¿Anarquistas, ambientalistas o revolucionarios? La conflictividad rural en Chalco. San Francisco Acuautla contra Zoquiapa, 1850-1868

Resumen El artículo pretende determinar el peso de lo material y lo cultural como factores fundamentales del levantamiento rural en la región de Chalco, México. Entre 1760 y 1920 se producen una serie de cambios en la estructura económica y social de esa región que revelan la ofensiva de la hacienda comercial en detrimento de los recursos comunales de los pueblos. Esto genera una serie de conflictos agrarios de los cuales este artículo analiza uno, el de 1868, ya que su análisis permite considerar y discutir la naturaleza esencial del movimiento social, ponderando el componente anarquista con la dimensión ambientalista del mismo. El autor se encuentra un discurso reivindicativo de los recursos naturales que considera ?ambientalista? por ser una defensa del modo de vida de los pueblos y no sólo de un recurso ?ambiental?, mismo que inserta en la reflexión global sobre la encrucijada entre conflicto y negociación en la región de Chalco. Abstract This essay analyzes material and cultural explanations of rural rebellions in Chalco, Mexico between 1760 and 1920. In that period, several social and economic changes took place which reveal the consolidation of the commercial hacienda against pueblos communal resources. This situation produced several agrarian conflicts; this paper analyses one of those conflicts: that of 1868. The study of that conflict discloses the composition of the rural movement in its anarchist and environmental dimensions. This paper argues that the pueblos defended their natural resources and consequently their way of life by using an ?environmentalist? discourse. Such a discourse was inserted at a crossroads of conflict and negotiation in Chalco.

Comparison of multiple intelligences in children from schools with different pedagogical models

The purpose of this research was to apply a test that measures different multiple intelligences in children from two different elementary schools to determine whether there are differences between the Academicist Pedagogical Model (traditional approach) established by the Costa Rican Ministry of Public Education and the Cognitive Pedagogical Model (MPC) (constructivist approach). A total of 29 boys and 20 girls with ages 8 to 12 from two different public schools in Heredia (Laboratorio School and San Isidro School) participated in this study. The instrument used was a Multiple Intelligences Test for school age children (Vega, 2006), which consists of 15 items subdivided in seven categories: linguistic, logical-mathematical, visual, kinaesthetic, musical, interpersonal, and intrapersonal. Descriptive and inferential statistics (Two-Way ANOVA) were used for the analysis of data.  Significant differences were found in linguistic intelligence (F:9.47; p < 0.01) between the MPC school (3.24±1.24 points) and the academicist school (2.31±1.10 points).  Differences were also found between sex (F:5.26; p< 0.05), for girls (3.25±1.02 points) and boys (2.52±1.30 points). In addition, the musical intelligence showed significant statistical differences between sexes (F: 7.97; p < 0.05).  In conclusion, the learning pedagogical models in Costa Rican public schools must be updated based on the new learning trends.