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Precede al tít.: Comisión Internacional de Historia Militar, International Commission of Militar History, Commission internacionale d'histoire militaire ; Texto en español; resúmenes en inglés y español ; Bibliografía. Índice ; Sumario: Esta obra analiza la presencia de los soldados flamencos y valones en España desde el siglo XV hasta el siglo XVIII. Los Países Bajos y el Franco Condado se incorporaron a los territorios de Carlos V como la herencia borgoñona. Desde entonces y, sobre todo, a partir de Felipe II participan en las campañas militares imperiales y las de la Monarquía Hispánica contribuyendo con recursos y hombres y esta participación se mantuvo en servicio después de la perdida de los Países Bajos

"What is the role of literature in the formation of the state? Anthony J. Cascardi takes up this fundamental question in Cervantes, Literature, and the Discourse of Politics, a comprehensive analysis of the presence of politics in Don Quixote. Cascardi argues that when public speech is constrained, as it was in seventeenth-century Spain, politics must be addressed indirectly, including through comedy, myth, and travellers' tales. Cervantes, Literature, and the Discourse of Politics convincingly reengages the ancient roots of political theory in modern literature by situating Cervantes within a long line of political thinkers. Cascardi notably connects Cervantes' political theory to Plato's, much as the writer's literary criticism has been firmly linked to Aristotle's. He also shows how Cervantes' view of literature provided a compelling alternative to the modern, scientific politics of Machiavelli and Hobbes, highlighting the potential interplay of literature and politics in an ideal state."--P. [i]

ABSTRACT: This article, written by Vesna Čopič, Andrej Srakar and Jordi Baltà, examines recent literature in the field of cultural governance, with particular emphasis on its implications for local cultural policies.Keywords: Cultural governance, cultural policy, cities, local governments, decentralisation, governance.-RESUM: Aquest article, escrit per Vesna Čopič, Andrej Srakar i Jordi Baltà, analitza la bibliografia recent en l'àmbit de la governança cultural, amb especial èmfasi sobre les seues conseqüències en les polítiques culturals locals.Paraules clau: governança cultural, política cultural, ciutats, administracions locals, descentralització, governança.-RESUMEN: Este artículo, escrito por Vesna Čopič, Andrej Srakar y Jordi Baltà, examina la bibliografía reciente en el ámbito de la gobernanza cultural, con especial atención a sus repercusiones en las políticas culturales locales. Palabras clave: gobernanza cultural, política cultural, ciudades, administraciones locales, descentralización, gobernanza.

El autor de este texto afrma que el concepto de diversidad cultural "es un derecho emergente que pide ser reconocido jurídica, política y socialmente". ; The author of this text affirms that the concept of cultural diversity "is an emerging right that demands to be recognized legally, politically and socially".

It is often said that literature not only represents the cultural identity of the community from which it emerges, but also literature itself creates identity. We believe that the correlation literature-identity, in order to become productive in literary and cultural terminology, has to be inscribed in a political horizon of comprehension; by doing this so long as the claim of identity and, above all, the claim for a textual literary practice that present identity, problems would not be but, in the end, a political practice of visibility that implies defying ideologies and discourse complacence with "official" stereotypes and with the radical negation of the subaltern subject from instances of domination. We begin from the suposition that identifying effects, belonging to literature (or that can be reclaimed by literature), have to do more with non-identity than with identity, with the absent and the possible aspects that it is materialized as at "presence" through literary memory or imagination that construct the "other history of history". ; Se afirma que la literatura no sólo representa la identidad cultural de la comunidad o colectividad desde donde emerge, sino que ella misma crea identidad. Creemos que la correlación literatura-identidad, para que se torne productiva en términos de crítica literaria y cultural, hay que inscribirla en un horizonte político de comprensión; esto en la medida en que el reclamo por identidad y, sobre todo, el reclamo por una práctica textual literaria que problematice la identidad, no sería sino, en definitiva, una práctica política de visibilización que implica desafiar discursos e ideologías complacientes con estereotipos "oficiales" y/o con la negación radical del sujeto subalterno desde instancias de dominación. Partiremos del supuesto de que los efectos identitarios propios de la literatura (o que pueden serle reclamados a la literatura) tienen que ver más con la no-identidad de la identidad, con lo ausente y lo posible que se materializa como "presencia" a través de la memoria y/o de la imaginación literaria que construye la "otra historia de la historia".

The article examines the perception about books, reading and literature in Chile, between 1810 and 1842. It deals with the vision of the two first generations of intellectuals about this subject, a vision politically motivated. It then goes on to establish a constrast between the utopical vision and the real experience in the area of book and reading. The article finally confronts both visions in relation to the independence of literature. ; El artículo examina las concepciones operantes del libro, la lectura y la literatura en Chile, entre 1810 y 1842. Describe la concepción enciclópedica y eminentemente política de lo literario en las dos primeras generaciones de criollos ilustrados y el modo como ella fue conformando un canon para la nueva nación. Contrasta luego el discurso de la utopía ilustrada (entendida como "verdad prematura") sobre la lectura y el libro con testimonios sobre su realidad. Finalmente enfrenta ambas perspectivas y las vincula a la independencia de la literatura.

This paper makes an approaching to between the literature and the law, which will be useful to analyze the figures of the possession and the property since a legal point of view, to after, to show some literally approaching to both. Those civil institutions must be looked, today, since a different way of the Romans and the liberalism of the centuries XVII and XIX view. In consequence, the study will focus in the property and the possession of the land, begging in the base of the solution of the problem of the land tenure —settled in first time in the subjects of the actual "peace dialogs" realized in the Habana (Cuba), between the Government of Colombia and the insurgent movement self called «Fuerzas Armadas Revolucionarias de Colombia (FARC)»— constitutes a fundamental worry in the society, and the right to the land property is a natural aspiration of the mankind, but alien to the liberal conception of the property. ; Este artículo realiza un acercamiento a la relación entre literatura y derecho, que será útil para analizar las figuras de la propiedad y la posesión desde punto de vista jurídico para, luego, mostrar algunos acercamientos literarios a ellas. Se afirma que estas dos instituciones civiles deben ser miradas, hoy en día, desde una óptica distinta a la de los romanos y a la del liberalismo de los siglos XVIII y XIX. En consecuencia, el estudio se centrará en la propiedad y en la posesión de la tierra, partiendo de la base de que la solución al problema de la tenencia de la tierra —colocado en primer lugar dentro del temario de los actuales "diálogos de paz" que se realizan, en La Habana (Cuba), entre el Gobierno nacional de Colombia y el movimiento insurgente autodenominado «Fuerzas Armadas Revolucionarias de Colombia (FARC)»— constituye fundamental preocupación en toda sociedad, y que el derecho a la tierra es una aspiración natural del hombre, pero ajeno a la concepción liberal de propiedad.

Which were the mechanisms by which certain groups were positioned at the margins of national narratives during the nineteenth century, either via their exclusion from these narratives of through their incorporation into them as 'others'? By engaging with shifting ideas of exclusion and difference, the authors in this book reflect upon the paradoxical centrality of the subaltern at a time when literature was deployed as a tool for nation building. The lasting presence of the Jewish and Moorish legacy, the portrayal of gypsy characters, or the changing notions of femininity in public discourse exemplify the ways in which images of marginal 'types' played a central role in the configuration of the very idea of Spanishness. ¿Cuáles fueron los mecanismos mediante los que ciertos grupos fueron relegados a los márgenes del relato nacional durante el siglo XIX, bien a través de su exclusión de dichos relatos, bien a través de su incorporación a ellos como "otros"? A través del análisis de las ideas de exclusión y diferencia, los autores de este libro reflexionan sobre la paradójica centralidad de lo marginal en una época en la que la literatura fue una herramienta fundamental para la construcción de la nación. La pervivencia del legado judío y morisco, la representación de personajes gitanos o las distintas nociones de feminidad presentes en el discurso público ejemplifican las formas en que las imágenes de "tipos" marginales desempeñaron un papel central en la configuración de la idea de españolidad

Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, cocreation of knowledge and open innovation triangle, is presented as an opportunity to generate an original contribution from research to open educational theory and practices. The study analyzed the articles that addressed this triangle, in order to identify the contexts and challenges that arise in open innovation and the cocreation of knowledge to promote open science. The method was a systematic literature review (SLR) of 168 articles published in open access format, from January 2014 to May 2017 in the Web of Science and Scopus databases. In the validation process, the York University criteria were used: inclusion and exclusion, relevance of the pertinent studies, evaluation of the quality / validity of included studies and description of data / basic studies. The findings showed that the mostwidely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research. The research concludes that the context and practices of collaboration are substantial elements for innovation and open science.

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation.