Suchergebnisse

This article is written in the belief that a widespread view exists among social scientists that contemporary social theory needs a radical revision of the works of those writers who established the principal frames of reference of modern theory of society. In this respect, three names stand out above all others: Karl Marx, Émile Durkheim and Max Weber. The objective of this work is to examine and analyze Marx's concept of critique regarding the concepts of praxis, critique of the political economy, critique of ideology, and critique as political action in relation to the theoretical perspective of western Marxism and, especially, in relation to Habermas's idea of Marx's theory. ; Este artículo se escribe bajo el supuesto de que existe un sentimiento generalizado entre los científicos sociales,según el cual la teoría social contemporánea ha menester de una revisión radical de las obras de aquellos escritores que establecieron el marco de ref rencia fundamental de la moderna teoría social. En este orden de ideas, tres nombres sobresalen por encima de los demás: Karl Marx, Émile Durkheim y Max Weber. Mi propósito en este trabajo es hacer un estudio en torno al concepto de crítica de Marx relacionándolo con los conceptos de praxis, crítica de la economía política, crítica de las ideologías y la crítica como acción política. Tales conceptos son analizados en relación con la perspectiva teórica del marxismo occidental y, especialmente, en relación con la idea que Habermas se hace de la teoría de Marx.

Este artículo estudia las prácticas visuales destructivas de la iconoclasia. La destrucción es un gesto de emancipación y un acto de inmunización frente a la idolatría religiosa, social y política. La evidencia de la influencia de las imágenes en la creación de falsedades permite considerar la acción iconoclasta como un ejercicio de liberación. Analizamos los fundamentos de la ofensiva contra el poder de las imágenes en el espacio público. La mutilación visual, la negación, la censura, la prohibición serán prácticas comunes en un espacio intermedio (estético-político) en el que se enreda la libertad de pensamiento. ; This article studies the destructive visual practices of iconoclasm. Destruction is a gesture of emancipation and an act of immunization against religious, social and political idolatry. The evidence of the influence of images in the creation of falsehoods allows us to consider the iconoclastic action as an exercise in liberation. We analyze the fundamentals of the offensive against the power of images in public space. Visual mutilation, denial, censorship, and prohibition will be common practices in an intermediate space (aesthetic- political) in which freedom of thought is entangled.

Este estudio se ha centrado en el conflicto actual de la ciudadanía con los monumentos públicos como muestran varios sucesos de ataques vandálicos aparecidos en los medios de comunicación. Desde la hipótesis de una representación artístico-histórica fallida al eludir la realidad del contexto político y las reacciones emocionales de determinados movimientos sociales, presentamos un estudio crítico articulado entre los estudios visuales, la política y la filosofía del arte. Entre las conclusiones más relevantes, destacamos la crisis del valor simbólico de las narrativas que representan estas imágenes del pasado, las violentas reacciones de movimientos sociales que denuncian la ocupación del espacio público cuando la mirada de espectador sobre el objeto genera opinión pública y la oposición popular en el vandalismo frente a la inexistencia de un programa iconoclasta institucional que revise la resignificación de los monumentos en los tiempos presentes. ; This study has focused on the current conflict of citizens with public monuments as shown by several events of vandalism attacks reported in the media. Based on the hypothesis of a failed artistic-historical representation that eludes the reality of the political context and the emotional reactions of certain social movements, we present a critical study articulated between visual studies, politics, and the philosophy of art. Among the most relevant conclusions, we highlight the crisis of the symbolic value of the narratives that represent these images of the past, the violent reactions of social movements that denounce the occupation of public space when the spectator's gaze on the object generates public opinion and the popular opposition in vandalism in the face of the non-existence of an institutional iconoclastic programme that revises the resignification of monuments in the present times. ; Este estudo concentrou-se no conflito atual da cidadania com os monumentos públicos como mostram vários eventos de ataques de vandalismo nos meios de comunicação. Desde a hipótese de uma representação artístico-histórica fracassada ao eludir a realidade do contexto político e as reações emocionais de determinados movimentos sociais, apresentamos um estudo crítico articulado entre os estudos visuais, política e filosofia da arte. Entre as conclusões mais relevantes, destacamos a crise do valor simbólico das narrativas que representam estas imagens do passado, as violentas reações de movimentos sociais que denunciam a ocupação do espaço público quando o olhar de espectador sobre o objeto gera opinião pública e a oposição popular no vandalismo frente à inexistência de um programa iconoclasta institucional que reveja a resignificação dos monumentos nos tempos presentes.

This is a work concerned with the increasing processes of social exclusion in cities nowadays. In approaching this phenomenon, the research highlights how people interact with their institutional environments. This is also, perhaps centrally, an investigation into the possibility to engage an individual perspective to understand the transformation in urban experience, which is orienting society to new uses and forms of exclusion. Following the perspective deployed by the so-called "sociology of individuals" in French sociology or "reengagement of agency" in the Anglo-Saxon world; I claim that individuals as well as collectives are gaining increasing power to question and re-organize institutions. This re-organization, in the case of socio-urban institutions, is no guarantee for major levels in integration, cohesion, and equality. Unfortunately, social institutions are becoming hard in its exclusionary capabilities under people intervention during the last four decades. I believe that urban sociology is a field of struggle between different perspectives competing to "make sense" of social phenomena in cities. The orientation supported in this research is just one on many and it follows the roots of people and their life experiences within cities and how they influence the processes that shape the city. The last formulation is possibly not the clearest, because as we all know, references to "inhabitants" are presented in every variant of urban sociology. Nevertheless, there are not many variants focusing on peoples' capability to influence institutional environments and by this way affecting the urban condition in which they find themselves. The particular institution selected for this study is the "School". This thesis is organized around two parts: part one includes the conceptual framework, methodological approach, and historical contextualization; part two describes three case studies produced to analyse the forms of and the relations between individuals and school institution. Part one starts from a premise: within the context of declining welfare State in the case of industrialized countries, an important part of urban studies focuses on economic and spatial restructuration. Confronted with the same situation, a part of social sciences shifts to the individuals' agency and social uncertainty. This research is embedded in the last theoretical description presented above, thus, because it tries to observe urban processes from the perspective of the individual and outside of developed economies. In this sense, Latin America represents a fundamental reference because urban conditions are historically marked by weak institutional arrangements to integrating people and large levels of marginality and exclusion among population. In this scenario individuals' practices around inclusion-exclusion have an essential meaning in everyday life. Part two offers three study cases in which the relation between individuals and school institutions has been analyzed for the Metropolitan area of Santiago de Chile (MAS). Using different methodological resources an exhaustive account on three levels is presented: i) geo-referencing State intervention in public policies connected with neighborhood and schools to understand the form and extent of socio-urban exclusion in MAS, ii) narrative biographies applied to parents with children attending primary school, in order to reconstruct the familiar process of school selection and describing its impacts on the stabilization of school as an exclusionary device, and iii) autoethnography to describe in detail the temporal dimension involved in stabilizing actions which reinforces social mechanisms of urban integration-exclusion during the last three decades in Chile. A key argument advanced by this research proposes that: the way in which the idea of integration is enacted by people in their biographical careers imprints changes on the institutional orientation and by this way, contributes to the reorganization urban life. The high level of social exclusion in Santiago de Chile is not accountable without considering transformation in all socio-urban institutions, especially the school. No family considers social integration with people from a low social, economical or cultural background as relevant orientation for school selection. This particularity of the Chilean social reality is not derivable from any big capitalistic or modernization processes impacting our cities. Within the light of the thesis findings, I conclude that socio-urban institutions logics must be reassessment under the influences of people actions and representations. I also propose a consideration to major complementarities between urban studies and urban-institutions analysis. The school institutions is not just a sectorial field reserved to the researcher in education, on the contrary, it represent a key entrance to address people's experience in their institutional urban environments. The re-emergence of social and urban movements in 2010, under the "Arab Spring" or the "Chilean Student Movements", is not only a demonstration in the public space as result of major global trends. These situations are in essence, for this research, individuals gathering together and calling for recognition and autonomy inside institutional environment that tends to reject them. Similar situation was the focus of the Latin American urban sociology research, within the focus on grassroots and urban social movements at the end of the 1960s and beginning of the 1970s. In both cases, socio-urban institutions, unaware of recognition requirements claimed by inhabitants, are not beyond individual or collective reach. My main concern is to show that socio-urban institutions are constantly re-shaped as a result of individual action, what makes the difference, is the spirit that we all, socially, imprint on the logics of our socio-urban institutions, moving them to inclusion or exclusion.

This is a work concerned with the increasing processes of social exclusion in cities nowadays. In approaching this phenomenon, the research highlights how people interact with their institutional environments. This is also, perhaps centrally, an investigation into the possibility to engage an individual perspective to understand the transformation in urban experience, which is orienting society to new uses and forms of exclusion. Following the perspective deployed by the so-called "sociology of individuals" in French sociology or "reengagement of agency" in the Anglo-Saxon world; I claim that individuals as well as collectives are gaining increasing power to question and re-organize institutions. This re-organization, in the case of socio-urban institutions, is no guarantee for major levels in integration, cohesion, and equality. Unfortunately, social institutions are becoming hard in its exclusionary capabilities under people intervention during the last four decades. I believe that urban sociology is a field of struggle between different perspectives competing to "make sense" of social phenomena in cities. The orientation supported in this research is just one on many and it follows the roots of people and their life experiences within cities and how they influence the processes that shape the city. The last formulation is possibly not the clearest, because as we all know, references to "inhabitants" are presented in every variant of urban sociology. Nevertheless, there are not many variants focusing on peoples' capability to influence institutional environments and by this way affecting the urban condition in which they find themselves. The particular institution selected for this study is the "School". This thesis is organized around two parts: part one includes the conceptual framework, methodological approach, and historical contextualization; part two describes three case studies produced to analyse the forms of and the relations between individuals and school institution. Part one starts from a premise: within the context of declining welfare State in the case of industrialized countries, an important part of urban studies focuses on economic and spatial restructuration. Confronted with the same situation, a part of social sciences shifts to the individuals' agency and social uncertainty. This research is embedded in the last theoretical description presented above, thus, because it tries to observe urban processes from the perspective of the individual and outside of developed economies. In this sense, Latin America represents a fundamental reference because urban conditions are historically marked by weak institutional arrangements to integrating people and large levels of marginality and exclusion among population. In this scenario individuals' practices around inclusion-exclusion have an essential meaning in everyday life. Part two offers three study cases in which the relation between individuals and school institutions has been analyzed for the Metropolitan area of Santiago de Chile (MAS). Using different methodological resources an exhaustive account on three levels is presented: i) geo-referencing State intervention in public policies connected with neighborhood and schools to understand the form and extent of socio-urban exclusion in MAS, ii) narrative biographies applied to parents with children attending primary school, in order to reconstruct the familiar process of school selection and describing its impacts on the stabilization of school as an exclusionary device, and iii) autoethnography to describe in detail the temporal dimension involved in stabilizing actions which reinforces social mechanisms of urban integration-exclusion during the last three decades in Chile. A key argument advanced by this research proposes that: the way in which the idea of integration is enacted by people in their biographical careers imprints changes on the institutional orientation and by this way, contributes to the reorganization urban life. The high level of social exclusion in Santiago de Chile is not accountable without considering transformation in all socio-urban institutions, especially the school. No family considers social integration with people from a low social, economical or cultural background as relevant orientation for school selection. This particularity of the Chilean social reality is not derivable from any big capitalistic or modernization processes impacting our cities. Within the light of the thesis findings, I conclude that socio-urban institutions logics must be reassessment under the influences of people actions and representations. I also propose a consideration to major complementarities between urban studies and urban-institutions analysis. The school institutions is not just a sectorial field reserved to the researcher in education, on the contrary, it represent a key entrance to address people's experience in their institutional urban environments. The re-emergence of social and urban movements in 2010, under the "Arab Spring" or the "Chilean Student Movements", is not only a demonstration in the public space as result of major global trends. These situations are in essence, for this research, individuals gathering together and calling for recognition and autonomy inside institutional environment that tends to reject them. Similar situation was the focus of the Latin American urban sociology research, within the focus on grassroots and urban social movements at the end of the 1960s and beginning of the 1970s. In both cases, socio-urban institutions, unaware of recognition requirements claimed by inhabitants, are not beyond individual or collective reach. My main concern is to show that socio-urban institutions are constantly re-shaped as a result of individual action, what makes the difference, is the spirit that we all, socially, imprint on the logics of our socio-urban institutions, moving them to inclusion or exclusion.

"Ni era santo, ni era impostor, ni loco; era sencillamente un paranoico,"— dice la escuela peninsular.***"Padre de la americanidad, apóstol de los indios, genial visionario".— responde la escuela americana.Don Ramón Menéndez Pidal, notable historiador, gloria de las letras hispanas, filólogo y crítico de insospechada probidad, ha dado cima a una obra monumental: El Padre Las Casas: Su Doble Personalidad, que Espasa-Calpe de Madrid lanza en bella edición ilustrada de 400 páginas.El libro será un acontecimiento intelectual por ocuparse de personaje tan célebre y discutido, y por provenir de tan fino ingenio y austero investigador. Reactualizará, además, la polémica que ya dura cuatro siglos sobre la acción de España en América. Pondrá aristas de fuego al tema del indio y su destino. Abrirá nuevos horizontes a la crítica histórica sobre el "lascasismo", que sigue apasionando por dos vertientes a los estudiosos de la Conquista y del Coloniaje: la radiosa y la oscura, según se trate de apologistas y detractores del gran dominico.

Abstract
The metaverse will have a direct impact on the way we relate to each other as. The interest of the young population explains the extent to which this new developing technological paradigm is already present in our society, generating environments where people will feel part of them and where interactions will be more authentic, immersive, and it remains to be seen whether these relationships will also be more inclusive. The article identifies these challenges through a literature review, making a categorical comparison with the professional competences of social work drawn from the professional codes of standards and competences. A qualitative analysis has been carried out to identify those competences that may be affected by one or more social challenges arising from the popularisation of the metaverse. It presents important challenges for social work, such as changes in community, governance and individual behaviour, as well as implications for ethics, privacy and the way we understand social intervention that require an epistemological, methodological and practical debate in the profession, as yet unpublished, to adapt to this new socio-virtual dimension in which millions of people have already settled. Finally, v-social work is proposed as a new professional field with specific competences.

En este artículo mostramos el fenómeno visual de la iconoclasia, que actúa como práctica positiva en la actual democracia española con la retirada, ocultación o eliminación de símbolos, monumentos y estatuas que proliferaron durante la dictadura franquista. Presentamos una investigación enmarcada en los estudios visuales, basada en la iconografía franquista ubicada en el espacio público y el programa visual incluido en la Ley de la Memoria Histórica. Entre otras conclusiones, destacamos la importancia de la institucionalización de la iconoclasia en la democracia española como una práctica inclusiva que contempla la resignificación del régimen escópico franquista y la neutralización de las imágenes que desde su ubicación afectan a la opinión pública. ; In this article we work on the visual phenomenon of iconoclasm, acting as a positive practice in the current Spanish democracy with the withdrawal, concealment or elimination of symbols, monuments and statues that proliferated during the Franco dictatorship. We present an investigation framed in visual studies, based on Franco's iconography located in public space and the visual program included in the Law of Historical Memory. We highlight the importance of the institutionalization of iconoclasm in Spanish democracy as an inclusive practice that contemplates the resignification of the Francoist scopic regime and the neutralization of images that affect public opinion from their location.