Artigos de revistas sobre o tema "́ Venezuela (City) Universidad de Oriente"

This work consists of a socio-political history of the Instituto Oceanográfico de Venezuela (IOV), a research center with which the field of Marine Sciences began its process of academic institutionalization in Venezuela. The initial decade (1958-1969) of the institute meant a start and boom of research in the Venezuelan seas, even in the context of controversies and confrontations for the control and direction of the institute, which in turn were directly influenced by the Venezuelan political climate of the time and because the IOV was also the academic center that made was possible to create the Universidad de Oriente (UDO) in 1958 in the city of Cumaná (Sucre state, Venezuela), a higher education center created in 1958 in the city of Cumaná (Sucre state, Venezuela), Venezuela), a center of higher studies created by the new political elite of the nascent Venezuelan representative democracy. The analysis was based on primary documents from the archive of Pedro Roa Morales, academic archives of the Central University of Venezuela (UCV) and the UDO and the Oriente Universitario (UDO’s newspaper in the 1960s). These are letters, minutes, telegrams and manuscripts that were made available to us by Evelyn Zoppi de Roa - Pedro Roa’s widow - in 2017. As a university project that summoned scientific and political leaders, the UDO was born as a space where science converged with political- partisan practice through ideological loyalties and confrontations, features that did not take long to appear in the IOV. Thus, politicians (and politics) prevailed over scientists even in an academic institution, putting in check the project that gave rise to it.

En el marco de la convocatoria al Monográfico titulado: Transfilosofía sentipensante: Re-ligajes ecosóficos en tiempos de colonialidad global, organizado por Milagros Elena Rodríguez, de la Universidad de Oriente, Venezuela; se realiza la reseña del libro titulado: La decolonialidad planetaria apodíctica de la teoría de la complejidad. Publicado en Itapetinigna, Brasil en el año 2022 en Edições Hipótese. Les invito a la lectura del texto en sentipensares decoloniales planetario.

Although ascidians form a conspicuous part of sessile assemblages in the Caribbean, no specialized inventories have been developed in Venezuela, except for a list of 15 species reported from Margarita Island (1984). Here we present the results of a taxonomic workshop held in the Universidad de Oriente, Boca del Rio, Margarita Island during April 20-25 of 2009, sponsored by the NaGISA-Caribbean Sea program. La Restinga National park was surveyed and we found 29 species belonging to 19 genera and 10 families. The most abundant colonial species were Clavelina oblonga, Aplidium accarense, Polyclinum constellatum, Distaplia bermudensis, Symplegma rubra, S. brakenhielmi, Botrylloides nigrum and Ecteinascidia turbinata. Among the solitary ascidians Phallusia nigra, Ascidia curvata, Microcosmus exasperatus, Styela canopus, Styela sp.1 and Styela sp. 2 were the most abundant. The ascidian diversity in this lagoon is one of the highest for similar habitats in the Caribbean and seven species are new registers for Venezuela (Ascidia curvata, Ecteinascidia styeloides, Aplidium accarense, Distaplia stylifera, Trididemnum orbiculatum, Symplegma rubra, and S. brakenhielmi). One point of concern for the conservation of la Restinga National Park is the presence of possible introduced species, and some management procedures are suggested.

Num contexto de incertezas, perda de direitos sociais, avanço das privatizações, aumento das desigualdades sociais e educacionais, continuidade da Pandemia da COVID19 que tem provocado a morte de milhares de pessoas, manter o trabalho acadêmico e de divulgação científica comprometida com a transformação social são expressões de resistência e de luta. Nesse cenário, a Revista Histedbr On-line publica em 2021 o volume 21, contando com 54 artigo e 5 resenhas, abordando temáticas e perspectivas analíticas diversas, marca da história desse periódico. A vinculação institucional dos(as) autores(as) dos manuscritos publicados nesse volume é diversa, tanto nacional quanto internacionalmente: UNIOESTE, Rede Estadual de Ensino do Paraná, Prefeitura Municipal de Chopinzinho, Unicentro, UFOPA, UFMS, Universidade Rovuma (Moçambique), UFAM, UFPA, Prefeitura de Altamira/PA, UFSM, IFRS, IFFar, PUC-Goiás, UFT, UFF, UFS, UNIR, Rede Estadual de Ensino de Rondônia, UFV, UPE, Secretaria Municipal de Educação de São Paulo, IF Sudeste MG, Universidade La Salle, UFSCar, UECE, UFPB, SDR Bahia, UESB, CEN, IFG, UFC, CEFET-MG, UEPG, UFES, PUC-PR, UFU, INSS, UTFPR, UFRN, IFPR, UEMG, Rede Municipal de Educação de Caetité/BA, Câmara Federal, UNEB, UNISUL, Prefeitura Municipal de Casemiro de Abreu, UNIRIO, USP, UEMS, Secretaria de Estado de Educação de Mato Grosso do Sul, Secretaria Estadual do Rio Grande do Sul, Unicamp, IFRO, UERJ, UFRRJ, UnB, Secretaria de Estado de Educação do Distrito Federal, UNESPAR, Secretaria de Educação do Maranhão, UNESP, Universidad Nacional de La Plata (Argentina), Universidad de Oriente (Venezuela), IFSP, Universidad de Santiago (Chile), Universidad de Santiago de Compostela (Espanha), Universidad Nacional del Litoral (Argentina).

Se planteó evaluar la densidad de siembra para la producción de semillas de ocumo blanco (Xanthosoma sagittifolium (L.) Schott) bajo condiciones agroecológicas en La Guanota, Caripe en Monagas, Venezuela. Para llevar a cabo el planteamiento, el trabajo fue desarrollado en la Estación Experimental Hortícola San Agustín de la Universidad de Oriente, ubicada a 10º 12’ 46’’ LN y 63º 31’ 33’’ LO y a 1 400 m s. n. m., con temperaturas entre 23,5 ºC (máxima) y 10,5 ºC (mínima). Se evaluaron las distancias entre plantas (DEP) y entre hile­ras (DEH) de 0,8 m, 1 m y 1,2 m. El diseño estadístico fue bloques al azar en arreglo factorial con cuatro repeticiones; como resultado, las plantas madres manifestaron las típicas etapas de crecimiento: establecimiento, desarrollo y madurez. Finalmente, las distancias de siembra evaluadas no influyeron sobre el número de hijos/planta, sin embargo, la DEP de 1,2 m promovió mayor peso de los hijos, y mayor número y peso de los cormelos comerciales en sus combinaciones con las tres DEH.

Introduction: Since 2014, the “AM Project” (Brazil) has been conducting taxonomic, bioecological and conservationist research on molluscs present in the Caribbean continental territory of Venezuela, with special emphasis on its land (terrestrial and arboreal) forest species (Agudo-Padrón 2021, Agudo-Padrón & Vera-Caripe 2022). Up to date, these aspects of the natural history of this geographic region have/ had been poorly studied. Objective: Substantial update of this knowledge through the unprecedented curatorial review of the collection of molluscs deposited in the malacological collection of the “Museo de Biología de la Universidad Central de Venezuela – UCV”, based in city of Caracas. Methodology: Between October 2022 and February 2023, a taxonomic review and examination of material from forest snails of the family Amphibulimidae deposited in the mollusc internal collection of the Museum was performed. Results and conclusions: Determination of fourteen (14) species, collected/ found in 16 geopolitical entities of the country, which were taxonomically grouped into one (1) family and two (2) genera.

Num cenário, ainda, de adversidades, mas também de esperança dado o pleito presencial vivido nesse ano, é que a Revista Histedbr On-line publica em 2022 seu volume 22, contando com 55 artigos e 4 resenhas, abordando temáticas educacionais e perspectivas teórico-metodológicas diversificadas. A vinculação institucional das autoras e dos autores dos manuscritos publicados nesse volume é, também, diversa. Nacionalmente, contamos com colaborações de pesquisadores e pesquisadoras das seguintes instituições: Instituto Geremário Dantas, EMEIEF Prof. Affonso Basile/Angatuba/SP, Rede Municipal de Ensino de Curitiba/PR, Rede Municipal de Ensino de Rio das Ostras/RJ, Rede Municipal de Ensino de Cuiabá/MT, Rede Estadual de Ensino do Paraná, Colégio Universitário Maranata, Rede Municipal de Ariquemes/RO, Rede Estadual de Minas Gerais, Associação Gente de Bem, Escola Judicial do Estado do Paraná, Secretaria Estadual de Educação do Maranhão, Secretaria Municipal de Educação de Panambi, Rede Pública Municipal João de Miriti, Escola Técnica Estadual do Estado de São Paulo, Centro Solidário de Educação Infantil de Uberlândia, Rede Municipal de Toledo, UFLA, Unicentro, UNIOESTE, UNESP, UFPR, UFOPA, UFMS, UNINOVE, UFPA, UFTM, PUC-PR, PUC-Goiás, UFT, UFF, UFRGS, UENP, UFAL, UFRRJ, UERJ, UFRGS, UNIR, Unicamp, IFMS, UFMG, UNIB, IF Baiano, IFBA, IF Sudeste MG, UniAnchieta, UFSCar, UESB, IFG, UFC, UEPG, PUC-SP, UFU, UNIFAP, UTFPR, IFPR, IFCE, IFSP, USP, UnB, Secretaria de Estado de Educação do Distrito Federal, UNESPAR, FURG, UEM, UFMT, IFMT, UFPB, UNIPAR, UFMA. Contamos, ainda, com a contribuição de autoras vinculadas a instituições internacionais, tais como: Universidad Nacional de Rosario (Argentina), Universidad de Oriente (Venezuela), Facultad Latinoamericana de Ciencias Sociales/FLACSO (Argentina), Universidad de Buenos Aires (Argentina). A diversidade temática, de abordagens e institucional é atravessada, contudo, por uma marca comum: a defesa intransigente por uma Educação efetivamente pública, laica, gratuita e de qualidade social para todas as pessoas, indistintamente.

El método de determinación del contenido de agua en el suelo a través de sondas TDR (Time Domain Reflectometry) estima el contenido de agua con base a la permisividad dieléctrica del suelo, utilizando un polinomio de tercer orden. Sin embargo, en algunas aplicaciones deben realizarse graduaciones in situ, que culminen en funciones individuales de calibración para cada tipo de suelo. Los objetivos de este estudio consistieron en realizar la calibración y determinar las ecuaciones específicas de un sensor de humedad CS616, en suelos Ultisoles de sabana de distintas texturas, colectados en diferentes zonas agrícolas del Municipio Maturín, estado Monagas, Venezuela. El estudio se llevó a cabo en recipientes cuadrados de acero inoxidable de 10 cm de lado y 32 cm de alto, implementados en condiciones controladas de un invernadero del postgrado de la Universidad de Oriente, donde se realizó el monitoreo diario de la humedad del suelo durante 30 días, desde la humedad de saturación hasta el secado natural. Los sensores CS616 presentaron una respuesta lineal a la variación de humedad de suelo obteniendo R2 >0,90. Los valores de RMSE antes y después de la calibración variaron de 0,119 a 0,012 m3m-3. Los índices de Willmott (d) y de rendimiento(c) indican que la ecuación de más ajuste se encontró en el suelo Franco arcilloso. Se concluye que las ecuaciones de calibración obtenidas fueron más precisas que las ecuaciones de fábrica en estos tipos de suelo.

These proceedings are the contributions made by the participants of the VIII International Conference / Days of Applied Mathematics (ICDAM). The main objective of the VIII ICDAM is to effectively share and transfer mathematical and physical knowledge for the purpose of problem-solving in different contexts of the sciences, engineering, and medicine. The VIII ICDAM was organized by the Facultad de Ciencias Ciencias Básicas y Biomédicas of the Universidad Simón Bolívar, was carried out in the city of San José de Cúcuta, Colombia, from October 20-22, 2021, in which dissertations and workshops developed by students, professors and researchers, those who worked in research lines related to the field of mathematics and physics from Francia, Mexico, República Dominicana, Chile, Argentina, Venezuela, and Colombia. List of Organizing Committee, National Scientific Committee, International Scientific Committee, Sponsor, Partners are available in this pdf.

El principio de jurisdicción universal y su encrucijada. ¿Utopía o el Mundo Real? Josefina Buscetti y Mayra Scaramutti Miembros del Departamento de Derecho Internacional del Instituto de Relaciones Internacionales | UNLP. El sistema de solución de controversias de la Convención de las Naciones Unidas sobre el Derecho del Mar: contribuciones de su experiencia Golman, Ludmila; Lic. en Relaciones Internacionales – UNLa, Miembro del Grupo de Jóvenes Investigadores del IRI Ponce, Magdalena; Estudiante en Relaciones Internacionales – USAL; Miembro del Grupo de Jóvenes Investigadores del IRI Villarreal Zogbi, StephanieAbogada – UBA; Miembro del Grupo de Jóvenes Investigadores del IRI El cambio internacional mediante las relaciones sur-sur: los lazos de Brasil, Chile y Venezuela con los países en desarrollo de África, Asia y el Medio Oriente. Bernabé MALACALZA Universidad Nacional de Quilmes (UNQ), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina. Correo electrónico:b.malacalza@conicet.gov.ar (2019). War and Chance: Assessing Uncertainty in International Politics. Martín Dieguez Universidad de San Andrés (UdeSa). Correo electrónico: mdieguez@udesa.edu.ar Nuclear Deviance. Stigma Politics and the Rules of The Non Proliferation Game. García López María Belén Licenciada en Relaciones Internacionales por la Universidad Católica de Santiago del Estero. Correo electrónico: be.garcialopez@gmail.com East Asian Transwar Popular Culture. Literature and Film from Taiwan and Korea Desirée Chaure, CECOR – Grupo de Jóvenes Investigadores. Correo electrónico: desiree.chaure@gmail.com Luna Tissera Grupo Jóvenes Investigadores. Correo electrónico: tisseraluna@gmail.com Killer high: a history of war in six drugs Julian Mokwa Félix Licenciado en Relaciones Internacionales (Universidade Federal do Rio Grande do Sul - UFRGS). Miembrodel Grupo de Jóvenes Investigadores (IRI-UNLP) – Correo electrónico: julianmfx@gmail.com Imagining Disarmament, Enchanting International Relations Catalina Carreras, Estudiante avanzada de la Lic. en Relaciones Internacionales de la Universidad Católica de Santa Fe(UCSF). Miembro del Grupo de Jóvenes Investigadores del IRI. Correo electrónico: catalinabcarreras@gmail.com Juan Ignacio Percoco, Licenciado en Relaciones Internacionales de la Universidad Nacional de Rosario. Doctorando en RelacionesInternacionales por la Universidad Nacional de Rosario. Miembro del Grupo de Jóvenes Investigadores delIRI. Correo electrónico: juanignacio.percoco@gmail.com David Rodríguez Ibáñez Abogado (UNLP). Maestrando en la Maestría de Relaciones Internacionales (IRI-UNLP). Miembro del Grupode Jóvenes Investigadores (IRI-UNLP). Correo electrónico: davidrodri92@outlook.com Cómo mueren las democracias María Fiorella Traboulsi Universidad Católica Argentina y Grupo Jóvenes Investigadores GJI – IRI. Correo electrónico: fiorella.traboulsi@gmail.com China’s Economic Engagement in North Korea María Florencia Shqueitzer Licenciada en Ciencias Políticas y Relaciones Internacionales (UCALP). Estudiante de la Maestría en Relaciones Internacionales (IRI-UNLP). Miembro del Grupo de Jóvenes Investigadores y del CeRPI (IRI-UNLP) Correo electrónico: flor.shq@gmail.com Emiliano Dicósimo Profesor en Historia (UNICEN). Estudiante de la Maestría en Relaciones Internacionales (IRI-UNLP). Miembrodel Grupo Jóvenes Investigadores del Instituto en Relaciones Internacionales (GJI-IRI). Correo electrónico:emilianodicosimo@gmail.com

La difusión del conocimiento generado por las investigaciones científicas, constituye sin lugar a dudas una alianza obligada en todo proceso de investigación, de la cual depende la inconmensurabilidad y el avance de la ciencia. De allí que las publicaciones y revistas científicas se constituyen en uno de los mejores indicadores de la productividad e impacto académico de las instituciones universitarias. Sin embargo, lograr el desarrollo de una cultura de la publicación científica entre los docentes investigadores en nuestros espacios universitarios no ha sido una tarea fácil, en virtud que la elaboración de un documento publicable no es vista como un acto implícito de las actividades cotidianas que conforman el ejercicio de la función de investigación de todo docente universitario. Por el contrario, en los últimos años en Venezuela, el acto de publicar se ha asociado más a factores externos, como por ejemplo la participación en premios o incentivos promovidos por programas y políticas de instituciones gubernamentales. No obstante en el ámbito de la Universidad Pedagógica Experimental Libertador (UPEL), y específicamente en el contexto del Instituto Pedagógico de Barquisimeto (IPB), a través de la Coordinación de Promoción y Difusión de la Subdirección de Investigación y Postgrado, se han realizado serios esfuerzos por lograr una sensibilización hacia toda la comunidad de docentes y estudiantes tanto de pregrado como postgrado sobre la importancia de comunicar los esfuerzos y productos intelectuales derivados de los procesos de investigación vinculados con los trabajos de ascenso, trabajos de especialización y maestría, tesis doctorales, y proyectos libres que resulten de la sistematización rigurosa de experiencias y propuestas educativas. Ello ha significado la realización de talleres de redacción de artículos científicos, las visitas a los departamentos de las distintas especializaciones, el desarrollo de seminarios específicos como cursos doctorales, así como el acompañamiento permanente de los investigadores noveles que se acercan a la revista con el interés de publicar. Asimismo, hemos realizado importantes campañas por lograr el registro como usuarios de la revista de nuestros estudiantes y docentes, alcanzando a la fecha más de seiscientos (600) usuarios, así como más de noventa mil visitas a la página de la revista. El compromiso del equipo editorial de la Revista EDUCARE, es continuar nuestros esfuerzos por mantener y mejorar los criterios de calidad y excelencia, como principios orientadores de gestión, pero también lograr el reconocimiento entre nuestra comunidad de pares inmediatos y de otras universidades, como un órgano de divulgación de primer orden del saber científico generado desde la cotidianidad de nuestros actos pedagógicos, gerenciales e intelectuales, en el enriquecimiento de una mejor educación, en la que prive la ética y la originalidad del conocimiento comunicado. Es así como en este número nos complace presentar ocho documentos que reflejan el esfuerzo de un grupo de investigadores por presentar sus investigaciones, experiencias y reflexiones en torno a diversos ámbitos y problemas del complejo campo de las Ciencias de la Educación. En la primera sección de investigaciones, se presentan cinco trabajos. En primer lugar William A. Díaz H., Ana E. Ramos Z. y María E. Díaz H, de la UPEL-IPB, refieren el estudio cualitativo titulado La acción educativa en la post modernidad, en cuyos resultados develan la necesidad de incorporar una nueva filosofía en la cultura organizacional dirigida a propiciar la transformación educativa en los programas. Por su parte, Antonio Salgado Castillo, Alexander Gorina Sánchez e Isabel Alonso Berenguer de la Universidad de Oriente en Cuba, presentan el trabajo titulado Modelo de la dinámica lógico–algorítmica para la resolución de problemas de programación computacional, el cual se distingue por revelar la doble modelación (matemática y computacional) que caracteriza la resolución de un problema de programación. También Katy del Valle Suárez Narváez y Rafael Daniel Meza Cepeda de la Universidad Del Zulia, en su trabajo cuantitativo: Análisis del conocimiento sobre legislación escolar en los directivos y su aporte a la educación, concluyen en la necesidad de que los directivos utilicen en la práctica pedagógica las leyes que regulan el Sistema Educativo Venezolano, considerando que es una herramienta importante en los procesos administrativos y por ende para alcanzar la calidad educativa. Por otra parte, Lenis La Madriz de la Unidad Educativa "Creación San Diego Norte”, y Jenniz La Madriz de la Universidad de Carabobo, presentan su trabajo Comunicación efectiva como estrategia didáctica para potenciar el proceso de enseñanza y aprendizaje , tuvo como intención investigativa proponer un plan de acción didáctico sustentado en la comunicación efectiva para mejorar la interacción docente - alumno y potenciar el proceso de enseñanza y aprendizaje, así como, identificar las principales barreras que obstaculizan una comunicación efectiva. Y en la misma línea de la comunicación en el ámbito educativo Geisel De León y Zaida Márquez de la Universidad Centroccidental “Lisandro Alvarado”, conjuntamente con Hilda Rojas de la UPEL-IPB, refieren el trabajo de investigación acción titulado Comunicación oral efectiva y creatividad en la formación de técnicos agroindustriales , mediante el cual lograron que los actores sociales se reconocieran como personas creáticas reflexivas que manifiestan deseos de transformación comunicativa, en pro de impactar con propuestas novedosas que incitan mejoras y cambios significativos en su entorno social. Jesús Alberto Ramírez, del Liceo Bolivariano “Rafael Rangel”Trujillo presenta su trabajo titulado Educación tecnológica comunitaria en Valera Estado Trujillo - Venezuela, año escolar 2012 -2013, y reporta los hallazgos de una Experiencia educativa que tuvo como propósito sensibilizar e introducir a una grupo de estudiantes en nuevas formas de comunicación tecnológica en los contextos comunitarios a los fines de mediar un proceso de aprendizaje en el desarrollo de un informe de investigación. En la modalidad ensayos se presentan los documentos de Luciano Mella Farías de la Universidad de Oriente. Extensión Carúpano del Núcleo de Sucre (Venezuela), quien reflexiona en torno a algunas ideas sobre la posibilidad de hacer de la hermenéutica el referente epistemológico de los procesos de evaluación de los aprendizajes con el título Evaluación de los aprendizajes y hermenéutica. Mientras que Elennys Olivera de la Universidad Nacional Experimental Sur del Lago “Jesús María Semprún”, reflexiona sobre las condiciones que harían posible la implementación de los talleres de escritura académica en la UNESUR a partir de la consideración de estas interrogantes:¿en qué momento de la formación de los estudiantes debe introducirse la enseñanza de la escritura académica? y ¿quiénes deben hacerse cargo de la enseñanza de la escritura en la universidad?, siendo su ensayo titulado Talleres de escritura académica: una oportunidad para la enseñanza de la lengua en la universidad. Finalmente en el ensayo La formación docente y el desarrollo curricular como alternativas de innovación educativa, Edward F. Sánchez M. y Johnny Y. Flores , enfatizan la formación profesional como recurso que habilita al profesor a transitar desarrollos académicos innovadores generadores de cambios en estas instituciones desde sus implicaciones en la innovación curricular a través de la acción colectiva docente, que contribuya al logro de una verdadera pertinencia social de la acción educativa. Entregamos a la comunidad de usuarios y lectores, el contenido de este número y esperamos que los saberes presentados sea objeto de revisión y utilidad en las propias dinámicas pedagógicas e investigativas, al tiempo que visualicen en EDUCARE un espacio para presentar los esfuerzos intelectuales en la contribución por ampliar las fronteras del conocimiento educativo. Dra. María Lourdes Piñero MartínDirectora Editora

Vivimos tiempos convulsos, de relaciones complementarias, simultáneas y contradictorias, sumado a la necesaria convivencia social caracterizada por lo diverso, lo efímero, el desorden e incertidumbre. Este escenario de transformaciones refiere que la sociedad está experimentando un cambio de época, constituido en un criterio ontológico impulsador de las nuevas formas de gerenciar el comportamiento y conducción de las organizaciones. En el seno de las instituciones de educación superior (IES) el debate de cambio y transformación universitaria ha apuntado en los últimos años hacia aspectos como la eficiencia, la calidad, el uso de las TIC, la transparencia, reingeniería de procesos, el mejoramiento de la planificación estratégica , entre otros. Sin embargo, desde mediados de los años noventa del pasado siglo XX, Fuenmayor (1995) apuntaba que “El cambio en cuestión en la universidad, se percibe como una búsqueda de un equilibrio entre la coherencia interna y la correspondencia con lo que demanda el contexto, es decir conocer cuánto se corresponde el discurso universitario con la acción”. Es decir el cambio en la universidad es más una cuestión de pertinencia y responsabilidad de “hacerse cargo de”, de vinculación de ser y el hacer con las necesidades del entorno, de tipo social, ambiental, económico, tecnológico, científico, entre otros. De modo que en palabras de Alonso (2009) es responsabilidad de las universidades promover la justicia, paz, solidaridad y el aprendizaje continuo, generar saberes pertinentes y ponerlos a la orden de la sociedad con el fin de mantenerse a la vanguardia en temas de actualidad e intervenir y cumplir con la función social de orientar a la sociedad para el logro de los grandes ideales de transformación social y desarrollo humano, basado en las decisiones que van de la mano con la justicia y el compromiso social que sientan sus actores. Así pues, el accionar responsable de la universidad se visualiza como un ejercicio coherente y pertinente entre sus funciones rectoras: docencia, investigación y extensión y las necesidades que se derivan de la sociedad hacia ella, que se reflejan en un “compromiso social”. Ante este reto es posible preguntarse ¿quién legitima el cumplimiento de ese compromiso social?. En otras palabras, ¿quién le pone el cascabel al gato?. A nuestro juicio las revistas científicas son un medio a través del cual las universidades responden a la sociedad sobre su quehacer científico en la búsqueda de soluciones a los múltiples problemas que demanda un entorno cada vez más complejo y globalizado. En el caso de la Revista EDUCARE, tenemos como propósito divulgar los resultados o avances de investigaciones, pero también servimos de escenario para la presentación de propuestas, casos o experiencias, reflexiones críticas documentales de interés o relevancia para el desarrollo y calidad de la educación, en cualquiera de sus niveles y modalidades educativas. Es así como en el presente número, nos toca presentar cinco investigaciones, una revisión documental y dos ensayos cuyos autores nos aportan importantes contribuciones al saber educativo. Como es el caso de Pablo Carmona, quien en su investigación de naturaleza cualitativa titulada Teorías implícitas de la creatividad construidas por docentes de didáctica de la UPEL-IPB, cuyo propósito fue develar las teorías implícitas construidas por los docentes de didáctica del Departamento de Formación Docente sobre la creatividad. Por su parte, en la misma línea de investigación cualitativa Lixandra Solano y Adriana Pérez reportan sus hallazgos en el estudio denominado Autoconcepto y sentido de vida en universitarios con diversidad funcional motora en la Extensión Anaco de la Universidad de Oriente. Mientras que el artículo titulado Ética y estrategias gerenciales en la formación de formadores desde las publicaciones científicas, refiere una investigación de campo realizada por Blanquita C. García G., Teodoro Pinto I. y Heumaro Olivares, quienes pretendieron analizar la ética y estrategias gerenciales en la formación de formadores además del alcance de las publicaciones científicas para la formación del talento humano, específicamente en la formación de maestros en el Programa Educación del Núcleo Punto Fijo de la Universidad del Zulia en Venezuela. Otra investigación cualitativa es reportada por María Alejandra Alburjas, la cual versa sobre Bucle curricular para la formación del médico veterinario de la Universidad Centroccidental Lisandro Alvarado, como una propuesta a los hallazgos develados. Igualmente, José Heliodoro Quintero Rojas, también presenta un estudio cualitativo etnográfico con el propósito de evidenciar el papel preponderante que tiene la investigación en la consecución de una organización inteligente, titulando su estudio La investigación factor fundamental de la universidad como organización inteligente. Por su parte, Alirio Dávila, Carlos Ruiz Bolívar y Judit Francisco, proponen en su artículo documental un Modelo Tecno-Pedagógico para la Implantación de la Modalidad Semipresencial en la Educación Universitaria, en el que asumen el b-learning desde la perspectiva de un modelo educativo mixto, tecno-pedagógico, innovador, centrado en el aprendizaje del estudiante, que integra de manera flexible y complementaria recursos, actividades y estrategias de la educación presencial y virtual En la modalidad de ensayos, Jhorima Vielma Rangel reflexiona sobre algunas consideraciones de carácter psicopedagógico e investigativo que han sido elaboradas en torno al estudio del bienestar en el contexto universitario, titulando el artículo como Una visión alternativa para el estudio del bienestar psicológico subjetivo durante la formación docente. Y por último, Willian Geovany Rodríguez Gutiérrez en el artículo La escuela como aparato de estado y su ideología dominante, hace un análisis crítico sobre el manejo ideológico de la práctica escolar desde algunas de las teorías de la educación. Esperamos que la divulgación de los saberes aquí presentados se constituya en una fuente de reflexión ante nuestros usuarios y la comunidad en general respecto a los haceres de un grupo de docentes en diferentes contextos institucionales como reflejo del accionar responsable del colectivo académico, que decide “hacerse cargo” en el abordaje empírico o crítico reflexivo de una pequeña pero significativa parte, del amplio contexto de la dinámica educativa. Finalmente, expreso mi agradecimiento al equipo editorial que me ha acompañado en estos seis años de gestión ante la revista EDUCARE. Ha sido un largo camino recorrido, signado por aprendizajes y emprendimiento de objetivos y acciones compartidas en la consolidación de una revista de gran visibilidad, pero sobre todo de altísima calidad y excelencia científica. Sin lugar a dudas, y con un poco de modestia, creo que lo hemos logrado!. Le deseo el mayor de los éxitos al nuevo equipo editorial y director editor. Seguiremos haciendo acompañamiento como miembro del Consejo Editorial, con la seguridad que a la Revista EDUCARE, le esperan nuevos retos y caminos por recorrer. Dra. María Lourdes Piñero MartínDirectora Editora (2007-2013) Alonso, M.P. (2009) La nueva responsabilidad social universitaria: una mirada fenomenológica de la gestión del servicio comunitario en el Estado Lara. Tesis doctoral no publicada. Universidad Yacambú. Barquisimeto. Fuenmayor, L. (1995).Universidad Poder y Cambio. Fundación para la Proyección Institucional de la Universidad (FUNDAPRIU), Federación de Asociaciones de Profesores Universitarios de Venezuela ( FAPUV), Universidad Central de Venezuela Ediciones Venezolana R.I. SRL., Caracas

Los autores presentan el caso de la Licenciatura en Ciencias de la Computación de la Universidad Autónoma de Yucatán, en su oferta a la zona oriente del Estado de Yucatán, en particular, en la Unidad Multidisciplinaria ubicada en la ciudad de Tizimín (UMT). Se ofrece información sobre los planes de estudio, así como de las evaluaciones externas a las que fue sometido el programa curricular en el período de 2000 a 2015; se incluyen datos estadísticos sobre el ingreso, titulación y modalidades de titulación preferidas por los egresados. En cuanto al desempeño de los egresados, se presentan los datos históricos en el Examen General de Egreso administrado por el CENEVAL. Finalmente, los autores comentan algunas reflexiones sobre la pertinencia e impacto del programa durante su operación en la UMT. The authors present the case of the Bachelor of Computer Science of the Autonomous University of Yucatan, in its offer to the eastern region of the State of Yucatan, particularly, in the Multidisciplinary Unit located in Tizimín City (UMT). Information is provided on the curricula, as well as on the external evaluations to which the curricular program was submitted during the period from 2000 to 2015; statistical data are included on the income, qualification and modalities of qualifications preferred by graduate. Regarding the performance of graduates, historical data are presented in the General Exit Exam administered by CENEVAL. Finally, the authors comment on some reflections on the relevance and impact of the program during its operation in the UMT.

Los autores presentan el caso de la Licenciatura en Ciencias de la Computación de la Universidad Autónoma de Yucatán, en su oferta a la zona oriente del Estado de Yucatán, en particular, en la Unidad Multidisciplinaria ubicada en la ciudad de Tizimín (UMT). Se ofrece información sobre los planes de estudio, así como de las evaluaciones externas a las que fue sometido el programa curricular en el período de 2000 a 2015; se incluyen datos estadísticos sobre el ingreso, titulación y modalidades de titulación preferidas por los egresados. En cuanto al desempeño de los egresados, se presentan los datos históricos en el Examen General de Egreso administrado por el CENEVAL. Finalmente, los autores comentan algunas reflexiones sobre la pertinencia e impacto del programa durante su operación en la UMT. The authors present the case of the Bachelor of Computer Science of the Autonomous University of Yucatan, in its offer to the eastern region of the State of Yucatan, particularly, in the Multidisciplinary Unit located in Tizimín City (UMT). Information is provided on the curricula, as well as on the external evaluations to which the curricular program was submitted during the period from 2000 to 2015; statistical data are included on the income, qualification and modalities of qualifications preferred by graduate. Regarding the performance of graduates, historical data are presented in the General Exit Exam administered by CENEVAL. Finally, the authors comment on some reflections on the relevance and impact of the program during its operation in the UMT.

The 8th International Week of Science, Technology, and Innovation (8th IWSTI) took place from 21 to 24 September de 2021, in the city of San José de Cúcuta, Colombia, and was organized by the Universidad Francisco de Paula Santander headquarters in San José de Cúcuta and Ocaña. The 8th IWSTI is aimed at the academic and scientific community and to the productive sectors of the region, and have a purpose are the dissemination of academic, and research works; moreover, promotes the exchange of experiences between researchers as well as the participation of the productive sectors in research, extension, technological development, and innovation activities for contribution to strengthening the relationship School-University-Company-State. The 8th IWSTI generated spaces for the exchange experiences academic and scientific in different knowledge areas between students, teachers, entrepreneurs, and researchers from the United States of America, Mexico, Argentina, Chile, Perú, Venezuela, and Colombia. Additionally, during the 8th IWSTI, was held the V Interinstitutional Conference of Research Seedbeds, which has as the main goal to socialize the research proposals and research results, obtained in different areas of knowledge, by the Research Seedbeds of all Educational Institutions of Norte de Santander, SIES+, Colombia. The organizing committee of the 8th IWSTI is extremely thankful to all participants for providing their valuable contributions as well as the reviewers for their recommendations and constructive criticism that help to improve the articles presented in this volume of proceedings. The articles refer to one of the following topics addressed in the 8th IWSTI: Modeling, Simulation, and Diagnostics, Physical-Mathematical Problems in Engineering, Characterization of Materials. Likewise, we like to thank the Universidad Francisco de Paula Santander (UFPS), and the Foundation of Researchers in Materials Science and Technology (FORISTOM), for all the support technical and logistical received. Finally, the editor hopes that those interested in the area of research, technology, and innovation in sciences and engineering will enjoy reading this volume of the Journal of Physics: Conference Series (JPCS), which reflects a wide variety of current issues, contributing to the generation and transfer of knowledge, as well as to the strengthening of research in science and engineering in Colombia. “Education and expression freedom for anyone”. List of Organizing Committee, National Scientific Committee, International Scientific Committee, Logistic, Sponsor, Partners are available in this pdf.

RESUMENEl año 2021 se ha cumplido el VIII centenario del nacimiento del rey Alfonso X, acontecimiento que tuvo lugar en la ciudad de Toledo el 23 de noviembre de 1221. Nos encontramos ante la figura de uno de los reyes medievales hispanos de mayor relevancia, tanto por las ideas políticas innovadoras que intentó aplicar, aunque no lo consiguió, como, sobre todo, por la gran actividad intelectual que bajo su patronazgo se llevó entonces a cabo y que le ha merecido el apelativo de Sabio como es conocido. Son muchos los historiadores que, desde distintas ópticas (el Arte, el Derecho, la Astronomía, la Música, la Literatura, etcétera) se han acercado a su figura, lo que ha repercutido en que contemos con una bibliografía muy numerosa y de una gran variedad temática. Palabras clave: Historiografía, Imperio alemán, Partidas, Cantigas, Toledo.Topografía: Castilla y León.Periodo: siglo XIII ABSTRACTThe year 2021 has been the eighth centenary of the birth of King Alfonso X, an event that took place in the city of Toledo on November 21, 1221. We are faced with the figure of one of the most important Hispanic medieval kings both for the innovative political ideas that he tried to apply, although he did not succeed, as, above all, because of the great intellectual activity that took place under his patronage then and that has earned him the nickname of Wise as he is known. There are many historians who, from different perspectives (Art, Law, Astronomy, Music, Literature, etc.) have approached his figure, which has resulted in our having a very numerous bibliography and a great thematic variety. Keywords: Historiography, German Empire, Partidas, Cantigas, ToledoToponyms: Castilla y LeónPeriod: 13th century REFERENCIASÁlvarez Martínez, R. 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Law and justice in thirteenth-century Castile, Nueva York-Londres, Ithaca, Cornell University Press.Orfali, M. (1985), “Los traductores judíos de Toledo: nexo entre oriente y occidente”, en Actas del II Congreso Internacional Encuentro de las Tres Culturas, Toledo, pp. 253-260;Panateri, D. (2015), “El prólogo de las Siete partidas. Entropía, edición y uso político”, Medievalia, 47, pp. 54-81.Panateri, D. (2015), “Las imágenes del rey y del emperador en Las Siete Partidas y la glosa de Gregorio López”, Cuadernos de Historia del Derecho, 22, pp. 215-255.Pérez Embid, F. (1969), “La Marina real castellana en el siglo XIII”, Anuario de Estudios Medievales, 6, pp. 141-186.Pérez Martín, A, (1984), “El Fuero Real y Murcia”, Anuario de Historia del Derecho Español, 54, pp. 55-96.— (1997), “Hacia un Derecho Común Europeo: la obra jurídica de Alfonso X”, en M. Rodríguez Llopis (coord.), Alfonso X. Aportaciones de un rey castellano a la construcción de Europa, Murcia, pp. 109-134.Pingree, D. (1986), Picatrix. The Latin Version of the Ghayāt al-Ḥakīm, London, Warburg Institute.Poulle, E. (1987), “Les Tables Alphonsines sont-elles d’Alphonse X?”, en M. Comes, R. Puig y J. Samsó (eds.), De Astronomia Alphonsi Regis. Actas del Simposio sobre Astronomía Alfonsí celebrado en Berkeley, agosto 1985, Barcelona, Instituto MillásRodríguez García, J. M. (2014), La cruzada en tiempos de Alfonso X, Madrid.Rodríguez Montalvo, S. (1981), Alfonso X: Lapidario (según el manuscrito escurialense H.1.15), Madrid, Gredos.Rodríguez Velasco, J. (2010), “La urgente presencia de Las Siete Partidas”, La Corónica, 38.2, pp. 97-134. Romano, D. (1996), “Los hispanojudíos en la traducción y redacción de las obras científicas alfonsíes”, La Escuela de Traductores de Toledo, Toledo, pp. 35-50.Ruiz de la Peña Solar, J. I. (1981), Las "Polas" asturianas en la Edad Media, Oviedo, Universidad de Oviedo.Ruiz Gómez, F. (1986), “La carta puebla de Ciudad Real (1255). Comentario histórico-jurídico”, en Alfonso X y Ciudad Real, Ciudad Real, pp. 35-56.Sáenz-Badillos, A. (1996), “Participación de judíos en las traducciones de Toledo”, en La Escuela de Traductores de Toledo, Toledo, pp. 65-70.Samsó, J. (1983), “La primitiva versión árabe del Libro de las Cruces”, en J. Vernet (ed.), Nuevos Estudios sobre Astronomía Española en el siglo de Alfonso X, Madrid, CSIC, pp. 149-161.— (1987b), “Sobre el tratado de la azafea y de la lámina universal. Intervención de los colaboradores alfonsíes”, Al-Qantara, 8, pp. 29-43.— (2008-2009), “Las traducciones astronómicas alfonsíes y la aparición de una prosa científica castellana”, Alcanate. Revista de Estudios Alfonsíes, 6, pp. 39-51.Sánchez Pérez, J. A. (antes de 1936), Alfonso X el Sabio. Siglo XIII, Madrid, M. Aguilar editor.Schoen, W. F. von (1966), Alfonso X de Castilla, Madrid, Ed. Rialp.Solalinde, A. G. (1915), “Intervención de Alfonso X en la redacción de sus obras”, Revista de Filología Española, 2, pp. 283-288.Steiger, A. (1946), “Alfonso X el Sabio y la idea imperial”, Arbor, 18, pp. 391-402.Torres Fontes, J. (1960), Repartimiento de Murcia, CSIC, Madrid.— (1963), “Presencia de Alfonso X el Sabio”, Anales de la Universidad de Murcia. Filosofía y Letras, 21 núms. 3 y 4, pp. 37-45.— (1977), Repartimiento de Lorca, Academia Alfonso X el Sabio, Murcia.— (1987), La reconquista de Murcia en 1266 por Jaime I de Aragón, CSIC, Madrid.— (1988), Repartimiento de Orihuela, CSIC, Madrid.Torroja Menéndez, J. M. (1984), “La obra astronómica de Alfonso X el Sabio”, en Conmemoración del centenario de Alfonso X el Sabio en la Real Academia de Ciencias Exactas, Físicas y Naturales, Madrid, Instituto de Astronomía y Geodésica (CSIC-UCM), pp. 33-47.Urteaga Artigas, M. M. (2006), “Censo de las villas nuevas medievales en Álava, Bizkaia y Gipuzkoa”, en P. Martínez Sopena y M. M. Urteaga Artigas (coords.), Las villas nuevas medievales del suroeste europeo. De la fundación medieval al siglo XXI: análisis histórico y lectura contemporánea, Boletín Arkeolan, 14, pp. 37-98Valdeón Baruque, J. (1986), Alfonso X el Sabio, Valladolid.— (1997), “Alfonso X y las Cortes de Castilla”, en M. Rodríguez Llopis (coord.), Alfonso X. Aportaciones de un rey castellano a la construcción de Europa, Murcia, pp. 55-70.— (2004-2005) “Alfonso X y el Imperio”, Alcanate. Revista de estudios alfonsíes, IV, pp. 243-255.— (2003), Alfonso X: la forja de la España moderna, Madrid, Temas de Hoy.Varios (1984), Alfonso X, catálogo de la exposición conmemorativa del VII centenario de la muerte de Alfonso X, Toledo. Ministerio de Cultura.Varios (1997), Alfonso X. aportaciones de un rey castellano a la construcción de Europa, Murcia. Región de MurciaVarios (2009), Alfonso X el Sabio, catálogo de la exposición, Mª T. López de Guereño Sanz e I. G. Bango Torviso (coords.), Murcia.Varios (2020), Alfonso el Sabio en el VIII centenario, Madrid, Instituto de España.Vernet, J. (1985), “Alfonso X y la astronomía árabe”, en J. Mondéjar y J. Montoya (eds.), Estudios Alfonsíes. Lexicografía, lírica, estética y política de Alfonso el Sabio, Granada, Universidad de Granada, pp. 17-31.

Las ciudades mesopotámicas estaban amuralladas desde sus orígenes. Muralla y ciudad, símbolo de civilización, eran dos conceptos inseparables. Por mandato de los dioses, el rey era el responsable de la fundación de las ciudades y de la construcción de sus sistemas de defensa, que fueron evolucionando como respuesta a los cambios producidos en el arte de la guerra en el Próximo Oriente antiguo. En este artículo se analiza, en particular, la documentación arqueológica y textual de dos modelos de ciudad fortificada: Mari (III-II milenio a. C.), en el norte, y Babilonia (II-I milenio a. C.), en el sur. Se realiza una nueva propuesta de interpretación del recinto defensivo interior de Babilonia. Palabras clave: Ciudades mesopotámicas, fortificacionesTopónimos: Habuba Kabira, Mari, BabiloniaPeríodo: IV-I milenio a. C. ABSTRACTMesopotamian cities were walled from their origins. Wall and city, a symbol of civilisation, were two inseparable concepts. By mandate of the gods, the king was responsible for the foundation of the cities and the construction of their defence systems, which evolved in response to changes in the art of warfare in the ancient Near East. This article analyses, in particular, the archaeological and textual documentation of two models of fortified cities: Mari (3rd-2nd millennium B.C.), in the north, and Babylon (2nd-1st millennium B.C.), in the south. A new approach to the interpretation of the inner wall of Babylon is proposed. Keywords: Mesopotamian cities, fortificationsPlace names: Habuba Kabira, Mari, BabylonPeriod: IVth-Ist millennium B. C. REFERENCIASAbrahami, Ph. (1997), L’armée à Mari, tesis doctoral, Université de Paris I (inédita).al-Rawi, F.N.H. (1985), “Nabopolassar’s Restoration Work on the Wall Imgur-Enlil at Babylon”, Iraq, 47, pp. 1-9.Aurenche, O. (dir.) (1977), Dictionnaire illustré multilingue de l’architecture du Proche Orient Ancien, Lyon, MOM.Azara, P. (dir.) (2000), La fundación de la ciudad. Mesopotamia, Grecia y Roma, Barcelona, CCCB.Battini, L. (1996), “Un exemple de propagande néoassyrienne: les défenses de Dur-Sharrukin”, CMAO, 6, pp. 215-234.— (1997), “Les sytèmes défensifs à Babylone”, Akkadica, 104-105, pp. 24-55.Becker, H., van Ess, M., Fassbinder, J. (2019), “Uruk: Urban Structures in Magnetic and Satellite Images”, en Uruk. First City of the Ancient World, Los Angeles, Getty Museum.Burke, A. A. (2008), “Walled up to Heaven”. The Evolution of Middle Bronze Age Fortifications Strategies in the Levant, Winona Lake, Eisenbrauns.Butterlin, P. (2016), “Villes de Mésopotamie, D’Uruk à Babylone”, en L’histoire commence en Mésopotamie, París, Louvre, pp. 166-171.— (2020), “Mari, une ville circulaire ordinaire?”, en Circular Cities of Early Bronze Age Syria, Turnhout, Breplos, pp. 265-273.Chavalas, M. (ed.) (2006), Historical Sources in Translation. The Ancient Near East, Malden, Blackwell.Childe, V. G. (1992), Los orígenes de la civilización, México DF, FCE (1ª edición de 1936).Collon, D. (2008), “Le développement de l’arc en Mésopotamie”, en Les armées du Proche-Orient ancien (IIIe et Ier mil. av. J.-C.), Oxford, BAR.Durand, J. M. (1997), Les documents épistolaires du palais de Mari, tome I, Paris, Éditions du Cerf.— (1998), Les documents épistolaires du palais de Mari, tome II, Paris, Éditions du Cerf.George, A. R. (1992), Babylonian Topographical Texts, Leuven, Peeters.Herzog, Z. (1997), “Fortifications”, en The Oxford Encyclopedia of Archaeology in the Near East, New York-Oxford, Oxford University Press, pp. 319-326.Hnaihen, K. H. (2020), The Defensive Brick Architecture in Mesopotamia from the end of Early Bronze Age to th end of Early Iron Age, tesis doctoral, Universidad de Almería (inédita).Houben, H. y Guillaud, H. (2006), Traité de construction en terre, Marseille, Éditions Parenthèses.Kenyon, K. M. (1963), Arqueología en Tierra Santa, Barcelona, Ediciones Garriga.Lackenbacher, S. (2001), “Fondations assyriennes”, en Mites de fundació de ciutats al món antic (Mesopotàmia, Grècia i Roma), Barcelona, MAC, pp. 69-74.Liverani, M. (2006), Uruk. La primera ciudad, Barcelona, Edicions Bellaterra.— (2014), Imaginar Babel. Dos siglos de estudios sobre la ciudad oriental antigua, Barcelona, Edicions Bellaterra.Ludwig (1980), “Mass, Sitte und Technik des Bauens in Habuba-Kabira Süd”, en Le Moyen Euphrate, zone de contactes et d’échanges, Leyden, Brill, pp. 63-74.Margueron, J. C. (2000), “Nacimiento y fundación de ciudades en Mesopotamia”, en La fundación de la ciudad. Mesopotamia, Grecia y Roma, Barcelona, CCCB, pp. 33-48.— (2004), Mari. Métropole de l’Euphrate au IIIe et au Début du IIe millénaire av. J.-C., Paris, Picard-ERC.— (2009), “La fondation de Mari. Première aproche d’une technologie de fondation”, Estudos Orientais, 10, pp. 13-33.— (2011), “Aux origines de l’architecture militaire en Mésopotamie”, en Stratégies de défense, de conquête ou de victoire en Méditerranée des textes aux architectures et à l’aménagement, Tlemcen, pp. 11-45.— (2012), “Du village à la ville: continuité ou rupture?”, en Du village néolithique à la ville syro-mésopotamienne, Ferrol, PAMES-UDC, pp. 67-97.— (2013), Cités invisibles. La naissance de l’urbanisme au Proche-Orient ancien, París, Paul Geuthner— (2014), Mari. Capital of Northern Mesopotamia in the Third Millennium, Oxford-Philadelphia, Oxbow Books.Mazar, A. (1995), “The Fortification of Cities in the Ancient Near East”, en Civilizations of the Ancient Near East, volumes III-IV, Peabody, Hendrickson Publishers, pp. 1523-1537.Mielke, D. P. (2012), “Fortifications and Fortification Strategies of Mega-Cities in the Ancient Near East”, en Mega-cities Mega-sites, the Archaeology of Consumption Disposal, Landscape, Transport Communication, 7th ICAANE vol. 1, Wiesbaden, Harrassowitz Verlag, pp. 74-91.Montero Fenollós, J. L. (2004), “Revisando a Gordon Childe, el concepto de Revolución Metalúrgica en los albores de la historia de Mesopotamia”, en Miscelánea en homenaje a Emiliano Aguirre, Alcalá de Henares, Museo Arqueológico Regional, pp. 312-319.— (2017), “Bronze Metallurgy in the Times of Earliest Cities. New Data on the City I of Mari”, Ash-Sharq, 1, pp. 48-54.— (2019), “La frontera noroccidental del reino de Mari a comienzos del II milenio a. C. a la luz de los textos y la arqueología. Reflexiones sobre la localización de Dur-Yahdun-Lim”, Claroscuro, 18, pp. 1-21.Nadali, D. (2007), “Ashurbanipal against Elam. Figurative Patterns and Architectural Location of Elamite Wars”, Historiae, 4, pp. 57-91Nigro, L. (2015), “Tell es-Sultan 2015. A Pilot Project for Archaeology in Palestine”, Near Eastern Archaeology, 79, pp. 4-17.Pedersén, O. (2011), “Excavated and Unexcavated Libraries un Babylon”, en Babylon. Wissenskultur in Orient und Okzident, Berlin-Boston, De Gruyter, pp. 47-67.— (2021), Babylon. The Great City, Münster, Zaphon.Reade J. E. (2008), “Early Travellers on the Wonders: Suggested Sites”, en Babylon: Myth and Reality, London, British Museum, pp, 112-118.Rey, S. (2012), Poliorcétique au Proche-Orient à l’âge du Bronze. Fortifications urbaines, procédés de siège et systèmes défensifs, Beyrouth, IFPO.Sanmartín, J. (2018), Gilgamesh, rey de Uruk, Madrid, Trotta.Sasson, J.M. (1969), The Military Establishments at Mari, Roma, Pontifical Biblical Institute.Sollberger, E., Kupper, J. R. (1971), Inscriptions royales sumériennes et akkadiennes, Paris, Éditions du Cerf.Thomas, A. (dir.) (2016), L’histoire commence en Mésopotamie, París, Louvre.Van Ess, M. (2008), “Koldewey, Pionier systematicher Ausgrabungen im Orient”, en Auf dem weg nach Babylon. Robert Koldewey. Ein Archäologenleben, Mainz, Verlag Philipp von Zabern, pp. 91-103.Vidal, J. (2012), “La guerra de asedio en el período paleobabilónico según los textos de Mari”, en Fortificaciones y guerra de asedio en el mundo antiguo, Zaragoza, Libros Pórtico, pp. 21-35.Wetzel, F. (1969), Stadtmauer von Babylon, Osnabrück, Otto Zellen.Yadin, Y. (1963), The Art of Warfare in Biblical Lands, 2 vols., New York-Toronto-Londres, McGraw-Hill Book Company.

Nuestra educación vive endeudada con la vida humana, no humana y pluriversa. Tal deuda obedece en gran medida a la ausencia de la función del educar, que como institución le corresponde para incidir en la formación de seres para la vida, fundamentalmente en la formación de consciencia de vida integrada, en la consciencia actuante de valores comunes, de coexistencia entre seres vivos y no vivos. Como se sabe, nuestra educación es antropocéntrica, destejedora de comunidad, se centra en los egos, en la exclusión del otro y de lo otro que configuran la existencia. Junto con los intereses económicos, a través de la educación se imponen otros de tipo ideológico, político y cultural. Se educa en el adoctrinamiento, en la imposición y en la manipulación de los deseos, en la individualidad, en la identidad destejida, descarnada de otredad y alteridad. El motor de la educación no es hoy la vocación por enseñar educando, por enseñar-aprender comprendiendo y usando los saberes y conocimientos con sentido edificante, para la vida. No se orienta por la senda de la vida integrada, del sentido de comunidad, de humanidad y de vida. No se hace de los actos de conocer, enseñar y aprender nutrientes del complejo existencial. El motor de la educación de hoy es el interés individual, el rédito personal por encima de los valores comunes, de la alteridad ética; es la pulsión del emprendimiento individual, de la identidad estandarizada, controlada, pobre en consciencia. No es la conciencia de vida personal, comunitaria y pluriversa. Corazonante, de razón sentiente, edificante. La senda evolutiva precisa de una profilaxis ética de la educación, que le impida seguir al servicio de razones autointeresadas, de intereses particulares, excluyentes, deshumanizados, seguir sometida a la pulsión del rendimiento, y que por el contrario la potencie como dispositivo de conciencia por y para la vida. La tarea profiláctica desde la educación ha de descentrar esta de los procesos del aprendizaje y la enseñanza anclados al orbe del mercado, de la maximización de las ganancias, de la productividad y la rentabilidad. La tarea por la educación precisa de acciones que le den presencial al sentido de educar, más que en el adoctrinamiento en la consciencia comprensiva, crítica y actuante de ser existente por y para la vida, educar para forjar cuerpos, razones, sentimientos y actitudes cargadas de otredad y alteridad, educar en la consciencia de estar en la vida, potenciándola, que nos conduzca a ser dignos tejedores en las relaciones sociales y pluriversas. Desde la PCE, perspectiva comprensiva edificadora de la educación y la pedagogía, se generan dispositivos y ambientes para formar, enseñar, aprender y educar para ser dignos coexistentes de la vida pluriversa, para tejer vida integrada con los saberes y conocimientos, con las comprensiones y potenciales. Para hacer de los valores individuales y comunes actos evolutivos. Más que sujetos pasivos, susceptibles de control y estandarización, la PCE promueve la formación de seres ótricos, valga decir: dolientes, compasivos, corazonantes, comprensivo sintientes y vivenciales que cargan en sus sí mismos al existente humano y no humano. La gran ocupación que nos corresponde para edificar con la educación es hacer de esta un baluarte de vida. Etizarla, cargarla de alteridad, de sentidos, sentimientos y obras por y para la vida pluriversa, entretejida de mundos humanos y no humanos, ponerla al servicio de los valores éticos que precisa la vida, y no de los valores desvinculantes que la erosionan. Que permita forjar los seres sentientes que evolucionan siendo, actuando, vibrando de manera combinatoria: es decir, interesados en sí mismos a la par que en el complejo existencial. Los artículos recogidos en este número de la revista Redipe aportan de manera singular al proceso de fortalecimiento y reorientación de la educación. ÉTICA Y VIDA PÚBLICA Pedro Ortega Ruiz, Director de RIPAL El autor aborda en este trabajo la necesidad de regenerar éticamente nuestras instituciones para que sirvan al bien común y no a los intereses particulares de quienes detentan el poder político y económico. El rearme ético es tarea del conjunto de la sociedad, destacando el papel indispensable del sistema educativo en esta regeneración ética. El autor propone unas actuaciones concretas, resaltando la necesidad de recuperar al individuo como sujeto central de la acción educativa, su responsabilidad como humano y el carácter contextual de la acción educativa. Se subraya la necesidad del testimonio de aquellos que ejercen el poder para que su autoridad sea creíble. Se destaca la necesidad de “otra” antropología y “otra” ética para la regeneración de las instituciones inspirada en el pensamiento de E. Levinas. THE EDUCATIONAL RELATIONSHIP IS THE IDEAL MEANS OF EDUCATOR-EDUCATEE INTERACTION: A LOOK FROM PEDAGOGY José Manuel TOURIÑÁN LÓPEZ, Catedrático de Teoría de la Educación. Profesor emérito, Universidad de Santiago de Compostela, Facultad de Ciencias de la Educación. The educational relationship is the substantive way of educational intervention; it is its concrete act. It is identified with the interaction which we establish to perform the activity of educating. In educational relationship we must go from thought to action; we must go from attained and attainable value to effective accomplishment. We have to know what the theory-practice relation is like in each interaction. This work is an analysis focussed in Pedagogy as a discipline which generates knowledge of education. Pedagogy is a discipline whose object of study is education. In Pedagogy, their own, autochthonous, concepts are generated about the meaning of educating and the way of intervening to educate. Pedagogy values each means used in the intervention as educational, adjusting it to the meaning of educating. In this way, a better application to the explanation, understanding and interpretation of educational events and their possibilities of transforming the intervention is achieved. It is the meso-axiological perspective of Pedagogy: understanding each means used in the intervention as a means valued as educational. From Pedagogy it can be based that the educational relationship is the interaction of identities to educate; It is a concept with its own meaning, linked to the meaning of education and, given that the transition from knowledge to action requires concordance between values and feelings in each interaction, the educational relationship becomes the ideal means of educatee-educator interaction. COMPLEX PLANETARY DECOLONIAL EDUCATION AND ITS ECOSOPHICAL RE-LINKS Milagros Elena Rodríguez, Universidad de Oriente, Núcleo de Sucre, Departamento de Matemáticas, República Bolivariana de Venezuela. Recognizing the need, despite the efforts made on the planet in terms of education, to decolonize the planet and to make it more complex in favor of life, solidarity and the salvation of the planet; In the lines of research: education-transcomplex transepistemologies and planetary decolonialitycomplexity in re-linkage, we support Complex Planetary Decolonial Education (CDPE) and its ecosophical re-linkages as a complex objective of the research. Hence, the inquiry is transmethodical, beyond the evasive and colonial methods of investigating. For this reason, with the comprehensive, ecosophical and diatopic hermeneutics we go through the analytical, empirical and purposeful moments in the rhizomes. These profoundly disruptive, which in any of its branches can branch off to include demystified essences of the human being in their education. Transmethods-rhizomescomplexity-transdisciplinarity-education, make a scene in all the inquiry; where ecosophy turns to seek and educate the difficult art of inhabiting the planet as constant and unbinding of the new instruments of global coloniality, exercise in Complex Planetary Decolonial Education; where the social, environmental and spiritual go to the education of all the complexity of the human being: nature-body-mind-soul-spirit-God. EL DESARROLLO PROFESIONAL DOCENTE PARA EL FORTALECIMIENTO DE LA COMPETENCIA DIGITAL EN LAS PRÁCTICAS PEDAGÓGICAS EN EDUCACIÓN BÁSICA: UNA REVISIÓN SISTEMÁTICA. Filemón Ramírez Galindo, Andrés Bernal-Ballén, Universidad Antonio Nariño. El desarrollo profesional docente como proceso que fortalece la competencia digital en las prácticas pedagógicas en educación básica es un asunto de gran importancia que requiere del trabajo y ejercitación cognitiva y emocional en el ámbito personal y colectivo. Aunque la literatura científica sobre este aspecto ha abordado con suficiente claridad las convicciones y creencias y la puesta en práctica de alternativas apropiadas de mejora por parte del docente, esta investigación pretende realizar una revisión sistemática de la literatura que hace referencia al desarrollo profesional docente enmarcado en el contexto de la competencia digital. La metodología planteada fue elaborada siguiendo los principios contenidos en la declaración PRISMA y se encuentra estructurada en dos fases: la primera establece la estrategia de búsqueda de los artículos relacionados con la temática y la segunda organiza, analiza y presenta los resultados más significativos de la revisión sistemática de la literatura. Los resultados obtenidos evidencian la necesidad de fortalecer los procesos de desarrollo profesional docente en cuanto a la competencia digital y el uso de recursos tecnológicos, así como la formulación de políticas educativas que incentiven mejorar en los docentes su nivel profesional. LA TRADICIÓN, LA RUPTURA Y LA CONTINUIDAD DE LA EDUCACIÓN RURAL EN EL ESPACIO IBEROAMERICANO. Dra. Raquel Paul Caballero, DataLabs, Berlín, Alemania. La educación en el contexto rural presenta distintos y cuantiosos retos, tanto para el docente, como para la institución, el Estado y otros actores del área educativa, tales como estudiantes, padres, representantes y comunidad. Uno de los principales desafíos para desarrollar la actividad educativa en el entorno campesino ha sido la ubicación de estas áreas, pues se trata de zonas distantes de los centros urbanos. Junto a este desafío subyacen también problemáticas asociadas con la marginalidad, la exclusión y la pobreza. Esta propuesta investigativa metodológica con una aproximación cuantitativa, fundamenta su tesis en que la educación es el motor impulsor para la inclusión y la sostenibilidad, constituyendo un vértice para el desarrollo. Teniendo en cuenta la compleja y diversa realidad del espacio iberoamericano, se ofrece una panorámica general de la situación educativa rural. Dentro de la diversidad de matices, se identifican algunas experiencias que promueven el aprendizaje significativo y se enfatiza en el papel que ejercen, el presupuesto y el gasto público para apoyar y potenciar la construcción de un futuro sostenible. El hecho de enmarcar el análisis en el contexto de cambios,subraya la necesidad de comprender la importancia de desarrollar estrategias de aprendizajes, vinculados con los significados sociales como la gestión ambiental, el enfoque ético y el pensamiento crítico. PROCESO DE APRENDIZAJE DURANTE COVID- 19. PERCEPCIÓN DE UNIVERSITARIOS EN EL ÁREA DE AGRONOMÍA. Analiza cómo los estudiantes percibieron las principales problemáticas en el proceso de enseñanza y aprendizaje aplicado durante la pandemia por Covid-19, y cómo se fueron adaptando a esta nueva realidad al hacer uso de las Tecnologías de Información y Comunicación (TIC) en el desarrollo de las actividades contenidas en las unidades de aprendizaje, esto a partir del cierre de las instituciones educativas instruido por las autoridades correspondientes. El método de investigación fue de tipo cualitativo y cuantitativo. La muestra para el análisis fue del tipo por conveniencia, aplicando 145 encuestas y seis entrevistas a profundidad a estudiantes de dos carreras de la Facultad de Ciencias Agropecuarias de la Universidad Autónoma del Estado de Morelos, México. Se observaron problemáticas como la falta de interés por parte de los estudiantes para realizar las actividades académicas, el exceso de trabajos, entre otros problemas de tipo psicológico y económico, principalmente. Empero, se concluye que tanto estudiantes como docentes se esforzaron para poder cumplir con el programa de las asignaturas y no perder o reprogramar el ciclo o semestre escolar correspondientes.

Muchos profesores e investigadores encargados de los Consejos de Investigación o similares, de las diversas Universidades de Venezuela suelen preguntarse por qué en las Escuelas o Facultades de Medicina se publica tan poco. Las razones son múltiples y para discutirlas consideraremos el ejemplo de la Escuela de Medicina de la Universidad de Oriente (EM-UDO), núcleo de Bolívar, ubicada en Ciudad Bolívar, capital del estado Bolívar. Esta Escuela fue fundada el 8 de enero de 1962, cuatro años después de la creación de la Universidad de Oriente. Desde entonces esta escuela ha manteniendo un elevado prestigio con relación a la calidad de sus egresados.

En esta investigación, partiendo de un conjunto de datos sobre sismos que han impactado la ciudad de Cumaná, Venezuela, se realiza un modelaje probabilístico para determinar las zonas sismogénicas que afectan a esta urbe. Se utiliza la estadística de valores extremos para estudiar series de datos que exceden cierto umbral. Estas series están contenidas en un catálogo tomado de una investigación previa derivado de los registros instrumentales del Centro de Sismología de la Universidad de Oriente, de la Fundación Venezolana de Investigaciones Científicas (FUNVISIS), del National Earthquake Information Center (NEIC) y del United States Geological Survey (USGS). Se dividieron los datos según su profundidad focal; luego utilizando la densidad sísmica, la geología y la ocurrencia de sismos históricos se identificaron las zonas sismogénicas y utilizando la ley de recurrencia de Gutenberg-Ritcher se estiman los parámetros necesarios para obtener las funciones de densidad y de distribución de probabilidad asociadas.

Objetivo: Evaluar opiniones y actitudes en violencia de pareja en estudiantes de medicina del tercer año, cursantes de la cátedra psicología médica de la Universidad de Oriente Núcleo Bolívar, Venezuela. Metodología: Estudio descriptivo. Universo conformado por 450 estudiantes. La muestra fue no probabilística, obtenida por el método de números al azar, se seleccionaron 135 estudiantes. Las variables recolectadas fueron edad, sexo, opiniones en violencia de pareja, factores condicionantes, conducta del maltratador, maltratado y reacciones antes hecho de violencia de pareja. Se recopiló mediante una encuesta de opinión, los datos fueron analizados en tablas de frecuencias y porcentajes. Resultados: Se encuestaron 62 estudiantes, de ellos el 71% (n=44) refirieron que la violencia de pareja tiene alto impacto social, el 77,4% indicaron que la violencia psicológica es la que más afecta, el 12% indicaron que las mujeres no están protegidas. El 25,8 % (n=16) mencionaron que influye el ambiente conflictivo en el hogar, el 33,9% refirieron que los problemas psicológicos es la forma más frecuente del porque se llega al maltrato. El 85% indicaron que tanto la mujer como el hombre son los maltratados, y el 56,5% afirmaron que posterior al maltrato las mujeres actúan con normalidad. El 5% no tienen conocimientos al respecto. Conclusión: Los estudiantes del tercer año de la carrera de medicina, manifiestan conocer del tema pero su opinión y actitudes no guardan relación, por lo que es importante realizar nuevos estudios y fomentar la formación universitaria en el tema. Palabras Claves: violencia de género, violencia doméstica, conocimientos, estudiantes.

The Revista de Biología Tropical / International Journal of Tropical Biology and Conservation, founded in 1953, publishes feature articles about tropical nature and is considered one of the leading journals in Latin America. This article analyzes document type, language, countries, institutions, citations and for the first time article lifespan, from 1976 through 2014. We analyzed 3 978 documents from the Science Citation Index Expanded. Articles comprised 88 % of the total production and had 3.7 citations on average, lower than reviews. Spanish and English articles were nearly equal in numbers and citation for English articles was only slightly higher. Costa Rica, Mexico, and the USA are the countries with more articles, and the leading institutions were Universidad de Costa Rica, Universidad Nacional, Universidad Nacional Autónoma de Mexico and Universidad de Oriente (Venezuela). The citation lifespan of articles is long, around 37 years. It is not surprising that Costa Rica, Mexico, and Venezuela lead in productivity and cooperation, because they are mostly covered by tropical ecosystems and share a common culture and a tradition of scientific cooperation. The same applies to the leading institutions, which are among the largest Spanish language universities in the neotropical region. American output can be explained by the regional presence of the Smithsonian Tropical Research Institute and the Organization for Tropical Studies. Tropical research does not have the rapid change typical of medical research, and for this reason, the impact factor misses most of citations for the Revista, which are made after the two-year window used by the Web of Science. This issue is especially damaging for the Revista because most journals that deal with tropical biology are never checked when citations are counted for by the Science Citation Index.

Up to now, the sub-family Pisinae Dana, 1851 was represented in the Caribbean coasts of Venezuela by six species [Chorinus heros (Herbst, 1790); Libinia ferreirae Brito Capello, 1871; Herbstia depressa Stimpson, 1870; Sphenocarcinus corrosus A. Milne-Edwards, 1878; Pelia mutica (Gibbes, 1850) and Nibilia antilocapra (Stimpson, 1871)], which make up 38 % of the Pisinae crabs reported for the Caribbean Sea. During an examination of unidentified material from the crustacean collection of the Laboratory of Carcinology at Universidad de Oriente, Margarita Island, Venezuela, nine specimens (six males and three females) of Apiomithrax violaceus (A. Milne-Edwards, 1868) were discovered. Until now the distribution of this Pisinae species was known to range from Mauritania to Angola in the eastern Atlantic, Ascension Island in the central Atlantic, as well as Brazil and Orinoco Delta in the western Atlantic. All specimens were collected in Venezuelan waters, at the following locations: Margarita island: Playa Valdés, Península de Macanao, Boca Chica, El Maguey; Sucre State (mainland): Guayacán. This is the most northerly record of the species and it is the first time to be reported for the Caribbean Sea, increasing the number of known species of Pisinae to 17 in this area.

Introduction «I have never worked in the technocratic exaltation, solving a constructive problem and that’s it. I’ve always tried to interpret the space of human life» (Vittorio Garatti). Vittorio Garatti (Milan, April 6, 1927) is certainly one of the last witnesses of one “heroic” season of Italian architecture. In 1957 he graduated in architecture from the Polytechnic of Milan with a thesis proposing the redesign of a portion of the historic centre of Milan: the area between “piazza della Scala”, “via Broletto”, “via Filodrammatici” and the gardens of the former Olivetti building in via Clerici. These are the years in which Ernesto Nathan Rogers established himself as one of the main personalities of Milanese culture. Garatti endorses the criticism expressed by Rogers to the approval of the Rationalist “language” in favour of an architecture that recovers the implications of the place and of material culture. The social responsibility of architecture and connections between architecture and other forms of artistic expression are the invariants of all the activity of the architect, artist and graphic designer of Garatti. It will be Ernesto Nathan Rogers who will offer him the possibility of experiencing these “contaminations” early: in 1954, together with Giuliano Cesari, Raffaella Crespi, Giampiero Pallavicini and Ferruccio Rezzonico, he designs the preparation of the exhibition on musical instruments at the 10th Milan Triennale. The temporary installations will be a privileged area in which Garatti will continue to experiment and integrate the qualities of artist, graphic designer and architect with each other. Significant examples of this approach are the Art Schools in Cuba 1961-63, the residential complex of Cusano Milanino in 1973, the Attico Cosimo del Fante in 1980, the fittings for the Bubasty shops in 1984, the Camogli residence in 1986, his house atelier in Brera in 1988 and the interiors of the Hotel Gallia in 1989. True architecture generates itself1: an approach that was consolidated over the years of collaboration with Raúl Villanueva in Venezuela and is fulfilled in Cuba in the project of the Art Schools, where Garatti makes use of a plurality of tools that cannot be rigidly confined to the world of architecture. In 1957, in Caracas, he came into contact with Ricardo Porro and Roberto Gottardi. Ricardo Porro, who returned to Cuba in 1960, will be the one to involve Vittorio Garatti and Roberto Gottardi in the Escuelas Nacional de Arte project. The three young architects will be the protagonists of a happy season of the architecture of the Revolution, they will be crossed by that “revolutionary” energy that Ricardo Porro has defined as “magical realism”. As Garatti recalls: it was a special moment. We designed the Schools using a method developed in Venezuela. We started from an analysis of the context, understood not only as physical reality. We studied Cuban poets and painters. Wifredo Lam was a great reference. For example, Lezama Lima’s work is clearly recalled in the plan of the School of Ballet. We were pervaded by the spirit of the revolution. The contamination between knowledge and disciplines, the belief that architecture is a “parasitic” discipline are some of the themes at the centre of the conversation that follows, from which a working method that recognizes architecture as a “social transformation” task emerges, more precisely an art with a social purpose. Garatti often cites Porro’s definition of architecture: architecture is the poetic frame within which human life takes place. To Garatti architecture is a self-generating process, and as such it cannot find fulfilment within its disciplinary specificity: the disciplinary autonomy is a contradiction in terms. Architecture cannot be self-referencing, it generates itself precisely because it finds the sense of its social responsibility outside of itself. No concession to trends, to self-referencing, to the “objectification of architecture”, to its spectacularization. Garatti as Eupalino Valery shuns “mute architectures” and instead prefers singing architectures. A Dialogue of Luigi Alini with Vittorio Garatti Luigi Alini. Let’s start with some personal data. Vittorio Garatti. I was born in Milan on April 6, 1927. My friend Emilio Vedova told me that life could be considered as a sequence of encounters with people, places and facts. My sculptor grandfather played an important role in my life. I inherited the ability to perceive the dimensional quality of space, its plasticity, spatial vision from him. L.A. Your youth training took place in a dramatic phase of history of our country. Living in Milan during the war years must not have been easy. V.G. In October 1942 in Milan there was one of the most tragic bombings that the city has suffered. A bomb exploded in front of the Brera Academy, where the Dalmine offices were located. With a group of boys we went to the rooftops. We saw the city from above, with the roofs partially destroyed. I still carry this image inside me, it is part of that museum of memory that Luciano Semerani often talks about. This image probably resurfaced when I designed the ballet school. The idea of a promenade on the roofs to observe the landscape came from this. L.A. You joined the Faculty of Architecture at the Milan Polytechnic in May 1946-47. V.G. Milan and Italy were like in those years. The impact with the University was not positive, I was disappointed with the quality of the studies. L.A. You have had an intense relationship with the artists who gravitate around Brera, which you have always considered very important for your training. V.G. In 1948 I met Ilio Negri, a graphic designer. Also at Brera there was a group of artists (Morlotti, Chighine, Dova, Crippa) who frequented the Caffè Brera, known as “Bar della Titta”. Thanks to these visits I had the opportunity to broaden my knowledge. As you know, I maintain that there are life’s appointments and lightning strikes. The release of Dada magazine provided real enlightenment for me: I discovered the work of Kurt Schwitters, Theo Van Doesburg, the value of the image and three-dimensionality. L.A. You collaborated on several projects with Ilio Negri. V.G. In 1955 we created the graphics of the Lagostina brand, which was then also used for the preparation of the exhibition at the “Fiera Campionaria” in Milan. We also worked together for the Lerici steel industry. There was an extraordinary interaction with Ilio. L.A. The cultural influence of Ernesto Nathan Rogers was strong in the years you studied at the Milan Polytechnic. He influenced the cultural debate by establishing himself as one of the main personalities of the Milanese architectural scene through the activity of the BBPR studio but even more so through the direction of Domus (from ‘46 to ‘47) and Casabella Continuità (from ‘53 to ‘65). V.G. When I enrolled at the university he was not yet a full professor and he was very opposed. As you know, he coined the phrase: God created the architect, the devil created the colleague. In some ways it is a phrase that makes me rethink the words of Ernesto Che Guevara: beware of bureaucrats, because they can delay a revolution for 50 years. Rogers was the man of culture and the old “bureaucratic” apparatus feared that his entry into the University would sanction the end of their “domain”. L.A. In 1954, together with Giuliano Cesari, Raffella Crespi, Giampiero Pallavicini and Ferruccio Rezzonico, all graduating students of the Milan Polytechnic, you designed the staging of the exhibition on musical instruments at the 10th Milan Triennale. V.G. The project for the Exhibition of Musical Instruments at the Milan Triennale was commissioned by Rogers, with whom I subsequently collaborated for the preparation of the graphic part of the Castello Sforzesco Museum, together with Ilio Negri. We were given a very small budget for this project. We decided to prepare a sequence of horizontal planes hanging in a void. These tops also acted as spacers, preventing people from touching the tools. Among those exhibited there were some very valuable ones. We designed slender structures to be covered with rice paper. The solution pleased Rogers very much, who underlined the dialogue that was generated between the exhibited object and the display system. L.A. You graduated on March 14, 1957. V.G. The project theme that I developed for the thesis was the reconstruction of Piazza della Scala. While all the other classmates were doing “lecorbusierani” projects without paying much attention to the context, for my part I worked trying to have a vision of the city. I tried to bring out the specificities of that place with a vision that Ernesto Nathan Rogers had brought me to. I then found this vision of the city in the work of Giuseppe De Finetti. I tried to re-propose a vision of space and its “atmospheres”, a theme that Alberto Savinio also refers to in Listen to your heart city, from 1944. L.A. How was your work received by the thesis commission? V.G. It was judged too “formal” by Emiliano Gandolfi, but Piero Portaluppi did not express himself positively either. The project did not please. Also consider the cultural climate of the University of those years, everyone followed the international style of the CIAM. I was not very satisfied with the evaluation expressed by the commissioners, they said that the project was “Piranesian”, too baroque. The critique of culture rationalist was not appreciated. Only at IUAV was there any great cultural ferment thanks to Bruno Zevi. L.A. After graduation, you left for Venezuela. V.G. With my wife Wanda, in 1957 I joined my parents in Caracas. In Venezuela I got in touch with Paolo Gasparini, an extraordinary Italian photographer, Ricardo Porro and Roberto Gottardi, who came from Venice and had worked in Ernesto Nathan Rogers’ studio in Milan. Ricardo Porro worked in the office of Carlos Raúl Villanueva. The Cuban writer and literary critic Alejo Carpentier also lived in Caracas at that time. L.A. Carlos Raul Villanueva was one of the protagonists of Venezuelan architecture. His critical position in relation to the Modern Movement and the belief that it was necessary to find an “adaptation” to the specificities of local traditions, the characteristics of the places and the Venezuelan environment, I believe, marked your subsequent Cuban experience with the creative recovery of some elements of traditional architecture such as the portico, the patio, but also the use of traditional materials and technologies that you have masterfully reinterpreted. I think we can also add to these “themes” the connections between architecture and plastic arts. You also become a professor of Architectural Design at the Escuela de Arquitectura of the Central University of Caracas. V.G. On this academic experience I will tell you a statement by Porro that struck me very much: The important thing was not what I knew, I did not have sufficient knowledge and experience. What I could pass on to the students was above all a passion. In two years of teaching I was able to deepen, understand things better and understand how to pass them on to students. The Faculty of Architecture had recently been established and this I believe contributed to fuel the great enthusiasm that emerges from the words by Porro. Porro favoured mine and Gottardi’s entry as teachers. Keep in mind that in those years Villanueva was one of the most influential Venezuelan intellectuals and had played a leading role in the transformation of the University. Villanueva was very attentive to the involvement of art in architecture, just think of the magnificent project for the Universidad Central in Caracas, where he worked together with artists such as the sculptor Calder. I had recently graduated and found myself catapulted into academic activity. It was a strange feeling for a young architect who graduated with a minimum grade. At the University I was entrusted with the Architectural Design course. The relationships with the context, the recovery of some elements of tradition were at the centre of the interests developed with the students. Among these students I got to know the one who in the future became my chosen “brother”: Sergio Baroni. Together we designed all the services for the 23rd district that Carlos Raúl Villanueva had planned to solve the favelas problem. In these years of Venezuelan frequentation, Porro also opened the doors of Cuba to me. Through Porro I got to know the work of Josè Martì, who claimed: cult para eser libre. I also approached the work of Josè Lezama Lima, in my opinion one of the most interesting Cuban intellectuals, and the painting of Wilfredo Lam. L.A. In December 1959 the Revolution triumphed in Cuba. Ricardo Porro returned to Cuba in August 1960. You and Gottardi would join him in December and begin teaching at the Facultad de Arcuitectura. Your contribution to the training of young students took place in a moment of radical cultural change within which the task of designing the Schools was also inserted: the “new” architecture had to give concrete answers but also give “shape” to a new model of society. V.G. After the triumph of the Revolution, acts of terrorism began. At that time in the morning, I checked that they hadn’t placed a bomb under my car. Eisenhower was preparing the invasion. Life published an article on preparing for the invasion of the counterrevolutionary brigades. With Eisenhower dead, Kennedy activated the programme by imposing one condition: in conjunction with the invasion, the Cuban people would have to rise up. Shortly before the attempted invasion, the emigration, deemed temporary, of doctors, architects, university teachers etc. began. They were all convinced they would return to “liberated Cuba” a few weeks later. Their motto was: it is impossible for Americans to accept the triumph of the rebel army. As is well known, the Cuban people did not rise up. The revolutionary process continued and had no more obstacles. The fact that the bourgeois class and almost all the professionals had left Cuba put the country in a state of extreme weakness. The sensation was of great transformation taking place, it was evident. In that “revolutionary” push there was nothing celebratory. All available energies were invested in the culture. There were extraordinary initiatives, from the literacy campaign to the founding of international schools of medicine and of cinema. In Cuba it was decided to close schools for a year and to entrust elementary school children with the task of travelling around the country and teaching illiterate adults. In the morning they worked in the fields and in the evening they taught the peasants to read and write. In order to try to block this project, the counter-revolutionaries killed two children in an attempt to scare the population and the families of the literate children. There was a wave of popular indignation and the programme continued. L.A. Ricardo Porro was commissioned to design the Art Schools. Roberto Gottardi recalls that: «the wife of the Minister of Public Works, Selma Diaz, asked Porro to build the national art schools. The architecture had to be completely new and the schools, in Fidel’s words, the most beautiful in the world. All accomplished in six months. Take it or leave it! [...] it was days of rage and enthusiasm in which all areas of public life was run by an agile and imaginative spirit of warfare»2. You too remembered several times that: that architecture was born from a life experience, it incorporated enthusiasm for life and optimism for the future. V.G. The idea that generated them was to foster the cultural encounter between Africa, Asia and Latin America. A “place” for meeting and exchanging. A place where artists from all over the third world could interact freely. The realisation of the Schools was like receiving a “war assignment”. Fidel Castro and Ernesto Che Guevara selected the Country Club as the place to build a large training centre for all of Latin America. They understood that it was important to foster the Latin American union, a theme that Simón Bolivar had previously wanted to pursue. Il Ché and Fidel, returning from the Country Club, along the road leading to the centre of Havana, met Selma Diaz, architect and wife of Osmany Cienfuegos, the Cuban Construction Minister. Fidel Castro and Ernesto Che Guevara entrusted Selma Diaz with the task of designing this centre. She replied: I had just graduated, how could I deal with it? Then she adds: Riccardo Porro returned to Cuba with two Italian architects. Just think, three young architects without much experience catapulted into an assignment of this size. The choice of the place where to build the schools was a happy intuition of Fidel Castro and Ernesto Che Guevara. L.A. How did the confrontation develop? V.G. We had total freedom, but we had to respond to a functional programme defined with the heads of the schools. Five directors were appointed, one for each school. We initially thought of a citadel. A proposal that did not find acceptance among the Directors, who suggest thinking of five autonomous schools. We therefore decide to place the schools on the edge of the large park and to reuse all the pre-existing buildings. We imagined schools as “stations” to cross. The aim was to promote integration with the environment in which they were “immersed”. Schools are not closed spaces. We established, for example, that there would be no doors: when “everything was ours” there could not be a public and a private space, only the living space existed. L.A. Ricardo Porro recalled: I organised our study in the chapel of the former residence of the Serrà family in Vadado. It was a wonderful place [...]. A series of young people from the school of architecture came to help us […]. Working in that atmosphere, all night and all day was a poetic experience (Loomis , 1999). V.G. We felt like Renaissance architects. We walked around the park and discussed where to locate the schools. Imagine three young people discussing with total, unthinkable freedom. We decided that each of us would deal with one or more schools, within a global vision that was born from the comparison. I chose the Ballet School. Ivan Espin had to design the music school but in the end I did it because Ivan had health problems. Porro decided to take care of the School of Plastic Arts to support his nature as a sculptor. Gottardi had problems with the actors and directors, who could not produce a shared functional programme, which with the dancers was quite simple to produce. The reasons that led us to choose the different project themes were very simple and uncomplicated, as were those for identifying the areas. I liked hidden lands, I was interested in developing a building “embedded” in the ground. Ricardo, on the other hand, chose a hill on which arrange the school of Modern Art. Each of us chose the site almost instinctively. For the Classical Dance School, the functional programme that was provided to me was very meagre: a library, a deanery, an infirmary, three ballet classrooms, theoretical classrooms and one of choreography. We went to see the dancers while they were training and dancing with Porro. The perception was immediate that we had to think of concave and convex spaces that would welcome their movements in space. For a more organic integration with the landscape and to accommodate the orography of the area, we also decided to place the buildings in a “peripheral” position with respect to the park, a choice that allowed us not to alter the nature of the park too much but also to limit the distances to be covered from schools to homes. Selma Diaz added others to the first indications: remember that we have no iron, we have little of everything, but we have many bricks. These were the indications that came to us from the Ministry of Construction. We were also asked to design some large spaces, such as gyms. Consequently, we found ourselves faced with the need to cover large spans without being able to resort to an extensive use of reinforced concrete or wood. L.A. How was the comparison between you designers? V.G. The exchange of ideas was constant, the experiences flowed naturally from one work group to another, but each operated in total autonomy. Each design group had 5-6 students in it. In my case I was lucky enough to have Josè Mosquera among my collaborators, a brilliant modest student, a true revolutionary. The offices where we worked on the project were organised in the Club, which became our “headquarters”. We worked all night and in the morning we went to the construction site. For the solution of logistical problems and the management of the building site of the Ballet School, I was entrusted with an extraordinary bricklayer, a Maestro de Obra named Bacallao. During one of the meetings that took place daily at the construction site, Bacallao told me that in Batista’s time the architects arrived in the morning at the workplace all dressed in white and, keeping away from the construction site to avoid getting dusty, they transferred orders on what to do. In this description by we marvelled at the fact that we were in the construction site together with him to face and discuss how to solve the different problems. In this construction site the carpenters did an extraordinary job, they had considerable experience. Bacallao was fantastic, he could read the drawings and he managed the construction site in an impeccable way. We faced and solved problems and needs that the yard inevitably posed on a daily basis. One morning, for example, arriving at the construction site, I realised the impact that the building would have as a result of its total mono-materiality. I was “scared” by this effect. My eye fell on an old bathtub, inside which there were pieces of 10x10 tiles, then I said to Bacallao: we will cover the wedges between the ribs of the bovedas covering the Ballet and Choreography Theatre classrooms with the tiles. The yard also lived on decisions made directly on site. Also keep in mind that the mason teams assigned to each construction site were independent. However the experience between the groups of masons engaged in the different activities circulated, flowed. There was a constant confrontation. For the workers the involvement was total, they were building for their children. A worker who told me: I’m building the school where my son will come to study. Ricardo Porro was responsible for the whole project, he was a very cultured man. In the start-up phase of the project he took us to Trinidad, the old Spanish capital. He wanted to show us the roots of Cuban architectural culture. On this journey I was struck by the solution of fan windows, by the use of verandas, all passive devices which were entrusted with the control and optimisation of the comfort of the rooms. Porro accompanied us to those places precisely because he wanted to put the value of tradition at the centre of the discussion, he immersed us in colonial culture. L.A. It is to that “mechanism” of self-generation of the project that you have referred to on several occasions? V.G. Yes, just that. When I design, I certainly draw from that stratified “grammar of memory”, to quote Luciano Semerani, which lives within me. The project generates itself, is born and then begins to live a life of its own. A writer traces the profile and character of his characters, who gradually come to life with a life of their own. In the same way the creative process in architecture is self-generated. L.A. Some problems were solved directly on site, dialoguing with the workers. V.G. He went just like that. Many decisions were made on site as construction progressed. Design and construction proceeded contextually. The dialogue with the workers was fundamental. The creative act was self-generated and lived a life of its own, we did nothing but “accompany” a process. The construction site had a speed of execution that required the same planning speed. In the evening we worked to solve problems that the construction site posed. The drawings “aged” rapidly with respect to the speed of decisions and the progress of the work. The incredible thing about this experience is that three architects with different backgrounds come to a “unitary” project. All this was possible because we used the same materials, the same construction technique, but even more so because there was a similar interpretation of the place and its possibilities. L.A. The project of the Music School also included the construction of 96 cubicles, individual study rooms, a theatre for symphonic music and one for chamber music and Italian opera. You “articulated” the 96 cubicles along a 360-metre-long path that unfolds in the landscape providing a “dynamic” view to those who cross it. A choice consistent with the vision of the School as an open place integrated with the environment. V.G. The “Gusano” is a volume that follows the orography of the terrain. It was a common sense choice. By following the level lines I avoided digging and of course I quickly realized what was needed by distributing the volumes horizontally. Disarticulation allows the changing vision of the landscape, which changes continuously according to the movement of the user. The movements do not take place along an axis, they follow a sinuous route, a connecting path between trees and nature. The cubicles lined up along the Gusano are individual study rooms above which there are the collective test rooms. On the back of the Gusano, in the highest part of the land, I placed the theatre for symphonic music, the one for chamber music, the library, the conference rooms, the choir and administration. L.A. In 1962 the construction site stopped. V.G. In 1962 Cuba fell into a serious political and economic crisis, which is what caused the slowdown and then the abandonment of the school site. Cuba was at “war” and the country’s resources were directed towards other needs. In this affair, the architect Quintana, one of the most powerful officials in Cuba, who had always expressed his opposition to the project, contributed to the decision to suspend the construction of the schools. Here is an extract from a writing by Sergio Baroni, which I consider clarifying: «The denial of the Art Schools represented the consolidation of the new Cuban technocratic regime. The designers were accused of aristocracy and individualism and the rest of the technicians who collaborated on the project were transferred to other positions by the Ministry of Construction [...]. It was a serious mistake which one realises now, when it became evident that, with the Schools, a process of renewal of Cuban architecture was interrupted, which, with difficulty, had advanced from the years preceding the revolution and which they had extraordinarily accelerated and anchored to the new social project. On the other hand, and understandably, the adoption of easy pseudo-rationalist procedures prevailed to deal with the enormous demand for projects and constructions with the minimum of resources» (Baroni 1992). L.A. You also experienced dramatic moments in Cuba. I’m referring in particular to the insane accusation of being a CIA spy and your arrest. V.G. I wasn’t the only one arrested. The first was Jean Pierre Garnier, who remained in prison for seven days on charges of espionage. This was not a crazy accusation but one of the CIA’s plans to scare foreign technicians into leaving Cuba. Six months after Garnier, it was Heberto Padilla’s turn, an intellectual, who remained in prison for 15 days. After 6 months, it was my turn. I was arrested while leaving the Ministry of Construction, inside the bag I had the plans of the port. I told Corrieri, Baroni and Wanda not to notify the Italian Embassy, everything would be cleared up. L.A. Dear Vittorio, I thank you for the willingness and generosity with which you shared your human and professional experience. I am sure that many young students will find your “story” of great interest. V.G. At the end of our dialogue, I would like to remember my teacher: Ernesto Nathan Rogers. I’ll tell you an anecdote: in 1956 I was working on the graphics for the Castello Sforzesco Museum set up by the BBPR. Leaving the museum with Rogers, in the Rocchetta courtyard the master stopped and gives me a questioning look. Looking at the Filarete tower, he told me: we have the task of designing a skyscraper in the centre. Usually skyscrapers going up they shrink. Instead this tower has a protruding crown, maybe we too could finish our skyscraper so what do you think? I replied: beautiful! Later I thought that what Rogers evoked was a distinctive feature of our city. The characters of the cities and the masters who have consolidated them are to be respected. If there is no awareness of dialectical continuity, the city loses and gets lost. It is necessary to reconstruct the figure of the architect artist who has full awareness of his role in society. The work of architecture cannot be the result of a pure stylistic and functional choice, it must be the result of a method that takes various and multiple factors into analysis. In Cuba, for example, the musical tradition, the painting of Wilfredo Lam, whose pictorial lines are recognisable in the floor plan of the Ballet School, the literature of Lezama Lima and Alejo Carpentier and above all the Cuban Revolution were fundamental. We theorised this “total” method together with Ricardo Porro, remembering the lecture by Ernesto Nathan Rogers.

This essay sheds lights on the framing process during the research on the crossing between natural and artificial systems. To approach this, we must outline the machine-natural system relation. From this notion, technology is not seen as an external thing, nor even in contrast to an imaginary of nature, but as an effect that emerges from our thinking and revealing being that, in many cases, may be reduced to an issue of knowledge and action. Here, we want to consider the concept of transduction from Gilbert Simondon as one possible framework for considering the socio-technological actions at stake. His thought offers a detailed conceptual vocabulary for the question of individuation as a “revelation process”, a concern with how things come into existence and proceed temporally as projective entities.Moreover, our approach to the work of philosopher Simondon marked the starting point of our interest and approach to the issue of technique and its politics. From this perspective, the reflection given by Simondon in his thesis on the Individuation and the Mode of Existence of Technical Objects, is to trace certain reasons that are necessary for the development of this project and helping to explain it. In first place, Simondon does not state a specific regime of “human individuation”. The possibility of a psychic and collective individuation is produced, as is manifested when addressing the structure of his main thesis, at the heart of biological individuation; Simondon strongly attacks the anthropocentric tendencies that attempt to establish a defining boundary between biological and psychic reality. We may presume, then, that the issue of language as a defining and differencing element of the human does not interest him; it is at this point that our project begins to focus on employing the transduction of the téchnē as a metaphor of life (Espinoza Lolas et al.); regarding the limits that language may imply for the conformation and expression of the psychic reality. In second place, this critique to the economy of attention present across our research and in Simondon’s thinking seeks to introduce a hypothesis raised in another direction: towards the issue of the technique. During the introduction of his Mode of Existence of Technical Objects, Simondon shows some urgency in the need to approach the reality of technical objects as an autonomous reality and as a configuring reality of the psychic and collective individualisation. Facing the general importance granted to language as a key element of the historical and hermeneutical, even ontological, aspects of the human being, Simondon considers that the technique is the reality that plays the fundamental role of mediating between the human being and the world.Following these observations, a possible question that will guide our research arises: How do the technologisation and informatisation of the cultural techniques alter the nature itself of the knowing of the affection of being with others (people, things, animals)? In the hypothesis of this investigation we claim that—insofar as we deliver an approach and perspective on the technologisation of the world as a process of individuation (considering Simondon’s concept in this becoming, in which an artificial agent and its medium may get out of phase to solve its tensions and give rise to physical or living individuals that constitute their system and go through a series of metastable equilibria)—it’s possible to prove this capacity of invention as a clear example of a form of transindividual individuation (referring to the human being), that thanks to the information that the artificial agent acquires and recovers by means of its “imagination”, which integrates in its perception and affectivity, enables the creation of new norms or artifacts installing in its becoming, as is the case of bioeconomy and cognitive capitalism (Fumagalli 219). It is imperious to observe and analyse the fact that the concept of nature must be integrated along with the concept of Cosmotecnia (Hui 3) to avoid the opposition between nature and technique in conceptual terms, and that is the reason why in the following section we will mention a third memory that is inscribed in this concept. There is no linear time development in human history from nature to technique, from nature to politics.The Extended MindThe idea of memory as something transmissible is important when thinking of the present, there is no humanity outside the technical, neither prior to the technical, and it is important to safeguard this idea to highlight the phýsis/téchnē dichotomy presented by Simondon and Stigler. It is erroneous to think that some entity may exceed the human, that it has any exteriority when it is the materialization of the human forms, or even more, that the human is crossed by it and is not separable. For French philosopher Bernard Stiegler there is no human nature without technique, and vice versa (Stigler 223). Here appears the issue of knowing which are the limits where “the body of the human me might stop” (Hutinel 44), a first glimpse of externalized memory was the flint axe, which is made by using other tools, even when its use is unknown. Its mere existence preserves a knowledge that goes beyond who made it, or its genetic or epigenetic transmission is preserved beyond the organic.We raise the question about a phýsis coming from the téchnē, it is a central topic that dominates the discussion nowadays, about technology and its ability to have a transforming effect over every area of contemporary life and human beings themselves. It is being “revealed” that the true qualitative novelty of the technological improves that happen in front of our eyes resides not only in the appearance of new practices that are related to any particular scientific research. We must point out the evident tension between bíos and zôê during the process of this adaptation, which is an ontological one, but we also witness how the recursivity becomes a modus operandi during this process, which is both social and technological. Just as the philosophy of nature, the philosophy of biology confronts its own limit under the light shed by the recursive algorithms implemented as a dominant way of adaptation, which is what Deleuze called societies of control (Deleuze 165). At the same time, there is an artificial selection (instead of a natural selection) imposed by the politics of transhumanism (for example, human improvement, genetic engineering).In this direction, a first aspect to consider resides in that life, held as an object of power and politics, does not constitute a “natural life”, but the result of a technical production from which its “nature” develops, as well as the possibilities of its deployment. Now then, it is precisely due to this gesture that Stiegler longs to distinguish between what is originary in mankind and its artefactual or artificial becoming: “the prosthesis is not a simple extension of the human body, it is the constitution of said body insofar as ‘human’ (the quotes belong to the constitution). It is not a ‘medium’ for mankind, but its end, and it is known the essential mistakenness of the expression, ‘the end of mankind’” (Stiegler 9). Before such phenomena, it is appropriate to lay out a reflexive methodology centered in observing and analysing the aforementioned idea by Stiegler that there is no mankind without techniques; and there is no technique without mankind (Stigler 223). This implies that this idea of téchnē comprises both the techniques needed to create things, as the technical products resulting from these techniques. The word “techniques” also becomes ambiguous among the modern technology of machines and the primitive “tools” and their techniques, whether they have become art of craft, things that we would not necessarily think as “technology”. What Stiegler is suggesting here is to describe the scope of the term téchnē within an ontogenetic and phylogenetic process of the human being; providing us a reflection about what do we “possess as a fundamental thing” for our being as humans is also fundamental to how “we experience time” since the externalization of our memory into our tools, which Stiegler understands as a “third kind” of memory which is separated from the internal memory that is individually acquired from our brain (epigenetic), and the biological evolutive memory that is inherited from our ancestors (phylogenetic); Stiegler calls this kind of evolutive process epiphylogenetic or epiphylogenesis. Therefore, we could argue that we are defined by this process of epiphylogenesis, and that we are constituted by a past that we ourselves, as individuals, have not lived; this past is delivered to us through culture, which is the fusion of the “technical objects that embody the knowledge of our ancestors, tools that we adopt to transform our surroundings” (Stiegler 177). These supports of external memory (this is, exteriorisations of the consciousness) provide a new collectivisation of the consciousness that exists beyond the individual.The current trend of investigation of ontogeny and phylogeny is driven by the growing consensus both in sciences and humanities in that the living world in every one of its aspects – biologic, semiotic, economic, affective, social, etc. – escapes the finite scheme of description and representation. It is for this reason that authors such as Matteo Pasquinelli refer, in a more modest way, to the idea of “augmented intelligence” (9), reminding us that there is a posthuman legacy between human and machine that still is problematic, “though the machines manifest different degrees of autonomous agency” (Pasquinelli 11).For Simondon, and this is his revolutionary contribution to philosophy, one should think individuation not from the perspective of the individual, but from the point of view of the process that originated it. In other words, individuation must be thought in terms of a process that not only takes for granted the individual but understands it as a result.In Simondon’s words:If, on the contrary, one supposes that individuation does not only produce the individual, one would not attempt to pass quickly through the stage of individuation in order arrive at the final reality that is the individual--one would attempt to grasp the ontogenesis in the entire progression of its reality, and to know the individual through the individuation, rather than the individuation through the individual. (5)Therefore, the epistemological problem does not fall in how the téchnē flees the human domain in its course to become technologies, but in how these “exteriorization” processes (Stiegler 213) alter the concepts themselves of number, image, comparison, space, time, or city, to give a few examples. However, the anthropological category of “exteriorization” does not bring entirely justice to these processes, as they work in a retroactive and recursive manner in the original techniques. Along with the concept of text and book, the practice of reading has also changed during the course of digitalisation and algorithmisation of the processing of knowledge; alongside with the concept of comparison, the practice of comparison has changed since the comparison (i.e. of images) has become an operation that is based in the extraction of data and automatic learning. On the other side, in reverse, we must consider, in an archeological and mediatic fashion, the technological state of life as a starting point from which we must ask what cultural techniques were employed in first place. Asking: How does the informatisation of the cultural techniques produce new forms of subjectivity? How does the concept of cultural techniques already imply the idea of “chains of operations” and, therefore, a permanent (retro)coupling between the living and the non-living agency?This reveals that classical cultural techniques such as indexation or labelling, for example, have acquired ontological powers in the Google era: only what is labelled exists; only what can be searched is absolute. At the same time, in the fantasies of the mediatic corporations, the variety of objects that can be labelled (including people) tends to be coextensive with the world of the phenomena itself (if not the real world), which will then always be only an augmented version of itself.Technology became important for contemporary knowledge only through mediation; therefore, the use of tools could not be the consequence of an extremely well-developed brain. On the contrary, the development of increasingly sophisticated tools took place at the same pace as the development of the brain, as Leroi-Gourhan attempts to probe when studying the history of tools together with the history of the human skeleton and brain. And what he managed to demonstrate is that the history of technique and the history of the human being run in parallel lines; they are, if not equal, at least inextricable. Even today, the progress of knowledge is still not completely subordinated to the technological inversion (Lyotard 37). In short, human evolution is inseparable from the evolution of the téchne, the evolution of technology. One may simply think the human being as a natural animal, isolated from the external material world. What he becomes and what he is, is essentially bonded to the techniques, from the very beginning. Leroi-Gourhan puts it this way in his text Gesture and Speech: “the apparition of tools as a species ... feature that marks the boundary between animals and humans” (90).To understand the behavior of the technological systems is essential for our ability to control their actions, to harvest their benefits and to minimize their damage. Here it is argued that this requires a wide agenda of scientific investigation to study the behavior of the machine that incorporates and broadens the biotechnological discipline, and includes knowledges coming from all sciences. In some way, Simondon sensed this encounter of knowledges, and proposed the concept of the Allagmatic, or theory of operations, “constituted by a systematized set of particular knowledges” (Simondon 469). We could attempt to begin by describing a set of questions that are fundamental for this emerging field, and then exploring the technical, legal, and institutional limitations in the study of technological agency.Information, Communication and SignificationTo establish the relation between information and communication, we will speak from the following two perspectives: first with Norbert Wiener, then with Simondon. We will see how the concept of information is essential to start understanding communication in an artificial agent.On one side, we have the notion from Wiener about information that is demarcated in his project about cybernetics. Cybernetics is the study of communication and control through the inquiry of messages in animals, human beings, and machines. This idea of information arises from the interrelation with the surrounding. Wiener defines it as the “content of what is an interchange object with the external world, while we adjust to it and make it adjust to us” (Wiener 17-18). In other words, we receive and use information since we interact with the world in which we live. It is in this sense that information is connected to the idea of feedback that is defined as the exchange and interaction of information in our systems or other systems. In Wiener’s own words, feedback is “the property of adjusting the future behavior to facts of the past” (31).Information, for Wiener, is influenced, at the same time, by the mathematic and probabilistic idea from the theory of information. Wiener refers to the amount of information that finds its starting point at the mechanics of statistics, along with the concept of entropy, inasmuch that the information is opposed to it. Therefore, information, by supplying a set of messages, indicates a measure of organisation. Argentinian philosopher Pablo Rodríguez adds that “information [for Wiener] is a new physical category of the universe. [It is] the measure of organization of any entity, an organization without which the material and energetic systems wouldn’t be able to survive” (2-3). This way, we have that information responds to the measure of organization and self-regulation of a given system.Moreover, and almost in complete contrast, we have the concept given by Simondon, where information is applicable to the whole possible range: animals, machines, human beings, molecules, crystals, etc. In this sense, it is more versatile, as it exceeds the domains of the technique. To understand well the scope of this concept we will approach it from two definitions. In first place, Simondon, in his conference Amplification in the Process of Information, in the book Communication and Information, claims that information “is not a thing, but the operation of a thing that arrives to a system and produces a transformation in there. The information can’t be defined beyond this act of transformative incidence, and the operation of receiving” (Simondon 139). From this definition it follows the idea of modulation, just when he refers to the “transformation” and “act of transformative incidence” modulation corresponds to the energy that flows amplified during that transformation that occurs within a system.There is a second definition of information that Simondon provides in his thesis Individuation in Light of Notions of Form and Information, in which he claims that: “the information signal is not just what is to be transmitted … it is also that what must be received, this is, what must adopt a signification” (Simondon 281). In this definition Simondon clearly distances himself from Wiener’s cybernetics, insofar as it deals with information as that which must be received, and not that that is to be transmitted. Although Simondon refers to a link between information and signification, this last aspect is not measured in linguistic terms. It rather expresses the decodification of a given code. This is, signification, and information as well, are the result of a disparity of energies, namely, between the overlaying of two possible states (0 and 1, or on and off).This is a central point of divergence with Wiener, as he refers to information in terms of transference of messages, while Simondon does it in terms of transformation of energies. This way, Simondon adds an energy element to the traditional definition of information, which now works as an operation, based in the transformation of energies as a result of a disparity or the overlaying of two possible elements within a system (recipient). It is according to this innovative element that modulation operates in a metastable system. And this is precisely the last concept we need to clarify: the idea of metastability and its relationship with the recipient-system.Metastability is an expression that finds its origins in thermodynamics. Philosophy traditionally operates around the idea of the stability of the being, while Simondon’s proposal states that the being is its becoming. This way, metastability is the condition of possibility of the individuation insofar as the metastable medium leaves behind a remainder of energy for future individuation processes. Thus, metastability refers to the temporal equilibrium of a system that remains in time, as it maintains within itself potential energy, useful for other future individuations.Returning to the conference Amplification in the Process of Information, Simondon points out that “the recipient metastability is the condition of efficiency of the incident information” (139). In such sense, we may claim that there is no information if the signal is not received. Therefore, the recipient is a necessary condition for said information to be given. Simondon understands the recipient as a mixed system (a quasi-system): on one hand, it must be isolated in terms of energy, and it must count with a membrane that allows it to not spend all the energy at the same time; on the other hand, it must be heteronomous, as it depends on an external input of information to activate the system (recipient).The metastable medium is the one indicated to understand the artificial agent, as it leaves the possibility open for the potential energy to manifest and not be spent all at once, but to leave a remainder useful for future modulations, and so, new transformations may occur. At the same time, Simondon’s concept of information is the most convenient when referring to communication and the relationship with the medium, primarily for its property of modulating potential energy. Nevertheless, it is also necessary to retrieve the idea of feedback from Wiener, as it is in the relationship of the artificial agent with its surrounding (and the world) that information is given, and it may flow amplified through its system. By this, significations manage to decode the internal code of the artificial agent, which represents the first gesture towards the opening of the communication.ConclusionThe hypotheses on extended cognition are subject to a huge amount of debate in the artistic, philosophical, and science of cognition circles nowadays, but their implications extend further beyond metaphysics and sciences of the mind. It is apparent that we have just began to scratch the surface of the social sphere in a broader way; realising that these start from cultural branches of the sight; as our minds are; if our minds are partially poured into our smartphones and even in our homes, then it is not a transformation in the human nature, but the latest manifestation of an ancient human ontology of the organic cognitive and informative systems dynamically assembled.It is to this condition that the critical digital humanities and every form of critique should answer. This is due to an attempt to dig out the delays and ruptures within the systems of mass media, by adding the relentless belief in real time as the future, to remind that systems always involve an encounter with a radical “strangeness” or “alienity”, an incommensurability between the future and the desire that turns into the radical potential of many of our contemporary social movements and politics. Our challenge in our critical job is to dismantle the practice of the representation and to reincorporate it to different forms of space and experience that are not reactionary but imaginary. What we attempt to bring into the light here is the need to get every spectator to notice the limits of the machinic vision and to acknowledge the role of image in the recruitment of liminal energies for the capital. The final objective of this essay will be to see that nature possesses the technique of an artist who renders contingency into necessity and inscribes the infinite within the finite, in arts it is not the figure of nature that corresponds to individuation but rather the artist whose task is not only to render contingency necessary as its operation, but also aim for an elevation of the audience as a form of revelation. 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