La finalidad de este artículo es revisitar el complejo concepto de cultura política, reflexionando sobre el origen, la existencia de diferentes culturas políticas, los debates suscitados, la dificultad metodológica de su aplicación y la utilidad que su uso reporta a la Ciencia Política. Para ello se repasan las teorías clásicas de la cultura política y las críticas que han recibido teniendo en cuenta factores territoriales, históricos, psicológicos, institucionales y metodológicos que culminan en la propuesta de un nuevo esquema interpretativo. ; The purpose of this article is to revisit the complex concept of political culture. This work reflects on its origin, the existence of different political cultures, the debates raised, the methodological difficulty of its application and the benefits that its use adds to Political Science. To this end, the classical theories of political culture and the criticisms they have received are reviewed, taking into account territorial, historical, psychological, institutional and methodological factors that culminate in the proposal of a new interpretative scheme.
The article proposes the term "Visual Culture" as a concept that provides a wide range of contents prone for interpretation in historical researches. In the introduction, the author analyzes and justifies the concept itself, as well as its scope as a useful instrument for investigators, emphasizing on its applicability for studying, evaluating and understanding images, while revealing that all visual culture responds to theparticular interests of a managing elite and it is aimed to a specific social group or human settlement. Then, based on three well-known periods of Colombian history (pre-Hispanic times, the Colony and the Independence), the author demonstrates this hypothesis. ; El artículo propone el concepto cultura visual como elemento que aporta a las investigaciones de carácter histórico una amplia gama de contenidos susceptibles de interpretación. En la introducción el autor analiza y sustenta el concepto propuesto, cultura visual, y sus alcances como instrumento al servicio de los investigadores; haciendo énfasis en su utilidad para estudiar, analizar e interpretar imágenes; al tiempo que demuestra que toda cultura visual responde a los intereses particulares de una élite dirigente, y está dirigida a un grupo social o asentamiento humano. A continuación y con base en tres períodos de la historia colombiana: la época prehispánica, la Colonia y la Independencia, el autor hace evidente la hipótesis planteada.
Resumen: La "cultura constitucional" hace referencia a la Constitución "realizada" o "actualizada" en las prácticas, hábitos y actitudes de los poderes públicos y la ciudadanía en general de una comunidad política. Este artículo trata de explorar las formas de interdependencia de la norma constitucional y la realidad cultural, añadiendo al final algunas reflexiones sobre el papel de los jueces en un Estado constitucional. Palabras clave: Cultura constitucional, mutación constitucional, cultura de la autoridad, cultura de la justificación, cultura democrática de la justificación.Abstract: The "constitutional culture" means the "realization" or "actualization" of the Constitution in the practices, habits and attitudes of the public powers and the general citizenship of a political community. This paper tries to explore the forms of interdependence between the constitutional norm and the cultural reality, adding at the end some reflections about the role of judges in a constitutional State.Keywords: Constitutional culture, living tree, culture of authority, culture of justification, democratic culture of justification.
The Emergency of Spain on the italian political scene between 15th. aid 16th. Century modified how the italian scholarship perceived spanish culture and civilization. Throughout the works of Oiovanni Pontano, Tristano Caracciolo, and Antonio Galateo, one can observe the trouble for the increasing power and domination of Spain in Europe
Originariamente uma aula magna proferida num concurso para professor titular, o artigo reúne instrumentos para uma reflexão sobre a relação entre escola e cultura, tendo em vista a coincidência que se costuma estabelecer entre a instituição escolar e a cultura. Essa coincidência, à priori impossível, realiza-se na prática, ainda que seja contestada, pois como a história registra, ela é feita com o uso de recursos de grande brutalidade. Primeiramente discute-se como a cultura (definida como o conjunto de atividades que fornece descrições do mundo por meio da "livre expressão") é vivida na prática da instituição escolar. Em seguida, são mostradas as fórmulas políticas que escondem a relação de força por trás da obra da institucionalização da escola, a qual, fundando-se na premissa de que só ela é eficiente para educar os indivíduos, vem se apresentando como solução duradoura para o dilema. Procura-se demonstrar que o dilema da coincidência entre escola e cultura existe porque fórmulas sedutoras conseguem esconder o segredo de uma lógica que repousa nas relações de força existentes na obra de construção do Estado Nacional da qual nós, assim como a escola, somos produto. Nesse contexto, a análise da relação escola versus cultura é feita em analogia com a que vincula Estado versus nação. ; Originally a lecture given as part of the examination for a Professorship in School and Culture, this article brings together elements for a reflection about the relationship between School and Culture in view of the identification customarily established between the school institution and the culture. Such identification, a priori impossible, is actualized in practice, despite contestation, because, as history registers, it is impinged with great brutality. Initially, the text discusses how Culture (defined as the set of activities that give descriptions of the world through "free expression") is experienced in the practice of the school institution. Next, the article describes the political formulae that conceal the force relationship behind the process of institutionalization of School. The latter, based on the premise that it is the only efficient means to educate individuals, has been presenting itself as the enduring solution to the dilemma. It is argued that the dilemma of the identification of School and Culture exists because alluring formulae manage to hide the secret of a logic that rests upon the force relationships existing in the work of construction of a National State of which we, just as the school, are products. In this context, the analysis of the School versus Culture relationship is made in analogy to that of the State versus Nation linkage.
