Luis Vazquez

Joaquín Fernández de Lizardi es, sin duda, el mejor ejemplo que podemos encontrar de la figura del intelectual-escritor en la Nueva España del S. XVIII. Mediante el análisis de su novela Noches tristes y día alegre, rastrearemos la influencia de la novela ilustrada europea, así como los ecos de la obra Noches lúgubres de José Cadalso. Por último, analizaremos algunas de las principales ideas filosóficas de la época que propiciaron la independencia de México y que aparecen en la obra de Fernández de Lizardi.

This article examines the role of the Spanish Atomic Forum as the representative of the nuclear sector in the public arena during the golden years of the nuclear power industry from the 1960s to 1970s. It focuses on the public image concerns of the Spanish nuclear lobby and the subsequent information campaigns launched during the late 1970s to counteract demonstrations by the growing and heterogeneous anti-nuclear movement. The role of advocacy of nuclear energy by the Atomic Forum was similar to that in other countries, but the situation in Spain had some distinguishing features. Anti-nuclear protest in Spain peaked in 1978 paralleling the debates of a new National Energy Plan in Congress, whose first draft had envisaged a massive nuclearization of the country. We show how the approval of the Plan in July 1979, with a significant reduction in the nuclear energy component, was influenced by the anti-nuclear protest movements in Spain. Despite the efforts of the Spanish Atomic Forum to counter its message, the anti-nuclear movement was strengthened by reactions to the Three Mile Island accident in March 1979

Los recorridos particulares de la investigación en el ámbito local de los Profesorados nos han conducido—primero paulatinamente y luego con asertividad y firmeza—a recuperar los atributos de lo que llamaremos mundo sensible y que impregnan neurálgicamente las prácticas y discursos sobre la enseñanza y su sentido. El método biográfico-narrativo constituyó originalmente una puerta de entrada a las vocaciones profesionales-vitales de profesores distinguidos primero y de los colectivos académicos luego; en todos los casos se hizo imposible comprender la subjetividad docente sin la complejidad y profundidad semántica que componían las emociones, los sentimientos y las afecciones particulares. Quedaba entonces al desnudo la importancia sustantiva no sólo de incursionar en estos territorios humanizados y humanizantes sino también de intentar abordar y comprender las razones para su exclusión, minusvalía y subsunción en el campo de la academia. Las pedagogías descoloniales, comprendidas como prácticas de autorización discursiva, proporcionan indicios socio-históricos potentes a la vez que inauguran posibilidades de restituir modos de ser y conocer relativamente despreciados en el currículo de la educación docente conducentes, además, a formas de agenciamiento cívico, epistémico-político. The singular paths in research about Teacher Education in the local context have led—progressively and with growing degrees of certainty and assertiveness—to the recovery of the dimensions of the sensible world which penetrate the meaning of teaching in both discourses and practices. In the early phases, the biographic-narrative approach had enabled the reach into the professional-vital lives of selected professors first and broader academic faculty then; understanding teachers’ identity resulted impossible back then without the complexity and semantic depth brought along by feelings, emotions and particular affections. This made it imperative to recover the humanistic and humanizing dimensions of Teacher Education in the same way as it became necessary to find keys into understanding resistance, devaluation and exclusion of such human traits from the formal curricula. Decolonial pedagogies—regarded as discursive authorization practices —provide socio-historical reasons while they foster policies of re-institution of ways of being and knowing otherwise despised in Teaching Education. In doing so, they have the potential to foster epistemic-political and civic agency.