La literatura de mediados del siglo XX (1950- 1970). Un ojo desnudo que observa a América Latina diferente

El presente trabajo interpreta textos de la literatura latinoamericana (1950-1970) desde la perspectiva ecocrítica, apoyándose en una mirada sistémica de pensadores del paradigma emergente que proporciona una lectura renovadora en torno al discurso literario desde un enfoque de ecología profunda. Esta literatura indaga sobre la génesis propia haciendo dialogar elementos sagrados de la cultura con todo lo demás, de esta forma, lo indígena, lo africano, lo europeose expresa desde las voces de los persona- jes con una mirada neoparadigmática, que transgrede la visión tradicional del paradigma de la modernidad en cuanto lectura de la identidad latinoamericana.AbstractThe following article analyzes on Latin American literature texts (1950-1970) from an ecocritical perspective. It is based on a systemic look from the emergent paradigm thinkers. This paradigm gives a new kind of reading regarding literary texts focusing on deep ecology perspective. Latin American literature explores its own genesis bringing together sacred and non sacred elements from culture. In this sense, Indigenous, African and European cultures sets up a dialogue. Cultures express themselves throughout the characters’ voices in texts embracing a neo-paradigmatic look that trespasses the traditional vision of modernity in regard to Latin American identity.

MEDIA IN THE ERA OF GLOBALIZATION IN LATIN AMERICA

Terms like Internet, cyberspace, virtual reality, in short, globalization, have been frequently words for all of us, in recent years. This refers to the phenomenon that has shaken the people of this world. Are rapidly changing due to technological advances and complex levels reaching relations between countries, corporations, partnerships and people.The attempt to understand the phenomenon of globalization is compounded when we try to understand the term, coined by Marshall McLuhan.McLuhan was born in Edmonton, Alberta, Canada and studied at the Universities of Manitoba and Cambridge, the latter of which he received his degree of Doctor of Philosophy specializing in English Literature. He taught at the universities of Wisconsin and St. Louis and University of the Assumption and Saint Michael's College, University of Toronto, where he was director of the Center for Culture and Technology.Marshall McLuhan and B. R. Powers, wrote the play, The Village Global1. The universe has become a village is the future predicted for them in the 60's. Today reality has overtaken the theory. However, this phenomenon is presented in this work, so whimsical style reminiscent of Jules Verne, but does not clarify the content of the term. While we believe that in the past there were attempts; globalize these attempts were very different from what we understand by globalization. 

School-time Extension: Are the School Structure’s Hard Components Modified? Literature Review on the Subject

For more than two decades we have witnessed in Latin America –in Argentina particularly– the development of policies to expand the school day. We understand that the implementation of such policies is an opportunity to observe the behavior of the school’s behavior faced with the attempt to modify one of its hardest components –school-time–; it becomes also a natural laboratory to analyze how much does the traditional organization of school-time can resist, how does it change and how do these changes (if implemented) impact the rest of the school components (spaces, groups, etc.). This paper shows the state of the art of the most significant studies in two research fields, in the context of primary education, on this matter: on the one hand, the studies related to organization and extension of school time and, on the other hand, research on the structural and structuring components of school-related aspects. The literature review indicates that studies on school-time and on the corresponding extension policies and programs do not report the difficulties found when trying to modify the hard components of the school system. Studies with the ‘school system’ as object of study have not approached the numerous school-time extension experiences, although time is one of the structural elements of the system.