In Peru, young college students have leading roles in social protest mobilizations even when they seldom belong to political organizations. This study aims to analyze the perception of current politics and its institu-tions among young college students, and to inquire into their interest on relevant events at their surround-ings and into the importance gained by the media and the social networks concerning their information. The purpose of this project is also to examine the role assigned by college students to the university as a space of personal development and reflection. This project was carried out in Lima, Peru, directed to youngsters aged 17 to 25 from public and private universities. Opinions have been collected through six focus-groups and a survey applied to more than 400 students. The analysis concludes that college students distrust pro-foundly political parties and formal political organizations, likewise it shows they have a broad access to information sources, so as their willingness to solve Peru's problematic issues. It also uncovers clear differ-ences between students of private and public universities regarding attitudes for participating in political action, inside and outside the campus. From the study stems a proposal to provide young students at their campuses with opportunities to debate public issues of national and global interest as a part of their overall academic training.
This paper explores how the college students building a political partaking identity, through their socialization during first year studies in the liberal arts area of Veracruzana State University. This socialization is condensed in the integration of different groups, which become complex and changes its shape over time. Those groups are linked through set of practice, which combine times, specific interactions and different orientations, generating a membership of school sense, when the students define it under legitimacy schemes and recognize it as a valid space from which they may join different social protest activities
This article colonel in the Air Force of the United States, Cornelia Weiss lieutenant, as a student of military schools in the country, reflects on the promise that Secretary of State Hilary Clinton made at the time the women of Afghanistan , not to abandon them and always support them and ensure that their rights and opportunities "are not trampled in the process of reconciliation"; questioned about how these schools can improve curricula for its graduates have a clear view of gender differences and prepare to help fulfill that promise to the women of today and tomorrow; and finally formulated as start, a number of recommendations concerning the plan of study with the conviction that ensure the rights and safety of women will lead to a more prosperous and peaceful world.
El artículo es un ensayo que recorre las transformaciones en la enseñanza universitaria y los cambios en los modos de aprender cuando hay mediación tecnológica. Desde múltiples perspectivas ofrece una suerte de mapeo de escenarios y alternativas para la toma de decisiones didácticas en relación con la inclusión de tecnologías y presenta algunas definiciones e interrogantes que serán cruciales para la institución universitaria en los próximos años. De esta manera entrecruza condiciones institucionales y políticas; escenarios contemporáneos para la construcción del conocimiento y definiciones didácticas en función de las transformaciones culturales, tecnológicas y cognitivas que se han hecho más visibles en tiempos de pandemia. Estas definiciones engloban decisiones acerca del perfil del egresado universitario en la actualidad; del curriculum y su relevancia y de los sujetos contemporáneos con sus aprendizajes emergentes. ; The article is an essay that traces the transformations in university teaching and the changes in the ways of learning when there is technological mediation. From multiple perspectives, it offers a kind of mapping of scenarios and alternatives for didactic decision-making in relation to the inclusion of technologies and presents some definitions and questions that will be crucial for the university institution in the coming years. In this way it interweaves institutional and political conditions; contemporary scenarios for the construction of knowledge and didactic definitions according to the cultural, technological and cognitive transformations that have become more visible in times of pandemic. These definitions encompass decisions about the profile of today's university graduate, the curriculum and its relevance, and contemporary subjects with their emerging learning. ; Dossier: Narrar la experiencia: enseñanza universitaria en pandemia ; Especialización en Docencia Universitaria
The article is an essay that traces the transformations in university teaching and the changes in the ways of learning when there is technological mediation. From multiple perspectives, it offers a kind of mapping of scenarios and alternatives for didactic decision-making in relation to the inclusion of technologies and presents some definitions and questions that will be crucial for the university institution in the coming years. In this way it interweaves institutional and political conditions; contemporary scenarios for the construction of knowledge and didactic definitions according to the cultural, technological and cognitive transformations that have become more visible in times of pandemic. These definitions encompass decisions about the profile of today's university graduate, the curriculum and its relevance, and contemporary subjects with their emerging learning. ; El artículo es un ensayo que recorre las transformaciones en la enseñanza universitaria y los cambios en los modos de aprender cuando hay mediación tecnológica. Desde múltiples perspectivas ofrece una suerte de mapeo de escenarios y alternativas para la toma de decisiones didácticas en relación con la inclusión de tecnologías y presenta algunas definiciones e interrogantes que serán cruciales para la institución universitaria en los próximos años. De esta manera entrecruza condiciones institucionales y políticas; escenarios contemporáneos para la construcción del conocimiento y definiciones didácticas en función de las transformaciones culturales, tecnológicas y cognitivas que se han hecho más visibles en tiempos de pandemia. Estas definiciones engloban decisiones acerca del perfil del egresado universitario en la actualidad; del curriculum y su relevancia y de los sujetos contemporáneos con sus aprendizajes emergentes.
experiencing emotional challenges. Students face an increasingly unstable and uncertain world due to rising political discord, terrorism, tensions between world powers, and more. Additional factors are further impacting college students' emotional health. Research shows excessive engagement with digital technology –such as the high frequency of electronic messaging– negatively affects users' sense of well-being. The extreme volumes of texts and tweets sent and received prevent people from feeling "unplugged" and present during any given situation; multitasking has become the normative behavior for professionals and students alike. Over time, these stresses weaken students' cognitive, emotional, and physical health, and contribute to the record numbers of undergraduates seeking services for mental health issues. In response, many U.S. colleges are adopting pedagogical techniques that target students' mental health. Dubbed "Contemplative Pedagogy," these simple yet highly effective methods aim to decrease stress levels, improve a sense of well-being, and increase "mindfulness" so that students feel more present in the classroom and beyond. By adopting these pedagogical methods, students' emotional and cognitive development is strengthened. This paper aims to provide educators with an awareness of the rising emotional challenges experienced by college students today. This paper also provides educators with practical methods for incorporating contemplative pedagogy techniques into their classrooms for students' academic and personal success. ; En los EE. UU., los campus universitarios son testigos de un número cada vez mayor de graduados con problemas emocionales. Los estudiantes se enfrentan a un mundo cada vez más inestable e incierto debido a la creciente discordia política, el terrorismo, las tensiones entre las potencias mundiales, y más. Factores adicionales están afectando aún más la salud emocional de los estudiantes universitarios. Las investigaciones muestran que el compromiso excesivo con la tecnología digital –como la alta frecuencia de los mensajes electrónicos– afecta negativamente la sensación de bienestar de los usuarios. Los volúmenes extremos de textos y tweets enviados y recibidos evitan que la gente se sienta "desconectada" y presente durante cualquier situación dada; la multitarea se ha convertido en un comportamiento normativo, tanto para profesionales como para estudiantes. Con el tiempo, estas tensiones debilitan el pensamiento cognitivo y emocional, así como la salud física, y contribuyen al número récord de estudiantes de pregrado que buscan servicios por problemas de salud mental. En respuesta a toda esta problemática, muchas universidades de EE. UU. están adoptando técnicas pedagógicas dirigidas a la salud mental de los estudiantes. Conocida como "Pedagogía Contemplativa", estos métodos simples pero altamente efectivos apuntan a disminuir los niveles de estrés, mejorar la sensación de bienestar y aumentar la "atención plena" para que los estudiantes se sientan más presentes en el aula. Al adoptar estos métodos pedagógicos, el desarrollo emocional y cognitivo de los estudiantes se fortalece. Este documento tiene como objetivo proporcionar a los educadores una conciencia de los crecientes desafíos emocionales experimentado por estudiantes universitarios y también proporciona a los educadores métodos prácticos para incorporar técnicas de pedagogía contemplativa en sus aulas para el éxito académico y personal de los estudiantes. ; Nos Estados Unidos, os campi universitários estão testemunhando um número crescente de graduados com problemas emocionais. Os estudantes enfrentam um mundo cada vez mais instável e incerto devido à crescente discórdia política, terrorismo, tensões entre as potências mundiais e muito mais. Fatores adicionais estão afetando ainda mais a saúde emocional dos estudantes universitários. Pesquisas mostram que o comprometimento excessivo com a tecnologia digital, como a alta frequência de mensagens eletrônicas, afeta negativamente a sensação de bem-estar dos usuários. Os volumes extremos de textos e tweets enviados e recebidos impedem que as pessoas se sintam "desconectadas" e presentes durante qualquer situação; A multitarefa tornou-se um comportamento normativo, tanto para profissionais quanto para estudantes. Com o tempo, essas tensões enfraquecem o pensamento cognitivo e emocional, bem como a saúde física, e contribuem para o número recorde de estudantes de graduação que procuram serviços para problemas de saúde mental. Em resposta a toda essa problemática, muitas universidades de EE. UU, eles estão adotando técnicas pedagógicas voltadas para a saúde mental dos estudantes. Conhecida como "Pedagogia Contemplativa", esses métodos simples, mas altamente eficazes, visam reduzir os níveis de estresse, melhorar a sensação de bem-estar e aumentar a "atenção plena" para que os alunos se sintam mais presentes na sala de aula. Ao adotar esses métodos pedagógicos, o desenvolvimento emocional e cognitivo dos estudantes é fortalecido. Este documento visa proporcionar aos educadores uma consciência dos desafios emocionais crescentes experimentados por estudantes universitários e também fornece educadores com métodos práticos para incorporar técnicas de pedagogia contemplativa em suas salas de aula para o sucesso acadêmico e pessoal dos alunos.
91 124 13 2 ; OJS ; S. Francisco, CA: Jossey-Bass ; [EN] A new student generation, denominated generation Y emerged as a consequence of structural changes in a higher education globalization context as well as the social and technologic development. Some of the generation Y characteristics are: digital natives, the most diverse generation, at once more connected and more isolated, facing the worst economy in recent memory, more immature and dependent, with a pragmatic vision of studies and with useful searching information skills.This paper focused a comprehensive and structural vision of generation Y college students. This vision, multidimensional and multilevel, has been constructed with two types of evidence: the first one it's about some secondary evidence sources (research studies, institutional reports), with special focus on strong methodological issues; the second one is founded on primary evidence from a group of junior faculty of University of Barcelona. The multidimensional vision included such aspects as: socia Braxton, J.M., & Hirschey, A.S. (2005). Theoretical Developments in the Study of College Student Departure. In Alan Seidman (Ed.), College student retention: Formula for student success (pp. 61-87). Westport, CT: Praeger Brookfield,S.D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco: Jossey-Bass. Race, Ph. (1998). An Education and Training Toolkit for the New Millenium? Innovations in Education and Training International, 35 (3), 262-271 Delaney, J. G., Johnson, A. N., Johnson, T. D., & Treslan, D. L. (2010). Students' Perceptions of Effective Teaching in Higher Education. St. John's, NL: Distance Education and Learning Technologies. European Commission/EACEA/Eurydice (2014). Modernisation of Higher Education in Europe: Access, Retention and Employability 2014. Eurydice Report. Luxembourg: Publications Office of the European Union. Fielden, J. (2001). Higher Education Staff Development: Continuing Mission. Thematic Debate ...
To describe some of the forces and effects that the current university has to go through becomes a blueprint of new maps. Landscape that shows discomfort as well as the uprising of political and economic rationalities. It matters to explain the vocation of future in an institution of superior education each time more enterprised and committed with the learning experience. Mutations, weirdness and overpositions give shape to the place of formation and practice in university life and autoregulation of management. ; Describir algunas de las fuerzas y de los efectos que atraviesan la universidad actual supone el bosquejo de una nueva cartografía. Paisaje que muestra tanto un malestar como la emergencia de ciertas racionalidades políticas y económicas. Interesa explicar la vocación de futuro de una institución de educación superior cada vez más empresarizada y comprometida con el aprendizaje. Mutaciones, enrarecimientos y superposiciones conforman ahora el lugar de la formación y de las prácticas de autorregulación de la gestión y de la vida universitaria.
This study begins remembering the historical context in which Ignacio develops as well as his relationships with the culture and academic context. Initially, he does not raise the question of schools. It will be Laínez who decides to establish them. After the experience of the first colleges founded in India, Spain and Italy, the origin and (economical, sociological, religious and political) groundwork vicissitudes of the school from Zaragoza are analyzed. It is the most important college from the nine that were created in Aragon before the expulsion by Charles III. There were 28 colleges established in the Jesuit province of Aragon, identified with the old Crown of Aragon. ; Se inicia este estudio recordando el contexto histórico en el que Ignacio se mueve y sus relaciones con el mundo de la cultura y el universitario que inicialmente le llevan a no plantear la cuestión de los colegios. Será Laínez quien decida ponerlos en marcha. Tras la experiencia de los primeros implantados en India, España e Italia se analiza el origen y vicisitudes fundacionales (económicas, sociológicas, religiosas y políticas) del colegio de Zaragoza, el más importante de los nueve que existieron en Aragón propiamente dicho antes de la expulsión de Carlos III, si bien eran 28 los establecidos en la entonces provincia jesuítica de Aragón, identificada de hecho con la antigua Corona de Aragón.
Dos son las reformas universitarias que influyeron en el desarrollo y continuidad de la Universidad de Alcalá, en general, y del Colegio de las Santas Justa y Rufina o de los Sevillanos, en particular. La primera de ellas es las que realizó el visitador García de Medrano entre 1663 y 1666, que supuso la reorganización de sus colegios menores, su patrimonio y sus constituciones. Esta reforma no afectó al Colegio de las Santas Justa y Rufina o de los Sevillanos. La segunda fue la de Pedro Díaz de Rojas, en 1775, dentro de la reforma de las Universidades en España y sus colonias que el rey Carlos III puso en marcha. Para la Universidad de Alcalá esta reforma supuso el inicio de su declive y desaparición. Las causas del declive de la universidad hispana recayeron, según los pensadores ilustrados, en la Compañía de Jesús por intentar controlarla educación en todos sus niveles y en la propia institución colegial que representaba un espíritu corporativista para repartirse los puestos de gobierno y administración, tanto civil como eclesiástica. En 1842 sus colegios fueron cerrados y sus bienes fueron traspasados a la Universidad Central de Madrid. ; There were two main university reforms that influenced on the development and continuity of the University of Alcala (in general) and of the College of Saints Justa and Rufina also known as the College of the Sevillians (in particular). The first reform was made by Garcia Medrano between 1663 and 1666, which led to the reorganization of smaller schools, its assets and its policies.This reform did not affect the College of Saints Justa and Rufina (the College of the Sevillian). The second reform was made by Pedro Díaz de Rojas in 1775, and was part of the university reform that King Carlos III began in Spain and its colonies. For University of Alcala this reform marked the beginning of its decline and disappearance. According to Enlightenment thinkers, the causes that led to the decline of this Hispanic university fell upon the Society of Jesus (Compañía de Jesús) for trying to control all levels of education and in particular for the corporatist spirit of its own collegial institution that distributed government and management positions alike, both civil and ecclesiastical. In 1842 their schools were closed and their assets were transferred to the Central University of Madrid.
University libraries are institutions that store, manage and disseminate useful information for the fundamental tasks of universities: teaching, research and fostering relations with the communities through outreach activities; this way, they permanently generates new knowledge, training technologically up-to-dated professional with social sensitivity, thus contributing of culture and the transmission of democratic values to the communities where they are located.The project of constructing a building for a university library requires setting up a working team to implement the project and, especially, developing that will point the way, as well as one or more individuals who are known as makers, who commit themselves and fight to attain the objectives. In this document, we highlight the work done in two university libraries that, due to their architectural characteristics, the value of their collections and the efficiency of their services are an example of what university libraries should be in a high-tech world. ; Las bibliotecas universitarias son instituciones que guardan, administran y difunden información útil para las labores fundamentales de las universidades: la docencia, la investigación y la relación con las comunidades a través de la extensión. Permanentemente generan nuevos conocimientos, formando profesionales tecnológicamente actualizados y con sensibilidad social, con cual se contribuye al desarrollo de la cultura y la transmisión de los valores democráticos hacia las comunidades donde se encuentran situadas.El proyecto de hacer un edificio para una biblioteca universitaria requiere de la formación de un equipo de trabajo y sobre todo del liderazgo que señale el camino, de una o varias personas que denominamos hacedores, quienes se comprometen y luchan hasta lograr los objetivos propuestos. En este documento se destaca el trabajo realizado en dos bibliotecas universitarias que por sus características arquitectónicas, el valor de sus colecciones y eficiencia de sus servicios son ejemplo de lo que deben ser las bibliotecas universitarias en un mundo altamente tecnificado. ; As bibliotecas universitárias são instituições que armazenam, administram e difundem informação útil para as tarefas fundamentais das universidades: o ensino, a investigação e a relação com as comunidades através da extensão. Eles constantemente geram novos conhecimentos, formando profissionais tecnologicamente atualizados e socialmente sensíveis, o que contribui para o desenvolvimento da cultura e da transmissão de valores democráticos para as comunidades onde estão localizados.O projeto de construir um edifício para uma biblioteca universitária requer a formação de uma equipe de trabalho e, sobretudo, da liderança que aponta o caminho, de uma ou várias pessoas que chamamos "fazedores", que se comprometem e lutam até alcançar os objetivos propostos. Este documento destaca o trabalho realizado em duas bibliotecas universitárias que, pelas suas características arquitectónicas, pelo valor das suas colecções e pela eficiência dos seus serviços, são exemplos do que as bibliotecas universitárias devem ser num mundo altamente tecnificado.
En el Perú, los jóvenes universitarios son protagonistas de movilizaciones de protesta social aun cuando es escasa su pertenencia a organizaciones políticas. Esta investigación tiene como objetivos analizar la percepción que tienen los jóvenes universitarios limeños sobre la política y sus instituciones e indagar acerca de su interés por los sucesos relevantes de su entorno y la importancia que adquieren los medios de comunicación y las redes digitales para su información. El trabajo también se propuso examinar el rol que los universitarios le asignan a la universidad como espacio de formación y reflexión. El estudio se realiza en Lima, Perú, con jóvenes de 17 a 25 años, de universidades públicas y privadas. Las opiniones se recogen en seis grupos focales y una encuesta aplicada a más de 400 estudiantes. El análisis concluye que los universitarios desconfían profundamente de los partidos políticos y las organizaciones políticas formales; asimismo, se evidencia que gozan de amplio acceso a fuentes de información y están dispuestos a contribuir a la solución de los problemas que aquejan a su país. El estudio desvela diferencias marcadas entre estudiantes de universidades públicas y privadas en su disposición para participar en actividades políticas, dentro y fuera del ámbito universitario. La investigación propone que la universidad ofrezca a los jóvenes oportunidades para el debate de los asuntos públicos de interés nacional y global en su formación integra ; In Peru, young college students have leading roles in social protest mobilizations even when they seldom belong to political organizations. This study aims to analyze the perception of current politics and its institutions among young college students, and to inquire into their interest on relevant events at their surroundings and into the importance gained by the media and the social networks concerning their information. The purpose of this project is also to examine the role assigned by college students to the university as a space of personal development and reflection. This project was carried out in Lima, Peru, directed to youngsters aged 17 to 25 from public and private universities. Opinions have been collected through six focus-groups and a survey applied to more than 400 students. The analysis concludes that college students distrust profoundly political parties and formal political organizations; likewise it shows they have a broad access to information sources, so as their willingness to solve Peru's problematic issues. It also uncovers clear differences between students of private and public universities regarding attitudes for participating in political action, inside and outside the campus. From the study stems a proposal to provide young students at their campuses with opportunities to debate public issues of national and global interest as a part of their overall academic training
Instituto de Investigaciones Filosóficas. Facultad de Filosofía. Programa Institucional de Maestría en Filosofía de la Cultura ; Maurice Merleau-Ponty was born in Rochefort-south-Mer in 1908. It studied studies of philosophy in L'École Normale Supérieur of Paris (1926 -1930). It exercised the teaching in an institute of Chartres up to 1945, year in that it was granted a doctorate and their academic activity began in Lyon (1945 -1949). Their doctoral works were published in the works: The structure du comportment (1942) and The phenomenology of the perception (1945). In 1949 he/she moved to Sorbona and three years later, in 1952, he/she obtained the philosophy class that you/they had left vacancies some of their predecessors like Henri Bergson (1859 -1941), Édouard Him Roy (1870-1954) and Louis Lavelle (1883 -1951) in Collège of France. Between 1945 and 1953 it participated actively, next to Jean-Paul Sartre and Simone of Beauvoir, in the edition of the Marxist magazine Them Temps Modernes, collaboration that you it broke up with the ideological cooling of the relationships with Sartre, begun in 1949, to root of the war of Korea, and of the political turn of this toward what Merleau-Ponty denominated "ultra-Bolshevism." Without abandoning their initial Marxism that had taken it to defend to USSR in Humanisme et terreur (1947) at the end of the years forty, evolved toward not position militant that moved away it of the communism. The Marxism didn't disappear of the thought of Merleau-Ponty, but he/she transformed to be more a methodology of interpretation of the reality that the ideological base of a political option. ; Maurice Merleau-Ponty nació en Rochefort-sur-Mer en 1908. Cursó estudios de filosofía en L'École Normale Supérieur de París (1926-1930). Ejerció la docencia en un instituto de Chartres hasta 1945, año en que se doctoró y comenzó su actividad académica en Lyon (1945-1949). Sus trabajos doctorales se publicaron en las obras: La structure du comportement (1942) y La phénoménologie de la perception ...
Instituto de Investigaciones Filosóficas. Facultad de Filosofía. Programa Institucional de Maestría en Filosofía de la Cultura ; Maurice Merleau-Ponty was born in Rochefort-south-Mer in 1908. It studied studies of philosophy in L'École Normale Supérieur of Paris (1926 -1930). It exercised the teaching in an institute of Chartres up to 1945, year in that it was granted a doctorate and their academic activity began in Lyon (1945 -1949). Their doctoral works were published in the works: The structure du comportment (1942) and The phenomenology of the perception (1945). In 1949 he/she moved to Sorbona and three years later, in 1952, he/she obtained the philosophy class that you/they had left vacancies some of their predecessors like Henri Bergson (1859 -1941), Édouard Him Roy (1870-1954) and Louis Lavelle (1883 -1951) in Collège of France. Between 1945 and 1953 it participated actively, next to Jean-Paul Sartre and Simone of Beauvoir, in the edition of the Marxist magazine Them Temps Modernes, collaboration that you it broke up with the ideological cooling of the relationships with Sartre, begun in 1949, to root of the war of Korea, and of the political turn of this toward what Merleau-Ponty denominated "ultra-Bolshevism." Without abandoning their initial Marxism that had taken it to defend to USSR in Humanisme et terreur (1947) at the end of the years forty, evolved toward not position militant that moved away it of the communism. The Marxism didn't disappear of the thought of Merleau-Ponty, but he/she transformed to be more a methodology of interpretation of the reality that the ideological base of a political option. ; Maurice Merleau-Ponty nació en Rochefort-sur-Mer en 1908. Cursó estudios de filosofía en L'École Normale Supérieur de París (1926-1930). Ejerció la docencia en un instituto de Chartres hasta 1945, año en que se doctoró y comenzó su actividad académica en Lyon (1945-1949). Sus trabajos doctorales se publicaron en las obras: La structure du comportement (1942) y La phénoménologie de la perception (1945). En 1949 se trasladó a la Sorbona y tres años más tarde, en 1952, obtuvo la cátedra de filosofía que habían dejado vacantes algunos de sus antecesores como Henri Bergson (1859-1941), Édouard Le Roy (1870-1954) y Louis Lavelle (1883-1951) en el Collège de France. Entre 1945 y 1953 participó activamente, junto a Jean-Paul Sartre y Simone de Beauvoir, en la edición de la revista marxista Les Temps Modernes, colaboración que se rompió con el enfriamiento ideológico de las relaciones con Sartre, iniciado en 1949, a raíz de la guerra de Corea, y del giro político de éste hacia lo que Merleau-Ponty denominó "ultra bolchevismo". Sin abandonar su marxismo inicial, que lo había llevado a defender a la URSS en Humanisme et terreur (1947) a finales de los años cuarenta, evolucionó hacia posiciones no militantes que lo alejaron del comunismo. El marxismo no desapareció del pensamiento de Merleau-Ponty, pero se transformó para ser más una metodología de interpretación de la realidad que la base ideológica de una opción política.
El artículo es producto de la experiencia de un Trabajo Comunal Universitario sobre derechos de la niñez y adolescencia, en una zona excluida de San José. A la vez, el artículo desconfía de la general aceptación que rodea el tema de los derechos humanos, considerándola aparente y se propone en cambio analizar algunos conceptos clave relacionados. Ese análisis muestra las diferencias básicas que existen en el enfoque de derechos y permite vincularse con la propuesta del filósofo italiano Piero Bertolini, quien ve los derechos como una forma de poner en práctica la democracia, en un contexto de participación ciudadana. La aclaración se considera importante como base para el futuro Trabajo Comunal Universitario, en cuanto se enlaza con reflexiones acerca del lugar: el lugar que ocupan los actores del proceso (de la comunidad, estudiantes, personal de la universidad), así como acerca de la falta, simbólica y real, de lugar. The present study analyzes an experience of Community Service, due by every University student in Costa Rica before graduating. It is about human rights of the childhood and the adolescence in a San José's excluded area. At the same time, the article distrusts of the general acceptance that surrounds the topic of human rights, considering it apparent. Some related key concepts are discussed. That analysis shows the basic differences existing in the interpretation of the human rights and it allows creating a link with the Italian philosopher's Piero Bertolini proposal: the author interpreters human rights as a way to put into practice democracy, in a context of civil participation. The elucidation is considered an important platform for the follow up and the future Community services of the University students, since it contributes to think over the matter of the "space": the role the actors of the experience (the community, staff of the University, students) play as well as about the lack, symbolic and real, of spaces.
