Do Institutional Participatory Projects Contribute to the Development of Political Capabilities?

Participation usually sets off from the bottom up, taking the form of more or less enduring forms of collective action with varying degrees of infl uence. However, a number of projects have been launched by political institutions in the last decades with a view to engaging citizens in public affairs and developing their democratic habits, as well as those of the administration. This paper analyses the political qualifying capacity of the said projects, i.e. whether participating in them qualifi es individuals to behave as active citizens; whether these projects foster greater orientation towards public matters, intensify (or create) political will, and provide the necessary skills and expertise to master this will. To answer these questions, data from the comparative analysis of fi ve participatory projects in France and Spain are used, shedding light on which features of these participatory projects contribute to the formation of political subjects and in which way. Finally, in order to better understand this formative dimension, the formative capacity of institutional projects is compared with the formative dimension of other forms of participation spontaneously developed by citizens.

Social Work and theatre: considering intersections

Theatre is a cultural and artistic form that involves a process of communication between creators and is received in a space and time located in the public sphere, which has meant that, over the centuries, it has acted as a space for expression, exchange and debate regarding all manner of ideas, causes and struggles. Implicit within this process are processes of expression, creation and reception, by way of which people demonstrate, analyse and question ways of seeing and understanding life, and ways of being and existing in the world. This gives rise to educational, cultural, social and political potential, which has been endorsed in numerous studies and investigations. In this work, in which theoretical orientation is established through a review of the relevant literature, we consider different intersections that occur between theatre and social work in order to also show that dramatic and theatrical expression offers substantive methodologies for achieving some objectives of social work, particularly in areas such as critical literacy, reflexivity and recognition, awareness raising, social participation, personal and/or community development, ownership of cultural capital and access to personal and social wellbeing.

Una revisi��n de la Cadena Datos-Informaci��n-Conocimiento desde el Pragmatismo de Peirce

La Cadena Datos-Informaci��n-Conocimiento (DIC), denominada ���Jerarqu��a de la Informaci��n��� o ���Pir��mide del Conocimiento���, es uno de los modelos m��s importantes en la Gesti��n de la Informaci��n y la Gesti��n del Conocimiento. Por lo general, la estructuraci��n de la cadena se ha ido definiendo como una arquitectura en la que cada elemento se levanta sobre el elemento inmediatamente inferior; sin embargo no existe un consenso en la definici��n de los elementos, ni acerca de los procesos que transforman un elemento de un nivel a uno del siguiente nivel. En este art��culo se realiza una revisi��n de la Cadena Datos-Informaci��n-Conocimiento examinando las definiciones m��s relevantes sobre sus elementos y sobre su articulaci��n en la literatura, para sintetizar las acepciones m��s comunes. Se analizan los elementos de la Cadena DIC desde la semi��tica de Peirce; enfoque que nos permite aclarar los significados e identificar las diferencias, las relaciones y los roles que desempe��an en la cadena desde el punto de vista del pragmatismo. Finalmente se propone una definici��n de la Cadena DIC apoyada en las categor��as tri��dicas de signos y la semiosis ilimitada de Peirce, los niveles de sistemas de signos de Stamper y las met��foras de Zeleny.

Journalistic genres in teaching of journalism in Spain. A historical review

This article shows the influence that journalistic genres had on the first organisation of communication studies in Spain as well as the role they remain to play in the teaching of journalism. A review is done starting from the origins of the didactics of genres, continuing with the role of genres in the beginning of regulated studies of journalism, and finalising with an analysis of their place in present education programmes which reveals that practical and theoretical knowledge of the genres are still a main objective in the training of future journalists in Spain.