Résumé L’article présente les résultats de l’Observatoire Latino-Américain des Indicateurs d’Évaluation (OLIVA), qui visent à contribuer à rendre visible la production scientifique indexée en Amérique Latine et dans les Caraïbes, afin de promouvoir son appréciation dans les systèmes d’évaluation. Cet article aborde la production publiée en libre accès par des revues indexées dans SciELO et Redalyc, à partir de la consolidation d’une base de données, sans recouvrement, avec un total de 908.982 documents, 1720 revues (15 pays) et 2.591.704 auteurs. La diversité disciplinaire de cette production est analysée, ainsi que les tendances en matière de collaboration nationale, régionale et internationale. Enfin, la collaboration intra-nationale a été analysée uniquement dans le cas du Brésil et de SciELO. L’étude conclut qu’il y a une prédominance des revues « diamant » , des institutions d’édition universitaire et des formes de circulation multiscalaires. Ces caractéristiques, même avec la diversité linguistique et disciplinaire, peuvent contribuer très efficacement aux besoins actuels de la communication scientifique à l’heure de la science ouverte. Larticle L lObservatoire l Observatoire LatinoAméricain Latino Américain dÉvaluation d Évaluation OLIVA, OLIVA (OLIVA) Caraïbes dévaluation. dévaluation évaluation. évaluation d’évaluation Redalyc dune données recouvrement 908982 908 982 908.98 documents 172 15 (1 pays 2591704 2 591 704 2.591.70 auteurs nationale internationale Enfin intranationale intra Létude étude quil qu il dédition édition multiscalaires caractéristiques lheure heure ouverte (OLIVA 90898 90 98 908.9 17 1 ( 259170 59 70 2.591.7 9089 9 908. 25917 5 7 2.591. 2591 2.591 259 2.59 25 2.5 2.

Resumo Este artigo apresenta os resultados do Observatorio Latinoamericano de Indicadores de eVAluación (OLIVA) que visa visibilizar e valorizar a produção científica indexada na América Latina e Caribe. O trabalho aborda a produção em acesso aberto das revistas indexadas no SciELO e Redalyc, com base na consolidação de uma única base de dados, com o número total de 1.720 revistas (de 15 países), 908.982 documentos e 2.591.704 autores/as. Também analisa a diversidade disciplinar e as tendências da colaboração nacional e internacional. Por fim, apenas para o caso do Brasil e da SciELO, analisa-se a colaboração intranacional. O estudo conclui que há um predomínio das revistas diamante, das como instituições editoras universitárias e de formas de circulação a multiescalar. Estas caraterísticas, mesmo assim a diversidade linguística e disciplinar, podem contribuir de forma muito eficaz para as necessidades atuais de comunicação científica em tempos de ciência aberta. OLIVA (OLIVA Caribe Redalyc dados 1720 1 720 1.72 países, países , países) 908982 908 982 908.98 2591704 2 591 704 2.591.70 autoresas autores autores/as internacional fim analisase se intranacional diamante multiescalar caraterísticas aberta 172 72 1.7 90898 90 98 908.9 259170 59 70 2.591.7 17 7 1. 9089 9 908. 25917 5 2.591. 2591 2.591 259 2.59 25 2.5 2.

Abstract This article presents the results of the Latin American Observatory of eVAluation Indicators (OLIVA, its Spanish acronym) which aims to contribute to the visibility of indexed scientific output in Latin America and the Caribbean and enhance its value in evaluation systems. This study addresses the production published in open access by journals indexed in SciELO and Redalyc, based on a single database of a total of 1,720 journals (from 15 countries), 908,982 documents and 2,591,704 authors. It also highlights its disciplinary diversity, and trends in national and international research collaboration. Finally, only for the case of Brazil and SciELO, intranational collaboration is analyzed. The study concludes that there is a predominance of diamond journals, of university publishing institutions and of multiscalar forms of circulation. These characteristics, even with linguistic and disciplinary diversity, can contribute very effectively to the current needs of science communication in times of open science. OLIVA, OLIVA (OLIVA acronym systems Redalyc 1720 1 720 1,72 from countries, countries , countries) 908982 908 982 908,98 2591704 2 591 704 2,591,70 authors diversity Finally analyzed circulation characteristics 172 72 1,7 90898 90 98 908,9 259170 59 70 2,591,7 17 7 1, 9089 9 908, 25917 5 2,591, 2591 2,591 259 2,59 25 2,5 2,

Resumen Este artículo presenta los resultados del Observatorio Latinoamericano de Indicadores de eVAluación (OLIVA), que buscar visibilizar y promover la valoración de la producción científica indexada en América Latina y el Caribe. Se aborda la producción publicada en acceso abierto e indexada en SciELO y Redalyc, a partir de la construcción de una base de datos consolidada y que incluye información de 1.720 revistas (de 15 países), 908.982 documentos y 2.591.704 autores/as. Se analiza la diversidad disciplinar de esta producción, así como las tendencias de la colaboración nacional, regional e internacional. También, sólo para el caso de Brasil y de SciELO, se analiza la colaboración intra-nacional. Los resultados arrojan un predominio de revistas diamante, de instituciones editoras universitarias y de formas de circulación multiescalar. Estos rasgos, así como la diversidad lingüística y disciplinar, pueden contribuir de modo eficaz a las necesidades de la comunicación científica en tiempos de ciencia abierta. OLIVA, OLIVA , (OLIVA) Caribe Redalyc 1720 1 720 1.72 países, países países) 908982 908 982 908.98 2591704 2 591 704 2.591.70 autoresas autores as autores/as nacional internacional También intranacional. intranacional intra nacional. intra-nacional diamante multiescalar rasgos abierta (OLIVA 172 72 1.7 90898 90 98 908.9 259170 59 70 2.591.7 17 7 1. 9089 9 908. 25917 5 2.591. 2591 2.591 259 2.59 25 2.5 2.

ABSTRACT Artificial Intelligence (AI) is the newest technological hype. Although it involves a great diversity of technologies, the disseminated image of AI has been a generic, super-powerful, extremely negative one, at the edge of dystopian, especially in works of science fiction. Recently, following the launch of ChatGPT, one finds an explosion of journalistic and academic publications, some of which reinforce this public imagination. In academia, AI’s risks remain highlighted and even apocalyptic scenarios related to it are taken into consideration. Ethical concerns, then, take on eminently negative connotations, and the much more realistic possible benefits of AIs are under-focused. We highlight in this paper the importance of going beyond the hype and developing multi/interdisciplinary, delimited, realistic, and thoughtful approaches. Employing the collective intelligence embodied in the interaction between researchers from three fields -Computer Science, Linguistics, and Philosophy- we approach a free machine translation tool: Google Translate. Our goal is to show that well-defined, multidisciplinary, technically supported approaches that do not adhere to sensationalist discourse lead us to more epistemically consistent and more thoughtful critical-normative reflections, which would be crucial for advancing the debate on AI. (AI technologies generic superpowerful, superpowerful super powerful, powerful super-powerful dystopian fiction Recently ChatGPT publications imagination academia s consideration concerns then connotations underfocused. underfocused under focused. focused under-focused multiinterdisciplinary multi interdisciplinary multi/interdisciplinary delimited Computer Science Linguistics Philosophy tool Translate welldefined, welldefined well defined, defined well-defined multidisciplinary criticalnormative critical normative reflections

RESUMO A Inteligência Artificial (AI) é a mais nova hype tecnológica. Embora envolva grande diversidade de tecnologias, uma imagem genérica, superpoderosa, fortemente negativa e, no limite, distópica da IA tem sido disseminada, especialmente por obras de ficção científica. Recentemente, sobretudo após o lançamento do ChatGPT, houve uma explosão de publicações jornalísticas e acadêmicas, que, em parte, reforçam esse imaginário. Nas abordagens acadêmicas, os riscos seguem em destaque e, inclusive, cenários apocalípticos relacionados à AI são levados em consideração. A preocupação ética, então, assume um sentido eminentemente negativo e os possíveis benefícios das AIs, muito mais realistas, são subfocalizados. Neste artigo, destacamos a importância de ir além da hype, desenvolvendo abordagens multi/interdisciplinares, delimitadas, realistas e ponderadas. Recorrendo à inteligência coletiva expressa na interação entre pesquisadores de três áreas (ciência da computação, linguística e filosofia), abordamos uma ferramenta de tradução automática (Machine Translation) gratuita: Google Translate. Nosso objetivo é mostrar que abordagens bem delimitadas, multidisciplinares, tecnicamente respaldadas e que não adotem o discurso sensacionalista nos conduzem a reflexões epistemicamente mais consistentes e crítico-normativas mais ponderadas, o que seria fundamental para o avanço do debate sobre AI. (AI tecnológica tecnologias genérica superpoderosa limite disseminada científica Recentemente ChatGPT acadêmicas parte imaginário inclusive consideração ética então AIs subfocalizados artigo multiinterdisciplinares multi interdisciplinares multi/interdisciplinares delimitadas ponderadas ciência computação filosofia, filosofia , filosofia) Machine Translation gratuita Translate multidisciplinares críticonormativas crítico normativas

ABSTRACT This text proceeds with a survey of teacher training experiences for an education that values linguistic diversity. In these experiences we aim to identify the training strategies used and the main results achieved by them to build knowledge that can serve to improve the initial training offered to teachers of the initial classes in Angola. The methodology used is a systematic literature review of 12 articles based on empirical studies, published between 2015 and 2020. The results show the predominance of two approaches in teacher training for linguistic diversity, curricular organization and pedagogical practices, in addition to imply a posture of permanent learning through a more critical and reflective attitude. diversity Angola 1 studies 201 2020 practices attitude 20 202 2

RESUMO O presente texto procede ao levantamento de experiências de formação de professores para uma educação valorizadora da diversidade linguística. Nestas experiências objetivamos identificar as estratégias formativas utilizadas e os principais resultados por elas alcançadas para construir um saber que possa servir para melhorar a formação inicial oferecida aos professores das classes iniciais em Angola. A metodologia utilizada é a da revisão sistemática de literatura de 12 artigos baseados em estudos empíricos, publicados entre 2015 e 2020. Os resultados evidenciam a predominância de dois enfoques na formação de professores para a diversidade linguística, organização curricular e práticas pedagógicas, para além de implicarem uma postura de aprendizagem permanente através de uma atitude mais crítica e reflexiva. linguística Angola 1 empíricos 201 2020 pedagógicas reflexiva 20 202 2

Working towards reconciliation, the undoing of structural inequalities and segregation often means transforming 'white spaces' into less white spaces, including but not restricted to Christian communities. However, it is often overlooked that greater representation of people of colour does not automatically challenge the epistemic authority that tends to rest with white people and/or Eurocentric knowledge systems. This was the backdrop of a study carried out in a multi-'racial' South African congregation. The purpose was to understand how white people conceptualised and worked for reconciliation in a context they were culturally dominating. A constructivist grounded theory approach was used to generate and analyse data through ethnographic methods and relationship-based learning of isiXhosa. This article presents the problem identified - the 'coloniality of knowledge' in 'reconciling' Christian communities. To challenge it and to render theologising more relevant in the intercultural contact zone, several concrete suggestions are subsequently made. They are focussed on creating environments favourable to embracing cultural-linguistic differences and to harnessing them for increased gospel relevance and epistemic equality. The value and the cost of such transformation will be discussed in the end with reference to the South African context. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: Seeking relationships on the terms of the 'other' enables more profound ways of sharing different experiences of the gospel. This approach of decolonising theology can increase cultural and epistemic justice with implications for practical and systematic theology, mission and reconciliation studies, and research in general in cross-cultural settings

ABSTRACT The objective is to characterize the potentialities and tensions in Language teachers with respect to migrant students in Chile. It was approached from a qualitative (case study), transversal and descriptive approach. 12 Language and Communication/Language and Literature teachers from four municipal establishments with the highest enrollment of foreign students in Chillán (Ñuble-Chile) were interviewed through intentional sampling in 2018. The inclusion criteria included interviewees belonging to any of the four municipal establishments with the highest enrollment of migrant students in the commune of Chillán, Ñuble, Chile, and with an average of at least five years of experience working with foreign students. Two categories and five subcategories were analyzed with the support of Atlas.ti v7. The results reveal as potential, the valuation of migrant students as a contribution to the class; and as tension, the ambivalent conception of the curriculum and evaluation in the face of migrant cultural diversity. It is concluded that for teachers, migrant students mean a possibility of enriching communicative competence, representing them as linguistic models for national students and also the lack of teacher training to address cultural diversity.

RESUMEN Se tiene como objetivo caracterizar las potencialidades y tensiones en el profesorado de Lengua con respecto a los estudiantes migrantes en Chile. Se abordó desde un enfoque cualitativo (estudio de caso), transversal y descriptivo. Se entrevistó a 12 docentes de Lenguaje y Comunicación/Lengua y Literatura procedentes de cuatro establecimientos municipalizados con mayor matrícula de estudiantes extranjeros en Chillán (Ñuble-Chile) mediante el muestreo intencional en el 2018. Los criterios de inclusión incluyeron a entrevistados pertenecientes a alguno de los cuatro establecimientos municipalizados con la mayor matrícula de estudiantes migrantes en la comuna de Chillán, Ñuble, Chile, y con un promedio de al menos cinco años de experiencia trabajando con alumnos extranjeros. Se analizaron dos categorías y cinco subcategorías con apoyo de Atlas.ti v7. Los resultados develan como potencialidad, la valoración del estudiantado migrante como aporte a la clase; y como tensión, la concepción ambivalente del currículum y de la evaluación frente a la diversidad cultural migrante. Se concluye que para el profesorado los estudiantes migrantes significan una posibilidad de enriquecimiento de la competencia comunicativa, representándolos como modelos lingüísticos para el estudiantado nacional y también la falta de formación del profesorado para atender a la diversidad cultural.

This work, in dialogue with the theoretical-methodological assumptions of the Dialogical Perspective of Language, developed by the Bakhtin Circle (BAKHTIN, 2008 [1963]; VOLOCHINOV [1920] (2017), aims to present an analysis of statements in the commentary genre online regarding the video “How to put together a curriculum for Homeschooling”, part of the YouTube channel entitled “Canal Educalar. “Homeschooling”, conceptualized in this work as domestic schooling (PENNA, 2019; TRAVERSINNI and LOCKMANN, 2022), is a phenomenon educational system in which the right of the family to replace, in the domestic space, the formal schooling commonly carried out in the school space is claimed. This phenomenon gained prominence for being affiliated with the neoliberal and conservative assumptions disseminated throughout the Bolsonaro government (2018-2022). Thus, the analysis of the 41 comments, present in the video, was based on the methodological paths present in Volochínov (2017) , Rodrigues (2005) and Remenche and Rohling (2016) , in which we focused on observing, firstly, the social dimension of the online comment genre to later analyze the verbal dimension. From the analysis of the comments, we noticed the derogatory construction of the school space as a space harmful to the student's development, as well as the discursivization of homeschooling as a possibility of protecting diversity social and students with specific educational needs. The link to neoliberal and conservative projects was also present, as responsive attitudes of positive valuation to such discursivities. Furthermore, in linguistic materiality, there was the use of derogatory emojis in relation to the school, which highlights the socio-communicative potential of the genre in the evaluative accent of the statement.

Este trabalho, em diálogo com os pressupostos teórico-metodológicos da Perspectiva Dialógica da Linguagem, elaborada pelo Círculo de Bakhtin (BAKHTIN, 2008 [1963]; VOLOCHINOV [1920] (2017), destina-se a apresentar uma análise de enunciados do gênero comentário online a respeito do vídeo “Como montar um currículo para Homeschooling”, integrante do canal de Youtube intitulado “Canal Educalar. O “Homeschooling”, conceituado neste trabalho como escolarização doméstica (PENNA, 2019; TRAVERSINNI e LOCKMANN, 2022), é um fenômeno educacional em que se reclama o direito de a família substituir, no espaço doméstico, a escolarização formal realizada comumente no espaço escolar. Tal fenômeno ganhou destaque por filiar-se aos pressupostos neoliberais e conservadores difundidos ao longo do governo Bolsonaro (2018-2022).  Desse modo, a análise dos 41 comentários, presentes no vídeo, pautou-se nos percursos metodológicos presentes em Volochínov (2017) , Rodrigues (2005)  e Remenche e Rohling (2016) , em que nos debruçamos a observar, primeiramente, a dimensão social do gênero comentário online para, posteriormente, analisarmos a dimensão verbal.A partir da análise dos comentários, percebeu-se a construção depreciativa do espaço escolar como um espaço prejudicial ao desenvolvimento do aluno, bem como a discursivização do homeschooling como possibilidade de proteção à diversidade social e a alunos com necessidades educacionais específicas. Mostrou-se presente, também, a vinculação aos projetos neoliberais e conservadores, como atitudes responsivas de valoração positiva a tais discursividades. Além disso, na materialidade linguageira, houve o uso de emojis depreciativos em relação à escola, o que evidencia o potencial sociocomunicativo do gênero no acento valorativo do enunciado.

Biodiversity research is vital to understand the complexity and global scale of the biodiversity crisis, necessitating diverse participation and perspectives through collaborative efforts. However, the current state of biodiversity research highlights significant issues concerning inclusivity, representation, and equitable collaboration. Local expertise from biodiversity-rich countries and regions is often underrepresented, with Western institutions dominating the field. This imbalance hinders effective conservation initiatives and limits opportunities for local scientists to contribute to biodiversity knowledge. Addressing these challenges requires a collective effort, acknowledging the complexity and interplay of factors, such as linguistic bias and capacity constraints, across different levels of the research landscape. In this paper, we present a comprehensive set of strategies aimed at promoting and enhancing inclusivity in the biodiversity research community. These strategies encompass researchers, publishers, institutions, and funding bodies, and are designed to embrace diversity, dismantle barriers, and foster effective collaboration. We aim to advocate change by creating a research landscape that values and integrates diverse perspectives, empowers researchers from underrepresented regions, and bridges critical knowledge gaps hindering comprehensive biodiversity research. Together, these collective efforts can drive a paradigm shift fostering a more inclusive and impactful approach to biodiversity research that ensures equitable representation and maximizes the potential of our diverse and collective knowledge for conserving biodiversity and ecosystems.

A pesquisa em biodiversidade é vital para entender a complexidade e a escala da crise global da biodiversidade, exigindo participação e perspectivas diversas por meio de esforços colaborativos. No entanto, o estado atual da pesquisa em biodiversidade destaca questões significativas relativas à inclusão, representação e colaboração equitativa. A experiência local de países e regiões ricas em biodiversidade é frequentemente sub-representada, com as instituições ocidentais ricas dominando o a área de pesquisa. Esse desequilíbrio dificulta iniciativas efetivas de conservação e limita as oportunidades para os cientistas locais contribuírem para o conhecimento da biodiversidade. Enfrentar esses desafios requer um esforço coletivo, reconhecendo a complexidade e a interação de fatores, como viés linguístico e limitações de infra-estrutura, em diferentes níveis do cenário de pesquisa. Neste artigo, apresentamos um conjunto abrangente de estratégias destinadas a promover e aumentar a inclusão na comunidade de pesquisa em biodiversidade. Essas estratégias abrangem pesquisadores, editoras, instituições e órgãos de financiamento e são projetadas para abraçar a diversidade, desmantelar barreiras e promover uma colaboração efetiva. Nosso objetivo é defender a mudança criando um cenário de pesquisa que valorize e integre perspectivas diversas, capacite pesquisadores de regiões sub-representadas e preencha lacunas críticas de conhecimento que impedem a pesquisa abrangente sobre biodiversidade. Juntos, esses esforços coletivos podem impulsionar uma mudança de paradigma, promovendo uma abordagem mais inclusiva e impactante para a pesquisa em biodiversidade que garanta uma representação equitativa e maximize o potencial de nosso conhecimento diversificado e coletivo para conservar a biodiversidade e os ecossistemas.

Biodiversity research is vital to understand the complexity and global scale of the biodiversity crisis, necessitating diverse participation and perspectives through collaborative efforts. However, the current state of biodiversity research highlights significant issues concerning inclusivity, representation, and equitable collaboration. Local expertise from biodiversity-rich countries and regions is often underrepresented, with Western institutions dominating the field. This imbalance hinders effective conservation initiatives and limits opportunities for local scientists to contribute to biodiversity knowledge. Addressing these challenges requires a collective effort, acknowledging the complexity and interplay of factors, such as linguistic bias and capacity constraints, across different levels of the research landscape. In this paper, we present a comprehensive set of strategies aimed at promoting and enhancing inclusivity in the biodiversity research community. These strategies encompass researchers, publishers, institutions, and funding bodies, and are designed to embrace diversity, dismantle barriers, and foster effective collaboration. We aim to advocate change by creating a research landscape that values and integrates diverse perspectives, empowers researchers from underrepresented regions, and bridges critical knowledge gaps hindering comprehensive biodiversity research. Together, these collective efforts can drive a paradigm shift fostering a more inclusive and impactful approach to biodiversity research that ensures equitable representation and maximizes the potential of our diverse and collective knowledge for conserving biodiversity and ecosystems.

La investigación sobre la biodiversidad es vital para comprender la complejidad y la escala global de la crisis de la biodiversidad, lo cual requiere una participación y perspectivas diversas a través de esfuerzos de colaboración. Sin embargo, el estado actual de la investigación sobre la biodiversidad pone de relieve cuestiones importantes relacionadas con la inclusión, la representación y la colaboración equitativa. Los conocimientos locales de los países y regiones ricos en biodiversidad suelen tener menor representación, mientras que las instituciones occidentales dominan este campo. Este desequilibrio obstaculiza las iniciativas de conservación efectivas y limita las oportunidades para que los científicos locales contribuyan al conocimiento de la biodiversidad. Abordar estos desafíos requiere un esfuerzo colectivo, reconociendo la complejidad y la interacción de factores, como el sesgo lingüístico y las limitaciones de capacidad, en los diferentes niveles del panorama de la investigación. En este documento, presentamos un conjunto integral de estrategias destinadas a promover y mejorar la inclusión en la comunidad de investigación de la biodiversidad. Estas estrategias abarcan a investigadores, editores, instituciones y organismos de financiación y están diseñadas para abarcar la diversidad, desmantelar las barreras y fomentar una colaboración eficaz. Nuestro objetivo es abogar por el cambio mediante la creación de un panorama de investigación que valore e integre diversas perspectivas, empodere a los investigadores de regiones con menor representación y cierre las brechas críticas de conocimiento que obstaculizan la investigación integral de la biodiversidad. Estos esfuerzos colectivos impulsan un cambio de paradigma, lo cual fomentaría un enfoque más inclusivo que impacte la investigación de la biodiversidad y garantice la representación equitativa. Todo esto, maximiza el potencial de un conocimiento diverso y colectivo para conservar la biodiversidad y los ecosistemas de forma efectiva.

Resumen En el presente estudio queremos mostrar cómo la enseñanza de la lengua latina se convirtió en el símbolo de la energía expansionista imperial de la España de los siglos XVI y XVII, y en su propagación evangelizadora a los nuevos territorios descubiertos de América. No fue tanto el español la “compañera del imperio”, sino más bien lo fue el latín, con el castellano como lengua copartícipe. El latín se enseñó, fundamentalmente, a través de la obra gramatical de Elio Antonio de Nebrija, por lo que pretendemos hacer un recorrido historiográfico y lingüístico de las ediciones de las Introductiones Latinae desde sus orígenes según los modelos de gramáticas medievales y tardomedievales, hasta la última refundición, que quedará oficializada como el Arte Regio, por decreto real de Felipe II en 1598. Su influencia educativa e ideológica configurará las gramáticas de las lenguas amerindias de todos los virreinatos. Atenderemos, especialmente, a las de la Nueva España, que, por su diversidad lingüística y su riqueza de recursos, se convirtió en el virreinato más relevante de la corona española.

Abstract In this study we want to illustrate how the teaching of the Latin language became the symbol of the imperial expansionist energy of Spain in the 16th and 17th centuries, and in its evangelizing propagation to the newly discovered territories of America. Spanish was not so much the “companion of the empire”, but rather Latin, with Castilian as a partner language. Latin was taught, fundamentally, through the grammatical work of Elio Antonio de Nebrija, so we intend to make a historiographical and linguistic overview of the editions of the Introductiones Latinae from its origins according to medieval and late-medieval grammar models until the last recasting, which will be made official as the Royal Art, by royal decree of Felipe II in 1598. Its educational and ideological influence will configure the grammars of the Amerindian languages of all the Viceroyalties. We will pay particular attention to those of New Spain, which, due to its linguistic diversity and wealth of resources, became the most important viceroyalty of the Spanish crown.

Resumen En este documento se presenta la experiencia de diseño curricular de la Maestría en Educación Intercultural (MEI). El objetivo es compartir el proceso, socializar los resultados y, en su caso, proponer una alternativa a la divulgación de los conocimientos indígenas en la universidad y al fortalecimiento de programas de posgrado con orientación intercultural. El trabajo se realizó desde un enfoque autoetnográfico el cual permitió describir y analizar la experiencia personal que tuvimos en el diseño de la MEI. Señalamos en los resultados que, si bien el diseño se enfoca en atender la diversidad cultural y lingüística de población indígena en el estado de Hidalgo desde una posición crítica de la interculturalidad, este programa puede contribuir al fortalecimiento de relaciones interculturales con otras sociedades no indígenas mediante la promoción de relaciones sociales equitativas al concebir otras formas de educar. Además, el planteamiento de diseño de la MEI es flexible a los cambios educativos, sociales, económicos, políticos y contextuales.

Abstract This paper presents the experience of curriculum design of the Master in Intercultural Education (MIE). The objective of this work is to share the process, socialize the results, and if necessary, propose an alternative to the dissemination of indigenous knowledge in the university and the strengthening of postgraduate programs with an intercultural approach. The work was conducted from an autoethnographic approach which allowed us to describe and analyze the personal experience we had in the design of the Master’s Degree in Intercultural Education (MEI). We point out in the results that, although the design focuses particularly on addressing the cultural and linguistic diversity of the indigenous population in the state of Hidalgo from a critical position of interculturality; this program can propitiate intercultural relations with other non-indigenous societies through the promotion of equitable social relations by conceiving other ways of educating. In addition, the design approach of the MIE is flexible to educational, social, economic, political, and contextual changes.

Abstract The House of the Spirits (1982) is the first and the masterpiece of the great Chilean writer Isabel Allende. Due to the importance that the novel received, it became a best seller and was translated into many languages, including Arabic. Two translations were made, the first by Sulayman Al Guindi (1998) and the second by Saleh Almani (2010). Our work sheds light on the idea of the diversity of translations. Also, we discuss the translation standards used, relying on the model suggested by Toury (1980). In addition, the article tends to show some of the cultural problems of translation shared between the two works. It is concluded that the multiplicity of translations, in some cases, is not an addition to the original text. Regarding the translation norms, they witnessed several differences related to the foreignization or domestication of the text, the use of explanatory supports, if the translation is a direct or second-hand translation, etc. Finally, the two texts share some cultural problems related to linguistic, social, material and religious culture. All these elements have their impact on the final reception of the work.

Resumen La casa de los espíritus (1982) es la primera y la obra maestra de la gran escritora chilena Isabel Allende. Debido a la importancia que recibió la novela, se convirtió en un bestseller y fue traducida a muchos idiomas, incluido el árabe. Se hicieron dos traducciones, la primera, realizada por Sulayman Al Guindi (1998) y, la segunda, a manos de Saleh ’Almani (2010). Nuestro trabajo arroja luz sobre la idea de la diversidad de las traducciones. También, discutimos normas de traducción utilizadas, apoyándonos en el modelo sugerido por Toury (1980). Además, se tiende a mostrar algunos de los problemas culturales de traducción compartidos entre las dos obras. Se concluye que la multiplicidad de traducciones, en algunos casos, no es una adición al texto original. En cuanto a las normas de traducción, observamos varias diferencias relacionadas con la extranjerización o la apropiación del texto, el uso de apoyos explicativos, si la traducción es directa o de segunda mano, etc. Finalmente, los dos textos comparten algunos problemas culturales de tipo/carácter lingüístico, social, material y religioso. Todos estos elementos tienen su incidencia en la recepción final de la obra.

Histories is die onderrig van Afrikaanse literatuur op skoolvlak Afrikanergesentreerd. Alhoewel daar sedert die politieke omwenteling in 1994 in Suid-Afrika pogings aangewend is om 'n inklusiewer letterkunde voor te skryf, oefen die voormelde geskiedenis steeds 'n invloed uit op hoe Afrikaans op skoolvlak onderrig word. Ondanks die skoolkurrikulum se transformatiewe beginsels en verbintenis tot sosiale regstelling, word min tekste voorgeskryf wat nie in 'n standaardvariëteit geskryf is nie. Voorts maak die pedagogiese benadering tot letterkundeonder-rig wat taalonderwysers volg min ruimte vir uiteenlopende interpretasies van literêre tekste. Gevolglik skep dit 'n gaping tussen die beginsels van die skoolkurrikulum en dit wat in die letterkundeklaskamer gebeur. Paris en Alim (2017) se "kultuurhandhawende pedagogie" (KHP) is 'n onderrigbenadering wat die onderhou en ontwikkeling van leerders se kulture sien as sentraal tot pedagogiek. Ons voer aan dat 'n KHP-benadering gepas is vir die onderrig van Afrikaanse literatuur, aangesien dit sal behels dat leerders se variëteite en kultuurpraktyke nie gesien word as buite of slegs aanvullend tot die pedagogiese projek nie, maar eerder sentraal daartoe staan. In hierdie artikel fokus ons op hoe twee gedigte ("Ouma Xhau" en "Ontheemding") in Lynthia Julius se bundel Uit die kroes (2020) op 'n KHP-wyse onderrig kan word op 'n manier wat leerders in staat stel om Oranjerivierafrikaans, die invloed van Nama op Afrikaans, orale literêre tradisies en kulturele ontheemding te verken. Ons analise sluit praktiese raad in oor hoe hierdie twee gedigte onderskeidelik benader kan word as 'n tipe portret en selfportret om sodoende die Europese portretkunstradisie en die uitdaag daarvan in die klaskamer te verken.

The legacy of apartheid continues to impact South African education, specifically the teaching of Afrikaans literature. After South Africa's first democratic elections in 1994, curriculum design for schools in post-apartheid South Africa was aimed at correcting historical injustices. Efforts have been made to transform the teaching and learning of Afrikaans at school level by, among other things, making the literature prescribed at school level more inclusive. The current school curriculum (the Curriculum and Assessment Policy Statement [CAPS]) builds on previous curricula in that it also aims to address the historical injustices of the South African educational model. In the CAPS for Afrikaans Home Language grades 10 to 12, it is advised that social transformation is to be achieved by promoting a sensitivity to diversity and an appreciation for indigenous knowledge systems (Department of Basic Education [DvBO] 2011:9; Schultz & Le Cordeur, 2019:549). Although the CAPS in principle regards learners' lived experiences as valuable, Schultz and Le Cordeur (2019:555) find that teachers and postgraduate education students are of the opinion that the aforementioned principles are not realised in practice in the literature classroom. This gap between the principles and practice can be attributed to the selection of prescribed literary texts that do not represent the socio-cultural diversity of the learners in the Afrikaans classroom as well as a preference for the "universal value judgement" approach to literature teaching which leaves little room for interpretations of literary texts that are informed by the diverse socio-cultural lived experiences of the learners in the Afrikaans classroom. As a response to the lack of diversity in the prescribed poetry as well as the need for pedagogical approaches empowering marginalised communities and valuing their knowledges, this paper proposes applying culturally sustaining pedagogy (CSP) principles to teaching Lynthia Julius's debut poetry collection, Uit die kroes (2020) in the Afrikaans Home Language classroom. CSP is a pedagogical approach developed by Django Paris and H. Samy Alim which centres students' culturally embedded ways of knowing, rather than viewing their existing knowledge as a stepping stone to sanctioned knowledge. By validating linguistic and cultural diversity, CSP can be employed to address the ongoing influence of apartheid on contemporary Afrikaans literature instruction while fulfilling the previously mentioned curriculum goals of social transformation. CSP offers an approach to education that positions marginalised students' own cultural backgrounds and linguistic practices as essential rather than supplementary to the pedagogical endeavour. Paris and Alim argue that the sustainment of non-dominant cultures and languages should be as important a pedagogical goal as the transference of subject knowledge. This article argues that CSP can provide significant benefits for the teaching of Afrikaans literature by considering students' own language varieties and cultural knowledge as classroom resources, while also enabling critical examination of hegemonic linguistic ideologies and the erasure of non-standard varieties and cultures. Rejecting assimilationist models, CSP validates fluidity and heterogeneity within communities. It also fosters critical examination of learners' own cultural practices including intracultural oppressive aspects, such as the sexism or homophobia within marginalised groups. CSP aligns well with the ways in which Julius's collection thematically engages history through what Barbara Boswell following on Gqola) calls the "re-memorying" of silenced perspectives. Its restorative ethics centre marginalised subjects and uphold pluralism, showing literary analysis' potential for recognition and engagement with the process of identity construction and marginalisation. As a case study, we examine how two poems from Uit die kroes, "Ouma Xhau" and "Ontheemding," could be productively taught to highlight features of the Oranjerivierafrikaans language variety, Nama cultural and its linguistic influences on Oranjerivierafrikaans, oral literary traditions, and personal experiences of cultural displacement and discrimination. The article outlines practical classroom strategies grounded in CSP for teaching these poems in order to centre marginalised cultural histories and sustain non-standard varieties of Afrikaans. We contend that "Ouma Xhau" can be considered a lyrical portrait of a historicalfigure, whereas "Ontheemding" rather functions as a type of autobiographical self-portrait. "Ouma Xhau" portrays an indigenous woman in what is today the Northern Cape, sharing her people's dispossession by colonialism. A CSP analysis of this poem involves contextualising oral traditions 'importance as knowledge systems by explaining literary conventions like collective storytelling. As assessment, we suggest that students could create oral histories or rap "portraits". Opportunities arise for learners from varied backgrounds to engage marginalised perspectives and enrich one another interculturally. "Ontheemding" depicts intergenerational displacement from the Nama language and culture caused by, amongst other things, urbanisation. Taking a CSP approach to teaching this poem acknowledges linguistic heterogeneity by validating students ' own backgrounds and experiences. Building sociolinguistic awareness, assessments like the writing of "self-portrait" poems encourage critical examination of the learners' linguistic experiences and community norms. Inclusion of diverse voices resists monolingual framings of literary pedagogy. Together, the teaching of these two poems offer opportunities for the sustaining of culture by focussing on absented histories through creative reimaginings. Themes of loss, identity negotiation and societal constraints promote development of analytical skills when approached via CSP. Its restorative ethics uphold pluralism through the inclusion of marginalised subjectivities. The teaching of literature can serve as a vehicle of reconstructing knowledge pluralistically when analysed through frameworks attentive to lived diversity and the power dynamics shaping meaning-making. Research into CSP's impacts is still emerging but indicates benefits for empowering marginalised learners and transforming discriminatory educational dynamics. Its varieties-inclusive, community-centred nature demonstrates potential for decolonising curricula historically privileging monolingual, Afrikaner-centric canons. Most essentially, CSP shows how literary analysis situates aesthetics within the socio-political by fostering critical thought around linguistic justice, cultural recognition and plurality through including and championing silenced subjectivities in knowledge production. Adopting CSP principles allows the teaching of Julius's collection to address the lack of non-standard language representation in Afrikaans literature curricula while achieving curriculum goals through a transformative lens attentive to diversity and social problems. Its restorative ethics reconstruct education as community-oriented rather than a process of assimilationist knowledge transfer. Analysis of the two poems highlights literature's capacity for enrichment when diverse experiences, marginalised histories and fluid cultural realities are taken as point of departure. Most significantly, CSP validates plurality as an intellectual and pedagogical strength central to knowledge formation compatible with democratic principles of inclusion and multivocality.

Resumo Introdução: O conhecimento qualitativo no ensino em saúde é cada vez mais fundamental para a formação crítica, reflexiva e interdisciplinar para egressos do campo da saúde, bem como, a articulação necessária do uso da metodologia da investigação qualitativa alicerçados nos conceitos das ciências humanas e sociais. Objetivo: expor a importância do conhecimento e dos elementos metodológicos qualitativos na formação em saúde no cenário Amazônico brasileiro. Método: trata-se de um relato de experiência com o uso da metodologia da investigação qualitativa, que tomou como referência o componente curricular de Interação na Base Real (IBR), dos três cursos de graduação na área da saúde (saúde coletiva, farmária e interdisciplinar), ministrado durante os quatro primeiros semestres pelo Instituto de Saúde Coletiva (ISCO) da Universidade Federal do Oeste do Pará (UFOPA), na região da Amazônia brasileira. Resultados: a experiência produzida através do uso da metodologia da investigação qualitativa neste componente currrilar, ocorreram em atividades desenvolvida no espaço da sala de aula e no campo de prática (comunidades amazônicas). Dentre os elementos metodológicos da investigação qualitativa utilizados estão: a observação, a etnografia para produção de escuta, formação de vínculo com as pessoas da comunidade investigada, o reconhecimento da cultura e identidade, a diversidade étnica e linguística em cenários de desigualdade socioeconômica que coabitam nesses territórios, espaços urbanos e rurais, comunidades indígenas, quilombolas e ribeirinhas. Os usos dos elementos metodológicos da investigação qualitativa possibilitaram o desenvolvimento do conhecimento científico qualitativo no ensino em saúde, através da construção conceituais, textual e contextual. Além disso, as experiências produzidas junto as comunidades da região da Amazônia brasileira, descortinam a multiplicidade de formas de se viver e de se fazer saúde, permitindo um amplo campo para o ensino qualitativo em saúde. Conclusões: o conhecimento da investigação qualitativa é fundamental para subsidiar o processo de ensino-aprendizagem articulado à prática de campo, visando a construção de novos olhares e caminhos metodológicos que ultrapassam as fronteiras disciplinares do campo da saúde.

Abstract Introduction: Qualitative knowledge in health education is increasingly essential for critical, reflective and interdisciplinary training for graduates of the health field, as well as the necessary articulation of the use of qualitative research methodology grounded in the concepts of human and social sciences. Objective: to expose the importance of knowledge and qualitative methodological elements in health training in the Brazilian Amazon scenario. Method: This is an experience report with the use of qualitative research methodology, which took as reference the curricular component of Interaction on a Real Basis (IBR), of the three undergraduate courses in the area of health (collective health, pharmacy and interdisciplinary), taught during the first four semesters by the Institute of Collective Health (ISCO) of the Federal University of Western Pará (UFOPA), in the Brazilian Amazon region. Results: The experience produced through the use of qualitative research methodology in this curriculum component, occurred in activities developed in the classroom space and in the field of practice (Amazonian communities). Among the methodological elements of qualitative research used are: observation, ethnography for the production of listening, bonding with people from the community investigated, recognition of culture and identity, ethnic and linguistic diversity in scenarios of socioeconomic inequality that coexist in these territories, urban and rural spaces, indigenous communities, quilombolas and riverine communities. The use of the methodological elements of qualitative research enabled the development of qualitative scientific knowledge in health education, through conceptual, textual and contextual construction. In addition, the experiences produced with the communities of the Brazilian Amazon region, unveil the multiplicity of ways of living and doing health, allowing a broad field for qualitative teaching in health. Conclusions: The knowledge of qualitative research is essential to support the teaching-learning process articulated with the field practice, aiming at the construction of new perspectives and methodological paths that go beyond the disciplinary boundaries of the health field.

Resumen Se aplica el concepto de normalidad en sus connotaciones descriptiva y normativa al campo de la salud mental, destacando su tonalidad ética en diferentes contextos culturales y situacionales. Se define la ética como la justificación lingüística de la moral y se caracteriza a la bioética como fuente de argumentos basados en procesos dialógicos, discursivos y deliberativos. La toma de decisiones en clave bioética influencia las relaciones humanas y posee implicaciones para el diagnóstico, el pronóstico, las intervenciones y la evaluación de resultados y consecuencias. La normalidad en salud mental debiera ser reformulada sobre la base de principios bioéticos a fin de impedir ser fuente de estigma y discriminación en una época en que la diversidad y el cambio cultural imponen una redefinición de límites conceptuales y la despatologización de diferentes formas de conducta y vivencia.

Abstract This article applies the concept of normality, in both its descriptive and normative connotations, to the field of mental health, emphasizing its ethical undertones in different cultural and situational contexts. Ethics is defined as the linguistic justification of morals, and bioethics is characterized by arguments based on dialogical, discursive, and deliberative processes. Bioethical decision-making influences human relationships and has implications for diagnosis, prognosis, interventions, and evaluation of therapeutic results and outcomes. Normality in mental health should be reformulated on bioethical principles to avoid being a source of stigma and discrimination, at a time when human diversity and cultural change impose a redefinition of conceptual boundaries and depathologization of different forms of behavior and experience.

Abstract The division of our country into linguistic regions was defined in the second half of the 20th century and involved historical, geographic, and population aspects, in addition to linguistic features. This article intends to contribute to the dialectological studies on the Spanish spoken in Argentina, especially considering the data about the internal migrant population, migrant population from neighboring countries, and indigenous people who have settled in urban conglomerates, according to the 2010 census data. In Argentina, 91% of the population is urban and 66% is distributed in only 31 urban agglomerations. The coexistence of people from different origins is a favorable scenario for the exchange or contact between different languages. The acceleration of urban concentration during the last decades, concomitantly with a greater diversity of migrant and indigenous populations, allows a rethinking of the geography of dialect regions, focusing interest on the urban phenomenon. Demographic analysis shows that larger urban areas are highly diverse, including Greater Buenos Aires, the country’s largest agglomeration, and most Patagonian cities.

Resumen La división en regiones lingüísticas de nuestro país se define en la segunda mitad del siglo XX y contempla aspectos históricos, geográficos y poblacionales, además de los rasgos lingüísticos. Este artículo se propone realizar un aporte a los estudios dialectológicos sobre el español que se habla en la Argentina, considerando especialmente los datos en relación con la población migrante interna, migrante de países limítrofes e indígena que se ha radicado en conglomerados urbanos, de acuerdo con los datos censales de 2010. Estos datos muestran que el 91% de la población argentina es urbana y un 66% de la población total del país se distribuye en solo 31 aglomerados urbanos. La convivencia de personas de diversos orígenes resulta un escenario propicio para el intercambio o contacto entre diferentes lenguas. La aceleración del proceso de urbanización y concentración urbana durante las últimas décadas, concomitantemente con una mayor diversidad de las poblaciones migrantes e indígena, permite repensar la geografía de las regiones dialectales, focalizando el interés en el fenómeno urbano. El resultado del análisis demográfico muestra que son particularmente diversas las áreas urbanas más importantes, entre ellas, el Gran Buenos Aires, principal aglomerado del país, así como la mayoría de las ciudades patagónicas.