In order to extract hesperidin from Citrus aurantium L. through green and efficient ways, a novel method based on deep eutectic solvent (DES) assisted extraction has been developed. Compared to known alkali extraction and acid precipitation or organic solvent (ethanol, methanol) extraction, this new DES system of choline chloride/diethanolamine (DES-14) method exhibited excellent extraction efficiency for hesperidin. Under optimal conditions, the extraction yield of hesperidin reached 6.26 ± 0.05%. Further studies with infrared spectroscopy, 1H nuclear magnetic resonance, and density functional theory showed the DES-14 was formed mainly through the interaction of H-bond and van der Waals forces. In addition, scanning electron microscopy and density functional theory revealed the strong dissolving capacity, and the H-bond formation between DES-14 and hesperidin, as well as van der Waals forces all contributed to efficient extraction of hesperidin. The results provide a new strategy for efficient extraction and utilization of hesperidin in Citrus. L ways (DES developed ethanol, ethanol (ethanol methanol chloridediethanolamine chloride diethanolamine DES14 14 (DES-14 conditions 626 6 26 6.2 005 0 05 0.05% spectroscopy H resonance DES-1 Hbond bond addition capacity DES1 1 (DES-1 62 2 6. 00 0.05 DES- (DES- 0.0 0.

Abstract Introduction. The network of cattle mobilization for fattening in Mexico is complex. The purpose, volume, origin, and destination of the mobilized animals determine the economic structure and market network. Objective. To analyze the market structure of the national network of cattle for fattening in Mexico from 2017 to 2021. Materials and methods. The study considered all heads of cattle mobilized for fattening in 956 municipalities (supply) and 1173 destination municipalities (demand) within Mexico from 2017 to 2021. The market structure was analyzed using economic, density, and centrality measures from Social Network Analysis (SNA). Results. The network of cattle mobilization for fattening was composed of 31 sources and 32 destinations, with an average annual mobilization of of 3.9 million heads of cattle and 73.6 heads of cattle per mobilization. The most important states in cattle mobilization, both in origin and destination, were Chiapas and Durango. In all cattle sources and destinations, there was a high concentration of fattening steers, as they had low centrality and density measures throughout the network. Veracruz and Durango were the most influential both in origin and destination. Conclusions. The cattle fattening market network in Mexico has a structure with high density and low centrality. The degree of specialization, both in sources and destinations, is low. Supply is concentrated in the southeast, while demand is concentrated in the north and center of the country. This information allows the establishment of three networks: sanitary prevention, cattle traceability, and market information.

Resumen Introducción. La red de movilización de ganado bovino para engorda en México es compleja. El motivo, volumen, origen y destino de los animales movilizados, determinan la estructura económica y red de mercado. Objetivo. Analizar la estructura de mercado de la red nacional de bovinos para engorda en México de 2017 a 2021. Materiales y métodos. El estudio consideró todas las cabezas de ganado movilizado para engorda en 956 municipios de origen (oferta) y 1173 municipios de destino (demanda) dentro de México del año 2017 a 2021. La estructura del mercado se analizó con medidas económicas, de densidad y centralidad del Análisis de Redes Sociales (ARS). Resultados. La red de movilización de bovinos para engorda se conformó con 31 orígenes y 32 destinos, un promedio anual de 3,9 millones de cabezas de ganado bovino movilizadas y 73,6 cabezas de ganado por movilización. Los Estados más importantes en la movilización de ganado, en origen y destino, fueron Chiapas y Durango. En todos los orígenes y destinos del ganado se encontró una alta concentración de novillo para engorda, porque tuvieron medidas de centralidad y densidad bajas de toda la red. Tanto en origen como en destino Veracruz y Durango fueron los más influyentes. Conclusiones. La red de mercado de bovinos para engorda en México tiene una estructura con alta densidad y baja centralidad. El grado de especialización, tanto de orígenes y destinos, es bajo. La oferta se concentra en el sureste y la demanda en el norte y centro del país. Esta información permite establecer tres redes: prevención sanitaria, trazabilidad del ganado e información de mercados.

Los modelos de regresión convencionales tienen entre sus supuestos: 1) que la variable de respuesta es numérica y continua (en la jerga técnica, se dice que tiene una distribución de frecuencia "normal"); y 2) que las observaciones son independientes entre sí. Sin embargo, para la mayoría de los problemas de investigación en las investigaciones sociales este no es el caso. A menudo, la variable de respuesta es cualitativa, por ejemplo, en formato binario, nominal categórico u ordinal. Otra dificultad común se produce en relación con la independencia entre observaciones, ya que el resultado de una observación puede correlacionarse de varias maneras con el resultado de las demás. Los modelos generalizados de efectos mixtos, también llamados modelos jerárquicos generalizados, son una solución a estas limitaciones. Son una técnica apropiada para el estudio de casos en los que se cree que las características y comportamientos de una determinada observación están influenciados por el conglomerado o agrupación a la que pertenece. De esta manera, es posible que el investigador considere, en un mismo modelo, los datos de contexto, los datos de los individuos y la interacción entre los dos niveles. El presente trabajo pretende difundir el uso de la modelación jerárquica como herramienta para el análisis de datos organizados en niveles o agrupaciones cuando la variable de respuesta no es una variable numérica continua (es decir, no tiene una distribución normal). Para ello, se presenta la teoría estadística que subyace a la técnica, acompañada de un análisis aplicado a los resultados de las elecciones nacionales en Brasil.

Modelos de regressão convencionais têm entre seus pressupostos: 1) que a variável resposta é numérica e contínua (em jargão técnico, diz-se que tem distribuição de frequências ‘normal’); e 2) que as observações são independentes entre si. Contudo, para grande parte dos problemas de pesquisa em investigações sociais esse não é o caso. Frequentemente a variável resposta é qualitativa, por exemplo, em formato binário, categórico nominal ou ordinal. Outra dificuldade comum ocorre em relação à independência entre as observações, pois o resultado de uma observação pode estar correlacionado de diversas formas ao resultado das demais. Os modelos generalizados de efeito misto, também chamados de modelos hierárquicos generalizados, constituem uma solução para essas limitações. São uma técnica apropriada para o estudo de casos em que se acredita que as características e os comportamentos de uma determinada observação são influenciados pelo conglomerado ou agrupamento a que ela pertence. Desse modo, possibilita-se que o pesquisador considere, num mesmo modelo, dados de contexto e dados de indivíduos. O presente trabalho pretende difundir o uso da modelagem hierárquica como ferramenta de análise de dados organizados em níveis ou agrupamentos quando a variável resposta não é variável numérica contínua (isto é, não possui uma distribuição normal). Para tanto, apresenta-se a teoria estatística subjacente à técnica, acompanhada de uma análise aplicada aos resultados de eleições nacionais do Brasil. 

Traditional regression models typically rest on two key assumptions: 1) that the response variable is numerical and continuous (commonly assumed to follow a normal distribution), and 2) that the observations are independent of one another. However, in many social science research contexts, these assumptions often do not hold. Frequently, the response variable is qualitative—such as binary, nominal, or ordinal—and the independence of observations is often violated, as outcomes from one observation may be correlated with others. Generalized mixed-effects models, also known as hierarchical generalized models, address these limitations. These models are particularly well-suited for cases where the characteristics and behaviors of an observation are thought to be influenced by the cluster or group to which it belongs. This allows researchers to account for both individual-level and contextual-level data within a single model, as well as the interaction between these levels. This paper aims to promote the use of hierarchical modeling as a valuable tool for analyzing data that is structured in levels or clusters, particularly when the response variable is not continuous or normally distributed. To illustrate the technique, we present supporting statistical theory and apply it to analyze results of Brazilian national elections.  

Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through meta-reflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings. SIGNIFICANCE: Through evaluative research, educators gained insight into how transformative sustainability education and transdisciplinarity play out in practice, and how theory-based evaluation can inform more transformative programme design. As higher education practitioners collaborating across continents and disciplines for systemic change, we noted that transformative concepts do not immediately translate into transformative practices, unless we critically and collectively reflect on practice and outcomes. Such (meta) reflection requires data and purposefully designed evaluation frameworks-in-use. This idea is not new, but its manifestation in practice was illuminative and could also be of scholarly interest to other curriculum and evaluation designers.

This article is located within current debates on engaged science and learning in higher education, with emphasis on types of learning emerging from engaged sustainability science, and associated contributions to debates on decoloniality in higher education. In particular, the article deliberates how a focus on sustainability science practised as place-based transgressive learning can add to debates on decoloniality in higher education. Through analysis of two case studies, we propose that co-engaged place-based research and learning emerges as a form of multi-loop, transgressive learning that offers possibilities for advancing understanding of decolonising learning processes, at least in those parts of the higher education system where the learning and sustainability sciences meet. This is offered as an approach to deepen science engagement in contemporary African contexts. SIGNIFICANCE: The article offers insight into how science engagement practised as place-based, transgressive learning can contribute to decolonisation of higher education, especially through learning processes. It draws on insight from the learning sciences (notably Bateson's work on single, double and triple loop learning, but also theory from decolonial, expansive and transgressive learning) and shows how this can deepen understandings of science engagement practised as place-based transgressive learning.

The National Development Plan (NDP) advocates for the elimination of poverty, and the reduction of inequality by 2030. These goals can only be achieved if we harness the energies of the people, build an inclusive economy, develop skills, improve the capacity of the state and promote leadership and partnerships across society. This is to be achieved through transforming society more equitably and at the same time making the country more competitive in the global economic system. The article seeks to explore how institutions of higher learning can be transformed through the production of future professors with a developmental agenda. Therefore, the NDP advocates continuous professional development, lifelong learning and knowledge production, and innovation as a focus for building the capacity of individuals and society. The article employed the modernisation theory as a vehicle to drive social change and transformation in higher education. The article employed a systematic review of the literature on transformation and social change in higher education as advocated in the NDP. The findings of the article show that universal human development can be achieved by respecting human rights, promoting equality and empowering people to exercise the opportunities and choices they value in higher education. The article recommends that a structured interaction between lecturers and students within the context of transformative change and social justice should be prioritised in higher education. This can only be achieved through preparing the future professor with a developmental agenda to assist in shaping higher education by designing a curriculum that responds to the needs of the current cohort of students.

BACKGROUND: Unani Tibb promotes holistic patient care, yet spirituality and spiritual care seem to be neglected in education. This theory-practice gap was previously highlighted in studies on Unani Tibb practitioners. The role of spirituality and spiritual care in Unani Tibb education in South Africa (SA) remains unclear OBJECTIVES: To explore Unani Tibb students' and educators' perceptions and attitudes of spirituality and spiritual care in SA METHODS: A two-stage sequential explanatory mixed-method study was conducted. Quantitative data from stage 1 was obtained using a cross-sectional descriptive study followed by in-depth interviews for the qualitative study in stage 2. Stage 1 guided the interview questions in stage 2. Descriptive data analysis was performed for the quantitative study, followed by thematic analysis for the qualitative data RESULTS: A total of 18 (90%) participants took part in the quantitative study followed by 10 participants (50%) in the qualitative study. Three study findings emerged: i) a heightened level of spiritual awareness was recorded for this cohort despite the lack of spirituality and spiritual care content in the curriculum, ii) participants viewed spiritual care as integral to Unani Tibb philosophy, education and practice and iii) formal integration of spirituality and spiritual care concepts in Unani Tibb education was identified as a necessity to ensure the integrity of the holistic approach required by the profession CONCLUSION: This study has implications across the health education sector and more specifically for Unani Tibb educators to consider the inclusion of spiritual care content in education programmes

Abstract This article deals with the historical context and the characteristics of the operation of the University of Buenos Aires between 1958 and 1962, during the presidency of Arturo Frondizi at the national level and the rectorate of his brother Risieri at the University of Buenos Aires. In particular, the development theory is described and analyzed in relation to what happened in the UBA in the aforementioned period of time with the aim of evidencing continuities and ruptures between both elements. This is a case study through the files of Sessions of the Superior Council of the University, the Archives of the University of Buenos Aires and other sources -primary and secondary- that allowed to complement the analysis carried out here.

Resumen Este artículo versa sobre el contexto histórico y las características de funcionamiento de la Universidad de Buenos Aires entre los años 1958 y 1962, durante la presidencia de Arturo Frondizi a nivel nacional y del rectorado de su hermano Risieri Frondizi en la Universidad de Buenos Aires (UBA). En especial, se describe y analiza a la teoría desarrollista en relación con lo sucedido en la UBA en el período de tiempo citado con el objetivo de evidenciar continuidades y rupturas entre ambos elementos. Este es un estudio de caso a través de los archivos de Sesiones del Concejo Superior de la Universidad, los Archivos de la Universidad de Buenos Aires y otras fuentes -primarias y secundarias- que permitieron complementar el abordaje.

RESUMEN El desempeño pedagógico del director para contribuir a la calidad de los procesos educativos en la República Dominicana ha de gestarse desde las ciencias. Desde esta perspectiva, las contradicciones que evidencia la práctica con respecto a la teoría, constituyen la génesis de este artículo. De ahí que declare como objetivo: Argumentar la coherencia que manifiesta el desempeño pedagógico del director escolar conforme a los fundamentos teóricos, metodológicos, científicos y tecnológicos que le sustentan en el contexto actual del nivel secundario en la República Dominicana. El estudio cualitativo se sustentó en el enfoque dialectico materialista para la consulta crítica de los referentes del objeto de estudio, con otros métodos del nivel teórico: Analítico sintético, Histórico-lógico, Inductivo -deductivo y Modelación. Del nivel empírico se utilizaron los siguientes: estudio documental, observación, encuesta, entrevista, prueba de desempeño y consulta a especialistas. En síntesis, la sistematización de las posiciones actuales sobre el desempeño pedagógico del director escolar en la sociedad actual y su impacto en el cumplimiento de las metas educativas, reveló el abordaje de este accionar directivo en la gestión pedagógica con una perspectiva compleja y competitiva que implica lo científico-tecnológico al potenciar la formación de un ciudadano preparado y comprometido con el futuro.

ABSTRACT The pedagogical performance of the director to contribute to the quality of educational processes in the Dominican Republic must be developed from the sciences. From this perspective, the contradictions evidenced by practice with respect to theory constitute the genesis of this article. Hence, the objective is declared: To argue the coherence that the pedagogical performance of the school director manifests in accordance with the theoretical, methodological, scientific and technological foundations that support him in the current context of the secondary level in the Dominican Republic. The qualitative study was based on the materialist dialectical approach for the critical consultation of the referents of the object of study, with other methods at the theoretical level: synthetic analytic, historical-logical, inductive-deductive and modeling. At the empirical level, the following were used: documentary study, observation, survey, interview, performance test and consultation with specialists. In summary, the systematization of current positions on the pedagogical performance of the school director in today's society and its impact on the fulfillment of educational goals, revealed the approach to this directive action in pedagogical management with a complex and competitive perspective that implies the scientific-technological by promoting the formation of a citizen prepared and committed to the future.

RESUMEN La teoría del capital humano (HCT) ha pasado de ser un principio central de la teoría económica neoclásica a una posición política normativa y prescriptiva que guía nuestra comprensión del crecimiento económico en múltiples escalas, desde la individual hasta la nacional. En este artículo, un grupo diverso de estudiantes de posgrado cuestiona sus experiencias de acumulación y realización de "capital humano". Sostienen que el HCT tiene en su centro un tema abstracto y falsamente universal que oscurece cómo las relaciones transnacionales de patriarcado, raza y colonialidad constituyen clases y crear así una realidad en la que no todos pueden realizar inversiones en capital humano. Este artículo profundiza en cómo este grupo de estudiantes adultos desarrolló una comprensión de la clase como una relación socialmente constituida dentro del capital y, por lo tanto, pone de relieve la necesidad de que los educadores de adultos trabajen desde una articulación de clase más matizada que reconozca la relacionalidad con otras formas de opresión.

RESUMO A teoria do capital humano (TCH) tem mudado o enfoque na abordagem, desde a teoria económica neoclássica para teorias normativa e prescritiva que destacam o entendimento de crescimento económico baseado em escalas diversas, designadamente da escala individual para a nacional. Neste artigo, um grupo de estudantes de graduação interroga as suas experiências de acumulação e de desenvolvimento do “capital humano”. Argumentam que a TCH tem no seu interior uma ideia falsa e generalizadamente aceite que obscurece como as relações transnacionais de patriarcado, raça e colonialismo constituem as relações de classe e, por essa via, criam a ideia de que investimentos no capital humano não podem ser ambicionados por todos. Neste artigo debate-se o modo como os aprendentes adultos entendem a classe social, enquanto uma relação socialmente constituída no quadro do capital; e defende-se a necessidade dos educadores de adultos trabalharem a partir de um conceito de classe mais complexo que reconhece relações com outras formas de opressão.

ABSTRACT Human capital theory (HCT) has moved from a core tenet of neoclassical economic theory to a normative and prescriptive policy position that guides our understanding of economic growth across multiple scales, from the individual to the national. In this paper, a diverse group of graduate students interrogate their experiences of accumulating and realising ‘human capital.’ They argue that HCT holds at its centre an abstract and falsely universal subject that obscures how transnational relations of patriarchy, race, and coloniality constitute class relations and thus create a reality in which investments in human capital cannot be realised by all. This paper further elaborates how this group of adult learners developed an understanding of class as a socially constituted relation within capital and thus foregrounds the need for adult educators to work from a more nuanced articulation of class that recognizes relationality with other forms of oppression.

ABSTRACT In the context of current debates on development problems, it is very common to speak of economic transition, of the causes of social crises and to blame, only, national states with internal policies that prevent them from advancing to higher forms of material and spiritual growth, exonerating the great powers and the most important centers of economic and financial power from all kinds of influences. In this sense, even when is visible that most of the analyzes on these issues ignore the struggle sun leashed, historically, with in the socialist experiences and the tribulations because they went through to overcome the agro-industrial and social backwardness in general, it seems convenient to return to the original Marxism and to the practical experience of Lenin, to re-evaluate some of his most important theoretical-methodological contributions and determine which of these could be useful to us today in order to overcome under development. It is precisely what this paper proposes.

RESUMEN En el contexto de los debates actuales sobre los problemas del desarrollo, es muy común hablar de transición económica, de las causas de las crisis sociales y responsabilizar, solo, a los Estados nacionales con las políticas internas que les impiden avanzar a formas superiores de crecimiento material y espiritual, exonerando a las grandes potencias y los más importantes centros de poder económico y financieros de todo tipo de influencias. En este sentido, aun cuando es visible que la mayor parte de los análisis sobre estos temas soslaya las pugnas desatadas, históricamente, dentro de las experiencias socialistas y las tribulaciones porque transitaron para superar el atraso agro-industrial y el social en general, parece conveniente volver al marxismo original y a la experiencia práctica de Lenin, para reevaluar algunas de sus contribuciones teórico-metodológicas más importantes y determinar cuáles de estas podrían sernos útil hoy al objetivo de superar el subdesarrollo. Es, justamente, lo que propone el presente trabajo.

The digitisation of education that has deliberately reformed the pedagogical practices of tertiary education in the 21st century, rapidly transformed all aspects of academia during the COVID-19 pandemic. Academic conferences, as traditional sites of embodied knowledge production, were also impacted and virtual conferences were quickly adopted as socially responsible alternatives. As a component of contemporary academic work, conferencing is meant to foster networks of community and support deep learning but are most often criticised as sites that reproduce prevalent discriminatory academic hierarchies. The most common observations in gender analysis of conferencing report on inequalities of representation and the absence of women in key roles. As organisers of the Southern African Student Psychology Conference (SASPC), we explore our experiences organising our first online conference in the context of the pandemic. Unfortunately, very few researchers have considered the representative space of online forms of conferencing, and to date none reflect the experiences of women academics from South Africa. This article aims to extend these examinations of the gendered nature of academic conferencing by utilising Empowerment Theory (ET) to understand narrative reflections from three women academics and organisers of an online Southern African conference. Collaborative Autoethnography (CAE) served as a critical emancipatory tool for collectively gathering counter stories of our internalised oppression as marginalised women academics. Consequently, this article explicates the gendered dynamics of academia, as well as sustainable pedagogical possibilities for change that is engendered by technology through online spaces as important sites of agency and resistance.

ABSTRACT Foundation: Skin cancer as a public health problem requires facing it through comprehensive, transversal and sustainable prevention strategies, based on the reality of the individual, family and community; where previous experiences, beliefs and customs are included, taking into account cultural diversity. Objective: Determine the intercultural practice of photoprotection in nursing students at the Chimborazo National University for the skin cancer prevention. Methods: Research with a qualitative-interpretive approach, considering narrative and experiential data supported for the in-depth description of the phenomenon. The studied subjects constituted 12 key informants who met the inclusion criteria. The data were collected through semi-structured interviews and self-reporting. The interviews were transcribed, categorized, interpreted and triangulated. Results: The intercultural practice of photoprotection in nursing students was related to three central categories: culture/health with cultural photoprotection care; environment with worldview and cultural environment; and promotion with learning and/or education needs on photoprotection respectively. Categories that are supported by the rising sun model proposed by Madeleine Leininger. Conclusions: Leininger's theory directs students and health professionals to be aware of cultural attitudes and work in collaboration with users, providing promotion and prevention strategies that are culturally appropriate and effective, where factors such as language, traditions and cultural norms are taking into account.

RESUMEN Fundamento: El cáncer de piel como problema de salud pública exige afrontarlo mediante estrategias integrales, transversales y sostenibles de prevención, basadas en la realidad del individuo, familia y comunidad, donde se incluyan experiencias previas, creencias y costumbres, tomando en cuenta la diversidad cultural. Objetivo: Determinar la práctica intercultural de fotoprotección en estudiantes de la carrera de Enfermería de la Universidad Nacional de Chimborazo para la prevención del cáncer de piel. Métodos: Investigación con enfoque cualitativo - interpretativo, considerando datos narrativos y vivenciales sustentados para la descripción profunda del fenómeno. Los sujetos de estudio constituyeron 12 informantes clave que cumplieron con los criterios de inclusión. Los datos fueron recolectados mediante la entrevista semiestructurada y el autorreportaje. Se realizó la transcripción de las entrevistas, categorización, interpretación y triangulación. Resultados: La práctica intercultural de fotoprotección en estudiantes de enfermería se relacionó con tres categorías centrales: cultura/salud con los cuidados culturales de fotoprotección; entorno con la visión del mundo y entorno cultural; y promoción con las necesidades de aprendizaje y/o educación sobre fotoprotección, respectivamente. Categorías que se respaldan con el modelo del sol naciente propuesto por Madeleine Leininger. Conclusiones: La teoría de Leininger direcciona a los estudiantes y profesionales de la salud para que sean conscientes de las actitudes culturales y trabajen en colaboración con los usuarios, brindando estrategias de promoción y prevención que sean culturalmente apropiadas y efectivas, en donde se consideren factores como el idioma, tradiciones y normas culturales.

Résumé: Dans ce travail, j’étudie la polarisation politique à partir de l’observation ethnographique et de la comparaison de deux manifestations publiques, à Mexico, fin 2022, contre et en faveur de la loi réformatrice de l’Institut national électoral du pays (INE). Plus précisément, j’aborde la manière dont la polarisation a été mise en scène dans l’espace public, en m’appuyant sur des discours, des récits, des émotions, des sentiments, divers répertoires d’action et formes de protestation symbolique visant tous l’auto-identification collective et la stigmatisation des antagonistes politiques. J’affirme que la mise en scène de la polarisation est le produit de la conjonction de la logique populiste et de la logique de la contestation sociale. J’utilise la théorie des systèmes sociaux de Niklas Luhmann, la sociologie des émotions d’Eva Illouz et Chantal Mouffe, la conception du populisme de Jan-Werner Müller, la théorie de la raison populiste d’Ernesto Laclau et le concept de polarisation politique d’Andreas Schedler.

Resumen: En este trabajo estudio la polarización política con base en la observación y comparación etnográfica de dos manifestaciones públicas, en la Ciudad de México, a finales de 2022, en contra y a favor de la ley de reforma del Instituto Nacional Electoral (INE) del país. Específicamente, me ocupo de las maneras en que la polarización fue escenificada en el espacio público, echando mano de discursos, narrativas, emociones, sentimientos, diversos repertorios de acción y diferentes formas de protesta simbólica para la autoidentificación colectiva y la estigmatización del antagonista político. Afirmo que la puesta en escena de la polarización es producto de la conjugación de la lógica populista y la lógica de la protesta social. Utilizo la teoría de los sistemas sociales de Niklas Luhmann, la sociología de las emociones de Eva Illouz y Chantal Mouffe, la concepción de populismo de Jan-Werner Müller, la teoría de la razón populista de Ernesto Laclau y el concepto de polarización política de Andreas Schedler.

Abstract: In this study, I explore political polarization through ethnographic observation and comparison of two public demonstrations in Mexico City in late 2022, respectively in opposition to and in support of the country’s National Electoral Institute (INE) reform law. Specifically, I examine how polarization was staged in the public sphere by the respective participants, utilizing speeches, narratives, emotions, varied action repertoires, and diverse forms of symbolic protest for collective self-identification and the stigmatization of the political antagonist. I argue that the enactment of polarization results from the convergence of populist logic and social protest. The research draws upon Niklas Luhmann’s theory of social systems, Eva Illouz and Chantal Mouffe’s sociology of emotions, Jan-Werner Müller’s conceptualization of populism, Ernesto Laclau’s theory of populist reason and Andreas Schedler’s concept of political polarization.

Abstract: The present work aims to examine the apparent benefits and effects of free trade based on the dynamics of the former General Agreement on Tariffs and Trade (GATT) and its successor, the World Trade Organization (WTO). The eminently ideological nature of the tax premises is denounced according to which its effects are intrinsically beneficial for developing and underdeveloped economies in the generality of the assumptions. In this sense, an attempt is made to demonstrate that the reference institutions have consistently perpetuated the drifts that the "center-periphery" analytical model historically denounced to the latter's detriment. The methodology used has involved a literature review of the GATT system and the international trade framework of the WTO, based on a critical examination of these in relation to the theses of both classical and contemporary structuralist economics. The study's results indicate that the multilateral trade system, along with the trade policies of hegemonic nations, through the functioning first of the GATT and then of the WTO, has resulted in endemically detrimental effects for peripheral economies. In this sense, the implications of this research suggest the need for a reexamination, both at the national and interregional levels, of the currently inequitable terms governing international trade, along with a more active promotion, at both levels, of development policies that prove to be beneficial for economically disadvantaged countries.

Resumen: El presente trabajo tiene como propósito examinar los aparentes beneficios y efectos del libre comercio a partir de la dinámica propia del que fuera el General Agreement on Tariffs and Trade (GATT) y su sucesora, la Organización Mundial de Comercio (OMC). Se denuncia el carácter eminentemente ideológico de las premisas tributarias según las cuales sus efectos son, en la generalidad de los supuestos, intrínsecamente provechosos para las economías en desarrollo y subdesarrolladas. En este sentido, se intenta demostrar que las instituciones de referencia han perpetuado consistentemente las derivas que el modelo analítico "centro-periferia" históricamente denunciara en detrimento de esta última. La metodología empleada ha consistido en la revisión bibliográfica del sistema GATT y el esquema de comercio internacional de la OMC, a partir de un examen crítico de estas últimas en función de las tesis de la economía estructuralista cepalina tanto clásica como contemporánea. Los resultados del estudio señalan que el sistema multilateral comercial y las propias políticas comerciales de las naciones hegemónicas, a través del funcionamiento primero del GATT y luego de la OMC, han supuesto efectos endémicamente disvaliosos para las economías periféricas. Las implicaciones de la presente investigación sugieren la necesidad del reexamen tanto en el ámbito nacional como interregional de los términos -actualmente poco equitativos- que rigen el comercio internacional, y de una promoción más activa, en ambos espacios, de aquellas políticas de desarrollo que sean provechosas para los países económicamente desfavorecidos. Clasificación JEL: F01; F12; F13; F53; F60; F63.