Vol 12, No 23 (2023): (january-june)

The training of university professors is a growing field. This article presents the pedagogical proposal and the didactic device of the Seminar on Analysis of Teaching Practices at the University of the Master’s Degree in University Teaching at the University of Buenos Aires, in a distance learning format. The purpose is to consider its formative potential and the processes deployed in professionals with teaching experience. Through an approach of successive approximations, the curriculum, program, activities, and student productions are described from the perspective of pedagogy, didactics of training, psychoanalysis, post-structuralist philosophy, and sociology of education. The conclusions identify key aspects of the device to mobilize formative dynamics: framing the pedagogical relationship and classification of the knowledge at stake, articulations between individual work, small group work, and the whole group, and plurality of voices, teacher feedback, and intersubjective encounters. They also reflect on the qualities of formative movements in reciprocal and diversified constitution and transformation. Finally, intersections are proposed between disciplinary and professional fields of origin, university teaching practices, and the pedagogical field, and challenges are outlined regarding the elucidation of the device with a horizon in the educational project.

Intervention models are an essential basis to be able to contribute to the development of intellectual abilities and capacities in students. The main objective of the article is to reveal a holistic vision of the psychopedagogical intervention models for the economic and educational development of the Dominican Republic. The methodology used was the systematic review as it is considered a structured and rigorous process for the fulfillment of the general objective. The validation criteria guideline used was PRISMA-NMA, which has 27 items, of which 19 were applied. The screened units of analysis turned out to be 27, representing 10.11% of the general search with filters. It was concluded that, in the Dominican Republic, the results obtained in PISA merit intervention from the psychopedagogical point of view in order to address the needs of students in terms of their performance, starting from the essential areas in order to promote critical thinking, cognitive skills and abilities. improvements in the educational field, then, the development of a country in education is reflected in society, and, therefore, in the economy. The transformation is urgent and with it the intervention of educational models that allow the generation of significant products for the country.

In this article, we approach performance-inspired methodologies, such as performance-research and experimentation-creation with arts, based on the analysis oftraining practice in articulation with the activities of the research project methodological contributions of performance research to socio-anthropological studies on bodies. In this sense, we have located theoretically and epistemologically some keys of the previously mentioned methodologies, systematizing a research-training practice of the research-line: Cultural Studies and Contemporary Languages, highlighting in this training practice, the pedagogical power of experimentation with materialities in the classroom and in other social spaces, which allowed us to encourage writing processes, the creation of artistic artifacts, and the collective composition of performative action. These performative methodologies pose the need to open ourselves to the affecting power of materialities and inaugurate more delicate perceptual folds.

In the frame of international cooperation in Colombia, this text shows the features of two citizenship ideals pursued by political education and coexistence activities oriented to non-schooled, or in abandonment risk, adults. The author explains in detail emotional practices that have supported citizenship imaginaries during three decades (1980-2010). Thus, from a pedagogical anthropology perspective, this qualitative study of social intervention international projects depicts the ethics and the aesthetic politics at the bottom of the schooling process in the country.

The purpose of this article is to present partial results of the research undertaken on the subject Ethics (professors Cano/ D’Iorio, Faculty for Philosophy and Literature, University of Buenos Aires), focusing on how some features in accordance with those allocated in Argentinian Law of Comprehensive Sexual Education (CSE). The methodology used has been the participant action investigation, breaking away with the dichotomy subject – object of study and underlying the addressed local knowledges and actions. The results have shown that this subject (Ethics) offers an original articulation between CSE and the specific contents of the program. Therefore, to conclude, we will see the crossed lines between the subject and CSE, that can be worked in a pedagogical dimension to enrich teaching formation as well as philosophical formation for philosophy students.

This study aims to provide a literature review of Critical Discourse Analysis (CDA) as a pedagogical strategy to enhance reading and writing processes in the educational field. The methodology employed was qualitative, framed within the hermeneutic interpretive-comprehensive type. The results revealed that CDA involves making inferences, reasoning, comparisons, arguments, deductions, criticisms, estimations, explanations, among others, which are crucial in the teaching and learning process. It was concluded that reading and writing processes are dynamic and essential for the holistic development of individuals, as they contribute to the understanding of the surrounding context, which is perceived through sociopolitical perspectives. Similarly, they strengthen cognitive functions, fostering autonomy, creativity, critical thinking, and the enhancement of concentration and attention.

Education was initially carried out in order to educate them in national values, leading to the os of indigenous identity, in the 70s and 80s the indigenist movements began a process of appropriation of ethno-education and in this way the Community Educational Projects are implemented (PEC). The research characterized the educational praxis implemented by the Yanakunas communities in Huila, at the preschool level in relation to life cycles. In the methodology, an integration was made with indigenous proposals such as the cultivation, breeding and sowing of wisdom and knowledge (CCRISAC) and the traditional one with a qualitative approach of ethnographic design, as an opportunity to strengthen indigenous epistemes, interviews, conversations, observation and documentary review. In the characterization of the four pedagogical paths, Ancestral Wisdom, Organizational Political Processes, Pedagogical Territory, Production of Knowledge, traditional practices are recognized that help revitalize the knowledge of the Yanakuna culture such as language, dance, rituals, food, forms of organization, elements that give identity to this ethnic minority, in fact it is essential to transmit it to children who enter this grade of preschool to ensure cultural survival, on the other hand, it is vital to continue deepening research that serves as input for the construction of educational material act for teaching in ethnic institutions.

They reflected on how to positively impact the effects on the physical and mental health of workers that were generated by the actions of governments to contain the spread of Covid-19, and therefore the question: what would a training program in the workplace for emerging post-pandemic conditions that promotes the physical and mental health of workers? Then, the objective was to build a training program in the workplace for emerging post-pandemic conditions that promotes the physical and mental health of workers. Descriptive quantitative study. The training program in the workplace for emerging post-pandemic conditions is applied according to the elements of the didactics adapted to the workplace and could contribute to reducing the effects on the health of workers and the continuity of companies . As a result of the study, this training program in the workplace is a means for the promotion of physical and mental health at work in post-pandemic times, as well as for the acquisition of a culture of self-care, and to mitigate the effects of Covid 19 on workers and companies.

This article discusses, from an essentially analytical perspective, the management of ethnocultural diversity in sub-Saharan Africa, based on an approach to the Ivorian case. It is argued that most of the African states that experienced colonization in the assimilation of their ethnocultural diversities - established by Western models of identity homogenization - were plunged into identity crises that had repercussions on their postcolonial construction process. The case provides an insight into a problem common to the African continent, which raises the need to reflect on models of identity construction appropriate to regions with enormous ethno-cultural diversities. A decolonial turn is proposed, assumed by interculturality as a paradigm of identity construction which, by connecting with the classical African cosmovision, means the revaluation of an ancient civilization propitiated by the resignification of the most autochthonous cultural origins and identity idiosyncrasies.

The objective of this research is to design an administrative model of virtual training through a Virtual Learning Environment (VLE), which facilitates the use of the different economic, educational and technological possibilities that a person and/or group located in a certain geographical area. For this, analyzes are carried out focused on statistical data regarding the level or state of these possibilities at a given moment and what is the relationship between them at a point in time, having as object of study the resident population in the specific area made up of the municipalities of Cali, Palmira and Jamundí in the Department of Valle del Cauca in Colombia, where previous studies show that there are no models that completely fill out the administration of virtual learning environments based on the educational, socioeconomic characteristics and technological disposition of the people located there. With this, the categorization of the different technological and educational possibilities was obtained, which were correlated with the socioeconomic situation of the municipalities; The final result is the design of the model, composed of four dimensions, namely: The student as a focal point, technology, pedagogy and administration.

«El dossier que presentamos a la comunidad académica en este número de la revista está revestido de dos tintes reivindicatorios: por un lado, el de hablar sobre traducción e interpretación oficial, lo cual es poco común en la literatura especializada en traductología en el país y en el mundo; por otro lado, el de publicar traducciones de artículos previamente publicados en otras revistas y en otras lenguas, algo que ha sido por años visto como una “recreación” o “derivación” poco “creativa” o de “poco esfuerzo” para quienes lo hacen.»

The birth certificate is an extremely important document in the life of a subject, as it is the first document of the citizen to have legal value and to be used as proof of age, nationality and filiation, thus guaranteeing certain rights to the citizen. In order to explore the linguistic, cultural and legal implications of such a document, we start from a corpus of Sworn Translation of birth certificates from French from France (ff) to Portuguese from Brazil (pb) and vice versa, in order to analyze the terms and expressions present in this corpus and how they are doing in this movement of translation. We are, therefore, in a field which encompasses distinct perspectives in relation to specialized translation. Thus, our study is based on the research of Crépon and Rodrigues, concerning the theoretical field of Translation Studies, and the work of Gémar, Peron Guedes and Mozzilo and Harvey with regard to the relationship between Translation and the Law. We have verified that the specificities of Brazilian and French law are either explicitly marked or erased, performing a movement that is both “domestication” and “foreignization” in terms of translation. This study is of major importance once it proposes to discuss the cultural and linguistic relations which are intrinsic to translation practices and whose outlines may be more or less identifiable depending on the contexts in which they occur.

In the 1920s the Polish legislature adopted a whole range of normative acts focused on the protection of the Polish language and on sworn translators practicing in official contexts. In accordance with statutory law, since 2004 sworn translators have been considered a profession commanding public trust. Among the many professional duties associated with sworn translators’ performance, the regulations emphasize the duty to translate both spoken discourse and written texts with precision and faithfulness, and make sworn translators liable to disciplinary sanctions for poor quality work. The principles and rules for practicing the profession of sworn translator are enumerated in the Professional Sworn Translator’s Code of 2018.

This paper reports on an investigation which is part of a comprehensive project aimed at investigating translators’ work-related happiness in various contexts, a subject largely under-researched in contemporary translation studies. The purpose of this pilot cohort study is to determine the perceptions of happiness in two presumably high-profile groups of translators—Slovak sworn translators and Slovak EU translators. To accomplish the aim, comparative and causal perspectives are used. The quantitative analysis, comprising descriptive and correlation analysis, involves data from questionnaires completed by a total of 115 translators belonging to the two groups (83 + 32). The respondents’ perceptions of their work-related happiness are examined and compared, based on their responses to questions revolving primarily around social status variables and parameters of occupational prestige. Based on the gained data, seven hypotheses are tested with quantitative research methods employing contingency tables. Although our findings largely do not corroborate the hypotheses and lead to the identification of crucial differences between the two groups, the analyses also allow us to identify some commonalities. The results of the quantitative analysis are discussed in detail.