between pleasure and whispering. To do so, I focus on the cultural practice of listening to online videos called ASMR (Autonomous Sensory Meridian Response) as an assisted sensibility that aimsto elicit pleasurable sensations through whispering and other light sounds. Although the pleasure in whispering refers to an individual experience, the attention to different sensory and sensual practices based on whispering reveals the implications of sonorities in contemporary culturalsensorium, their technological mediations and how they modulate identities, relationships and politics. The phenomenological, sensorial and vocal analysis of social practicesthrough this sonority gives us an account of pleasure as a sensorial disposition where intimacy and memory manifest themselves as sonorous affects and situated vibratory processes. [ABSTRACT FROM AUTHOR]

Las ciudades, presentes y pasadas, son productoras de una multiplicidad de sonidos y ruidos que dan cuenta de sus especificidades como organización social. En este sentido, se puede observar que el hecho sonoro fue un elemento vital del sistema urbano castellano puesto que configuró el modo en que los sujetos transitaban el tiempo, el espacio y el mundo social de la ciudad. En consecuencia, el objetivo del presente trabajo será identificar y analizar la dimensión auditiva regia y concejil en determinados espacios urbanos castellanos durante los siglos XV y XVI , a través de documentación regia y municipal, identificando las marcas auditivas de las prácticas orales de las autoridades en el ámbito municipal y judicial. Esto nos permitirá reflexionar sobre la importancia de la performatividad de la escucha en contextos particulares y con ello concebir una epistemología auditiva del poder en el marco de la búsqueda de orden ciudadano.

El polifacético artista norteamericano John Cage compuso 4’33’’ para piano en 1952 y la estrenó en New York. Setenta años después, en Argentina, la artista sonora Lili García evocó aquella pieza en Lapsus silente, su obra de música concreta presentada en el ciclo 2022 de Bahía [In]sonora (Bahía Blanca). García abre un diálogo entre estas producciones que da cuenta de intereses estéticos comunes plasmados a través de mecanismos compositivos diferentes pero ambas dirigidas a una escucha amplia y atenta. Con un recurso teórico amplio que incluye a Schaeffer, Minsburg, Delgado Romo, Haro y el propio Cage, toman forma los conceptos de cita, escucha, música concreta y otros.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 seeks to redress a predominant focus on speaking over listening in theorising the Community of Philosophical Inquiry (CPI). Frequently, where listening is discussed, the focus is on encouraging children to be active listeners. This means of describing the listening that occurs in the CPI has lost some efficacy as the language of active listening has been co-opted as a management technique focussed on making the speaker feel heard with little emphasis on the intentions or outcomes for the listener. Thus, on a cynical reading, 'active listening' can become reduced to performative physical indicators of listening (such as eye contact and body language), overlooking the ethical-epistemic commitments of the genuinely engaged listener. Here, rather than formulating new terms to describe listening, I propose Iris Murdoch's account of attentiveness as an apt descriptor of the effects of truly involved listening on the self that seeks to attend to the unfolding content of the CPI and as a way of characterising the qualities of a CPI where such listening is achieved. Here, attentiveness is presented as a concept that captures the unique facets of listening as a challenge to individual participants concerned with contributing effectively to the dialogue as it unfolds within the CPI and those facilitating the dialogue. The paper briefly explores some implications for practice contexts, proposing three interventions to cultivate attentiveness in CPI participants and in facilitators (especially if they are undergraduate or postgraduate in Philosophy because philosophical identities might become a barrier to attentiveness). At its conclusion, this paper repositions listening in the CPI as a productive risk with a particular form of 'aliveness' aptly captured by the term attention. [ABSTRACT FROM AUTHOR]

The paper begins with the concept of voice, and tries to question its different meanings, especially in educational settings, in order to propose a philosophical framing of people-ofyoung-age's material voices. It then proposes to understand those voices as disruptive differences or opportunities to (re)think about our roles as educators and, most of all, to return to the question of what a philosophical approach to childhood might disrupt. In doing so, it outlines some ideas about "voice" as sound and materiality (Cavarero, 2005) and about "listening" as permanent attention to what might emerge (Nancy, 2002; Davies, 2014), in order to then extend specific meanings of these concepts to the practice of thinking philosophically with people of different ages in the community of philosophical inquiry educational setting (Kennedy; Kennedy, 2012). It also builds on the concept of "event" by Gilles Deleuze (Deleuze, 2013) as a potential immanent within a confluence of forces to then ask how we can foster a philosophical way of living (in) education that understands people-of-young-age's material voices as something we cannot afford to lose. Finally, the paper proposes to frame the community of philosophical inquiry as a philosophical community of voices, in the sense of an opportunity to experience the materiality of all the voices as something that matters for the shared thought of its participants. [ABSTRACT FROM AUTHOR]

The paper arises from a shared event that turned into an experience: the finding of a childlike piece of paper on our way to a conference about philosophy in schools and how it affects our educational ideas and research practices on listening to children. Triggered by the question of what it means to listen, we are led to the exercise of self-questioning inspired by some of the authors that have already written about the topic, specifically in the context of the community of philosophical enquiry. The thinking unfolds with the telling of the story about the found piece of paper, crossing different layers of questioning and trying to keep the enquiry open for the readers: what is it that we do not know about listening to children? And to what extent might that, which we do not know, be the cause of biased and adultist practices? Is it necessary to return to what philosophy is and where one can find it inside the school environment? Is it already there when the adults arrive? Are we not listening to it? Or are there specific places for philosophical conversations, such as the classroom? Is philosophy also invited to the margins of those spaces? Who decides what counts as philosophical? It is not about answering questions and giving closure to our concerns as educators and researchers, but rather sharing with the readers how even in the least suspected place - an academic event about bringing philosophy to school - one might still not be listening to children. In returning to this self-questioning movement, we want to echo some of the troubling in the thinking and practices of listening in the so-called movement of Philosophy for/with Children: this for/with phenomenon, its politics and relations; some of the assumptions that might be present in the dilemmas in practice for educators and researchers; but also its aesthetics resonances, the sheer beauty of troubling, the (out of) tune of self-questioning, the questions it raises for us as researchers and the space of doubting and uncertainty it offers, like a hesitation or a breathing space. And perhaps, we wonder, it is in-between spaces, in its cracks and transitions, that important things can find their way into our thinking and conversations about childhood. Just like a piece of paper in a hotel room. [ABSTRACT FROM AUTHOR]

What challenges does the political participation of children pose to the philosophy of childhood? What challenges does the philosophy of childhood pose to children's political participation? To explore these issues, we have created an illustrated narrative text written in the form of a dialogue between two characters-Sentinel and Wanderer-who discuss the waves of children spread over their territory and the possibilities afforded them for participation in politics. The fictional narrative is organized in order to act as a stimulus for communal inquiry in the study group to which we belong, and informs our work with children in the philosophical research community. We establish an articulation between the act of listening to children's voices, the conditions of that listening, and the possible places and spaces for their political participation in the public space that follows. To what extent does creating space and time for listening to children open polyphonic dimensions and enable the construction of new forms of polis: poly(s)phonies? In what ways does the philosophy of childhood challenge itself in the creation of poly(s)phonies, settings in which the participation of children sets the tone? And in what ways does the philosophy of childhood in turn challenge us to create poly(s)phonies of our own?. [ABSTRACT FROM AUTHOR]

The article focuses on the aesthetic and epistemological analysis of a piece by the composer Sebastián Jatz, written exclusively with words, which tensioned, in 2011, the discourses and practices in the field of written music production of Chilean experimental music. The research examines the potency of the work's writing, constituted by a type of verbal notation that, by dismissing a descriptive functionality referred to sound materials, prescribes actions that state some conditions of possibility allowing us to think of a type of listening that could be deployed as a question about the contingency of the place of its realization. For this, a dialogue is articulated between music and philosophy, whose purpose is to question and invigorate those concepts, as well as the own ideas of the author of the piece regarding its multiple possibilities. [ABSTRACT FROM AUTHOR]

This reflection paper aims to show how synodality comes from the action of the Holy Spirit in us. Christian life is driven by the Spirit to recover the meaning of following Jesus Christ. Allowing the Spirit to lead and transform us as a Church through his faithful and creative action will help us make synodality a reality, a vital ecclesial dimension already present in the first Christian communities, a fact that the epistles bear witness to. It is the action of the Spirit that makes a Church go on the move with a prophetic attitude of acting from the inside out, from the bottom up, reading the signs of the times. The action of the Spirit makes us men and women of prayer, a praying church in search of God's will. It is the Spirit who makes us capable of listening from the bottom of our heart to the voice of diversity, plurality, even criticism and opposition. The Spirit enables us to reach out to others, letting ourselves be found, and being there to meet with others. These are all real dynamics of listening to others. It is the Spirit who grants us the gift of discernment. The Spirit makes us capable of reading reality and discovering God's action in it. The action of the Spirit prepares us to have an attitude of service and dedication, to come out of ourselves and reach out to others, especially to the most vulnerable and unprotected. It moves us to liberation by making solidarity, justice, and peace real. We get to examine our behavior as believers by the action of the Spirit which makes us realize the characteristics and dimensions of our synodal experience as seen from a baptismal vocation perspective. [ABSTRACT FROM AUTHOR]

This article presents the results of a research that aimed to identify the understandings of the teachers and manager regarding the listening and participation of three-year-old children in the institutional self-assessment of the day care center and the impact of these voices on their practices. This is a case study, whose methodological procedures were: analysis of the Political-Pedagogical Project, reflective record of the coordinator and the use of letters. The theoretical framework dialogued with studies the sociology and pedagogy of childhood, as well as the laws that regulate and guide work in Early Childhood Education. Data analysis revealed that the children's participation enabled their recognition as subjects of rights, including the right to speak and to participate. It allowed the teachers and administrators to assume listening as a way of life and the day care center as a social and cultural space where children have the opportunity to live their childhoods democratically. [ABSTRACT FROM AUTHOR]

The article aims to provide reflection on the embracement provided to parents in Inclusive Education. Through the case study of a child with Down syndrome, a participant of the Programa de Educação Precoce (Early Education Program) of Distrito Federal heavy importance is given to the act of listening to the subjective processes of children and their families, with emphasis in the parental dynamics and its encounter with disability. The article concludes that teachers tend to appropriate knowledge typical to the health care field, in which the conception of development is standardized and focused on diagnosis and prognosis of disabilities. Thus, they put themselves in the hierarchy position of specialists who guide parents in attendances, which in turn shows itself to be a strategy too limited, due the fact that development processes are articulated in the subjective dimension of the child and his parental field. This articulation demands listening and attention and cannot be disregarded, since it is fundamental to contribute to the processes of school inclusion. [ABSTRACT FROM AUTHOR]

This article argues that in the current synodal process of the Church, particularly in the development of the First Ecclesial Assembly of Latin America and the Caribbean, there is a methodological innovation in the discernment process of the signs of times. This innovation better introduces the participation of the People of God in said discernment, characterized as a process of listening. It concretely embodies the faithful´s sense of faith in the exercise of synodality and the communion of the Church. This process of listening, in turn, implies an enrichment of the ecclesiological perspective in relation to previous discernment processes that have been predominantly Christocentric, now assuming more strongly the protagonism of the Holy Spirit, which has been referred to as an overflow of the Spirit. [ABSTRACT FROM AUTHOR]

In this essay, I propose an interlocution between photography and psychoanalysis. Among the various possible analyses of this encounter, my main concern is the dimension of time. In order to think temporality from the perspective of photography, I start, initially, with some provocations from Barthes and Soulages, extending them to other authors who contributed to this debate. To explore it from the psychoanalysis, I examine some contributions of Freud, Winnicott and Lacan. Finally, I seek to weave, from the presentation of a clinical vignette, some approximations between the two fields, pointing out that the roles played by the instant and by duration represent essential themes for both. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma 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.)

Copyright of Ideas y Valores is the property of Universidad Nacional 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 text is about the validity of Paulo Freire's contributions based on dialogue as a method that stands out in liberating pedagogy. This, in turn, is a key element in the Horizontal Production of Knowledge developed by Sarah Corona. Due to this and other coincidences in both methodologies of education and communication proposed from Latin America, it is possible to recognize horizontal practices and episodes of horizontality in the work of the Brazilian author, which represent a challenge in current educational processes. [ABSTRACT FROM AUTHOR]

A partir de una etnografía colaborativa junto a un movimiento que lucha por el derecho a la vivienda, el texto persigue compartir los dispositivos de escucha que se han desplegado en el proceso de investigación, sus implicaciones y significados. Unas prácticas de conocimiento que se materializaron en unos grupos de debate que trascendieron la relación exclusiva entre la escucha y la palabra, para funcionar a modo de encuentro entre los sentires, decires y haceres del grupo. El texto analiza los grupos de debate realizados a partir de tres dimensiones que los atravesaron: las prácticas de conocimiento en común, frente a un conocimiento individualista, la escucha como prácticas de cuidados y a su dimensión artesanal. En último lugar, se reflexiona sobre la paradoja de los tiempos, donde el final institucional del proyecto ha supuesto el inicio para adentrarnos en las narrativas comunitarias.

El presente artículo indaga sobre una serie de experiencias musicales que tuvieron lugar en un espacio de recreo del centro porteño, el Jardín Florida, hacia inicios de la década de 1880. Para esto, se recuperan las programaciones musicales de tres temporadas distintas –cada una con diferentes repertorios destacados– y se reconstruyen las formas de interacción con y en torno a la música según las prácticas sociales de la élite que visitaba dicho Jardín. El análisis se focaliza en la temporada mejor documentada por la prensa musical, caracterizada por la primacía de conciertos “clásicos” en sus programas (1881-1882). La hipótesis propuesta reside en que este espacio de recreo comprendió un escenario tensionado por distintos factores del medio musical porteño: las búsquedas de agentes particulares por ampliar la presencia de sus repertorios y la participación de una concurrencia que se diversificaba en gustos y formas de consumo ante la variedad de sociabilidades musicales activas en la ciudad.

Este artículo argumenta el uso del silbido musical como un espacio queer, pues problematiza los márgenes establecidos para una clasificación de género en base al timbre o tesitura como ocurre con la voz. Para entender la peculiaridad del silbido en relación al cuerpo que lo produce planteamos dos planos de escucha. Por un lado, una escucha acusmática del silbido nos ofrece posibilidades desubicadas en relación al cuerpo y género difíciles de categorizar en esos márgenes. Por otro lado, una escucha audiovisual nos cuestiona sobre las posibles paradojas y contradicciones corporo-sonoras que ponen en juego discursos culturales sexistas en relación al silbido musical. Utilizaremos un marco teórico basado en los estudios queer para analizar conceptos en relación a la voz —el grano de la voz, el cuerpo sónico, la voz safónica— y que pueden bien ser aplicables al estudio del silbido musical en torno a la construcción de la identidad, y el género. El objetivo será entender cómo el género y la sexualidad se inmiscuyen en la escucha y producción de la música, incluso cuando el sonido (timbre) con el que se construye el silbido ofrece posibilidades de fuga corporales y/o sexuales, o, por el contrario, puede acentuarlas y problematizarlas al encarnarse visualmente.

El silencio tiene un peso específico en la composición musical académica. Sin embargo, en los diferentes trabajos analíticos se suele ignorar la figura del silencio. Se abordan más bien otros aspectos como la armonía, la estructura, la dinámica o la textura. No son muchos los estudios en los que se reconoce la trascendencia del silencio dentro del discurso musical. En las siguientes páginas se desarrollarán tres parámetros de silencio en música: el silencio entrecortado, el silencio inesperado, y el silencio imaginado. Con ello se analiza si la figura del silencio es algo secundario o no, a partir de los pasajes musicales propuestos. A su vez, se pretende contribuir con este artículos a que se le dé más magnitud al carácter comunicativo del silencio en música.

Copyright of Methaodos: Social Science Journal / Methaodos: Revista de Ciencias Sociales is the property of Departamento de Ciencias de la Comunicacion y Sociologia, Universidad Rey Juan Carlos 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Human Review is the property of Eagora Science 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 Human Review is the property of Eagora Science 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 Human Review is the property of Eagora Science 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 Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

In the Psychotherapy Program, within the individual psychoanalytic line, we are called to reflect on the formative aspects of our work. What constitutes a psychoanalytic psychotherapist? Is specific training required to think analytically within the hospital? We reflect on our own training process by playing the role of coordinator-supervisor of intervision groups. We focus on the development of essential skills for the analytical encounter: analytical listening, internal framing, and theorizing function within the hospital framework. We contribute to the development of psychoanalysis outside the consulting room, questioning paradigms and building new positionings. [ABSTRACT FROM AUTHOR]

This article discusses the relationship between writing and reading from the philosophical hermeneutics of Paul Ricoeur to critically reflect on what is the purpose of writing evil and what kind of reading it can foster. Based on the analysis of narrative structures and the construction of the plot proposed by this hermeneutic, this article focuses on some stories of gender violence in contemporary Mexican narrative written by women, which reveal relations of oppression and domination that, far from being extraordinary, constitute the order and dynamics of the evil that is repeated and perpetuated in our everyday lives. The act of reading is presented here as an ethical-political commitment to listen to what is narrated and to respond. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas 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 Anuario Musical is the property of Consejo Superior de Investigaciones Cientificas 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.)