La responsabilité pédagogique des professeurs d’éducation spéciale: Une recherche à partir de la méthode «FH» de Max van Manen

This paper shows, by means of a synthetic form, an investigation conducted by the authors about of the most essential of the pedagogical responsability of the most implied teachers of special education in their educational relation with their students with intellectual disability. The 30 teachers who were chosen to take part in such research were both from Catalonia and from Chile. The methodology used in this investigation has been little applied –until our days– in Spain and in Latin America: it is the «phenomenological-hermeneutic method», as it is conceived and applied by the well-known pedagogue, Max van Manen. After the theoretical frame and the description of the applied methodology, instead of the «analyses of results» and of «the conclusions» of a more conventional research, we have shown a selective and significant sample of the phenomenological text, and this one has a mission: to extract to the light the essential findings of the phenomenon studied in this case in an evocative and formative way./n Este articulo muestra, de forma sintética, una investigación realizada por los autores sobre lo más esencial de la responsabilidad pedagógica de los profesores de educación especial implicados en su relación educativa con sus alumnos con discapacidad intelectual. Los 30 profesores elegidos para participar en tal investigación fueron tanto de Cataluña como de Chile. La metodología investigadora utilizada ha sido poco aplicada –hasta el presente– en España y en Latinoamérica: se trata del «método fenomenológico-hermenéutico», según lo concibe y lo aplica el pedagogo Max van Manen. Tras el breve marco teórico y la descripción de la metodología aplicada, se aporta –en vez de los «análisis de resultados y las conclusiones» de una investigación más convencional– una «muestra selectiva y significativa» del «texto fenomenológico», que tiene como misión sacar a la luz de manera evocadora y formativa los hallazgos esenciales del fenómeno en este caso estudiado.Cet article décrit, d’une forme synthétique, une recherche réalisée par les auteurs sur cela plus essentiel de la responsabilité pédagogique des professeurs d’éducation spéciale impliqués dans sa relation éducative avec ses élèves avec un handicap intellectuel. Ces 30 professeurs choisis pour participer à telle recherche sont été de la Catalogne et du Chili. La méthodologie investigatrice –jusqu’au présent– peu appliquée en Espagne et en Amérique Latine: il s’agit de la méthode phénoménologique-herméneutique, comme le conçoit et l’applique le pédagogue reconnu Max van Manen. Après le bref cadre théorique et la description de la méthodologie appliquée, on apporte –au lieu de la «analyse de résultats» et «les conclusions» d’une recherche plus conventionnelle– un «éxantillón sélectif et significatif» du «texte phénoménologique», qui a pour mission tirer à la lumière d’une manière évocatrice et formative les découvertes essentielles du phénomène dans ce cas étudié

Relación entre síntomas pertenecientes al trastorno de estrés postraumático y maltrato infantil desde el modelo de análisis de redes en una muestra de adultos jóvenes de la Región del Maule

112 p.Existe en la literatura escasa evidencia que dé cuenta de cuál es la asociación existente entre las distintas tipologías de maltrato infantil y la sintomatología del trastorno de estrés postraumático (TEPT). Si bien, se conoce que tanto el maltrato infantil, como el abuso sexual, por sí solos, constituyen un factor de riesgo para el surgimiento de dicha sintomatología, se desconoce si la organización de los síntomas de TEPT podrían variar en función de las distintas experiencias de trauma infantil. Dado lo anterior, es que el objetivo del presente estudio fue explorar las posibles relaciones entre la organización de la red de síntomas TEPT y Maltrato Infantil, desde la perspectiva de análisis de redes para el estudio de la psicopatología, en una muestra compuesta por 1372 adultos jóvenes de la región del Maule. Para determinar la presencia/ausencia de síntomas de TEPT se utilizó el cuestionario PCL-5 y para registrar las experiencias de maltrato se usó el CAMI. Los datos fueron analizados con mediante el programa R. Los resultaron arrojaron que la prevalencia de TEPT, en víctimas de maltrato infantil, es mayor en mujeres que en hombres, en especial, cuando reportaban ser víctimas de abuso sexual. En cuanto a las redes, los síntomas que se posicionaron como centrales fueron sueños y recuerdos intrusivos. Si bien, existieron diferencias visuales en lo que respecta a las conexiones, esto no pudo ser corroborado a nivel estadístico, ya que las diferencias de la fuerza global y el peso de los conectores no resultaron ser significativas. Palabras claves: Trastorno de Estrés Postraumático, Maltrato Infantil, Abuso sexua

Initial Validation of the International Trauma Questionnaire (ITQ) in a sample of Chilean Adults

ABSTRACTBackground: ICD-11 Posttraumatic Stress Disorder (PTSD) and Complex PTSD (CPTSD) are stress-related disorders. The International Trauma Questionnaire (ITQ) is a widely used instrument to assess PTSD and CPTSD. To date, there is no evidence of the psychometric characteristics of the ITQ in Latin American countries.Objective: The aim of this study was to assess the construct and concurrent validity of the Latin American Spanish adaptation of the ITQ in a sample of Chilean adults.Methods: A sample of 275 Chilean young adults completed the ITQ, a traumatic life events checklist, the Adverse Childhood Experiences Questionnaire, the Depression Anxiety Stress Scales-21, and the Columbia-Suicide Severity Rating Scale short version. Four alternative confirmatory factor analysis models were tested. Correlation analyses were performed to determine concurrent validity with associated measures (number of reported traumatic events, number of adverse childhood experiences, anxiety, depression, and suicidal risk).Results: The second-order two-factor (PTSD and DSO) and the correlated first-order six-factor model provided acceptable fit; however, the first model showed a better fit based on the BIC difference. The PTSD and DSO dimensions, as well as the six ITQ clusters showed positive correlations with reported number of traumatic life-events, reported number of adverse childhood experiences, levels of anxiety, depression, and suicidal risk.Conclusions: The ITQ Latin American Spanish adaptation provides acceptable psychometric evidence to assess PTSD and CPTSD in accordance with the ICD-11

Initial validation of the International Trauma Questionnaire (ITQ) in a sample of Chilean Adults

ABSTRACTBackground: ICD-11 Posttraumatic Stress Disorder (PTSD) and Complex PTSD (CPTSD) are stress-related disorders. The International Trauma Questionnaire (ITQ) is a widely used instrument to assess PTSD and CPTSD. To date, there is no evidence of the psychometric characteristics of the ITQ in Latin American countries.Objective: The aim of this study was to assess the construct and concurrent validity of the Latin American Spanish adaptation of the ITQ in a sample of Chilean adults.Methods: A sample of 275 Chilean young adults completed the ITQ, a traumatic life events checklist, the Adverse Childhood Experiences Questionnaire, the Depression Anxiety Stress Scales-21, and the Columbia-Suicide Severity Rating Scale short version. Four alternative confirmatory factor analysis models were tested. Correlation analyses were performed to determine concurrent validity with associated measures (number of reported traumatic events, number of adverse childhood experiences, anxiety, depression, and suicidal risk).Results: The second-order two-factor (PTSD and DSO) and the correlated first-order six-factor model provided acceptable fit; however, the first model showed a better fit based on the BIC difference. The PTSD and DSO dimensions, as well as the six ITQ clusters showed positive correlations with reported number of traumatic life-events, reported number of adverse childhood experiences, levels of anxiety, depression, and suicidal risk.Conclusions: The ITQ Latin American Spanish adaptation provides acceptable psychometric evidence to assess PTSD and CPTSD in accordance with the ICD-11

Hyperphosphorylation and Cleavage at D421 Enhance Tau Secretion

It is well established that tau pathology propagates in a predictable manner in Alzheimer’s disease (AD). Moreover, tau accumulates in the cerebrospinal fluid (CSF) of AD’s patients. The mechanisms underlying the propagation of tau pathology and its accumulation in the CSF remain to be elucidated. Recent studies have reported that human tau was secreted by neurons and non-neuronal cells when it was overexpressed indicating that tau secretion could contribute to the spreading of tau pathology in the brain and could lead to its accumulation in the CSF. In the present study, we showed that the overexpression of human tau resulted in its secretion by Hela cells. The main form of tau secreted by these cells was cleaved at the C-terminal. Surprisingly, secreted tau was dephosphorylated at several sites in comparison to intracellular tau which presented a strong immunoreactivity to all phospho-dependent antibodies tested. Our data also revealed that phosphorylation and cleavage of tau favored its secretion by Hela cells. Indeed, the mimicking of phosphorylation at 12 sites known to be phosphorylated in AD enhanced tau secretion. A mutant form of tau truncated at D421, the preferential cleavage site of caspase-3, was also significantly more secreted than wild-type tau. Taken together, our results indicate that hyperphosphorylation and cleavage of tau by favoring its secretion could contribute to the propagation of tau pathology in the brain and its accumulation in the CSF

Global, regional, and national burden of diabetes from 1990 to 2021, with projections of prevalence to 2050: a systematic analysis for the Global Burden of Disease Study 2021

Background Diabetes is one of the leading causes of death and disability worldwide, and affects people regardless of country, age group, or sex. Using the most recent evidentiary and analytical framework from the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD), we produced location-specific, age-specific, and sex-specific estimates of diabetes prevalence and burden from 1990 to 2021, the proportion of type 1 and type 2 diabetes in 2021, the proportion of the type 2 diabetes burden attributable to selected risk factors, and projections of diabetes prevalence through 2050. Methods Estimates of diabetes prevalence and burden were computed in 204 countries and territories, across 25 age groups, for males and females separately and combined; these estimates comprised lost years of healthy life, measured in disability-adjusted life-years (DALYs; defined as the sum of years of life lost [YLLs] and years lived with disability [YLDs]). We used the Cause of Death Ensemble model (CODEm) approach to estimate deaths due to diabetes, incorporating 25 666 location-years of data from vital registration and verbal autopsy reports in separate total (including both type 1 and type 2 diabetes) and type-specific models. Other forms of diabetes, including gestational and monogenic diabetes, were not explicitly modelled. Total and type 1 diabetes prevalence was estimated by use of a Bayesian meta-regression modelling tool, DisMod-MR 2.1, to analyse 1527 location-years of data from the scientific literature, survey microdata, and insurance claims; type 2 diabetes estimates were computed by subtracting type 1 diabetes from total estimates. Mortality and prevalence estimates, along with standard life expectancy and disability weights, were used to calculate YLLs, YLDs, and DALYs. When appropriate, we extrapolated estimates to a hypothetical population with a standardised age structure to allow comparison in populations with different age structures. We used the comparative risk assessment framework to estimate the risk-attributable type 2 diabetes burden for 16 risk factors falling under risk categories including environmental and occupational factors, tobacco use, high alcohol use, high body-mass index (BMI), dietary factors, and low physical activity. Using a regression framework, we forecast type 1 and type 2 diabetes prevalence through 2050 with Socio-demographic Index (SDI) and high BMI as predictors, respectively. Findings In 2021, there were 529 million (95% uncertainty interval [UI] 500–564) people living with diabetes worldwide, and the global age-standardised total diabetes prevalence was 6·1% (5·8–6·5). At the super-region level, the highest age-standardised rates were observed in north Africa and the Middle East (9·3% [8·7–9·9]) and, at the regional level, in Oceania (12·3% [11·5–13·0]). Nationally, Qatar had the world's highest age-specific prevalence of diabetes, at 76·1% (73·1–79·5) in individuals aged 75–79 years. Total diabetes prevalence—especially among older adults—primarily reflects type 2 diabetes, which in 2021 accounted for 96·0% (95·1–96·8) of diabetes cases and 95·4% (94·9–95·9) of diabetes DALYs worldwide. In 2021, 52·2% (25·5–71·8) of global type 2 diabetes DALYs were attributable to high BMI. The contribution of high BMI to type 2 diabetes DALYs rose by 24·3% (18·5–30·4) worldwide between 1990 and 2021. By 2050, more than 1·31 billion (1·22–1·39) people are projected to have diabetes, with expected age-standardised total diabetes prevalence rates greater than 10% in two super-regions: 16·8% (16·1–17·6) in north Africa and the Middle East and 11·3% (10·8–11·9) in Latin America and Caribbean. By 2050, 89 (43·6%) of 204 countries and territories will have an age-standardised rate greater than 10%. Interpretation Diabetes remains a substantial public health issue. Type 2 diabetes, which makes up the bulk of diabetes cases, is largely preventable and, in some cases, potentially reversible if identified and managed early in the disease course. However, all evidence indicates that diabetes prevalence is increasing worldwide, primarily due to a rise in obesity caused by multiple factors. Preventing and controlling type 2 diabetes remains an ongoing challenge. It is essential to better understand disparities in risk factor profiles and diabetes burden across populations, to inform strategies to successfully control diabetes risk factors within the context of multiple and complex drivers.publishedVersio

First Sagittarius A* Event Horizon Telescope results. II. EHT and multiwavelength observations, data processing, and calibration

We present Event Horizon Telescope (EHT) 1.3 mm measurements of the radio source located at the position of the supermassive black hole Sagittarius A* (Sgr A*), collected during the 2017 April 5–11 campaign. The observations were carried out with eight facilities at six locations across the globe. Novel calibration methods are employed to account for Sgr A*'s flux variability. The majority of the 1.3 mm emission arises from horizon scales, where intrinsic structural source variability is detected on timescales of minutes to hours. The effects of interstellar scattering on the image and its variability are found to be subdominant to intrinsic source structure. The calibrated visibility amplitudes, particularly the locations of the visibility minima, are broadly consistent with a blurred ring with a diameter of ∼50 μas, as determined in later works in this series. Contemporaneous multiwavelength monitoring of Sgr A* was performed at 22, 43, and 86 GHz and at near-infrared and X-ray wavelengths. Several X-ray flares from Sgr A* are detected by Chandra, one at low significance jointly with Swift on 2017 April 7 and the other at higher significance jointly with NuSTAR on 2017 April 11. The brighter April 11 flare is not observed simultaneously by the EHT but is followed by a significant increase in millimeter flux variability immediately after the X-ray outburst, indicating a likely connection in the emission physics near the event horizon. We compare Sgr A*'s broadband flux during the EHT campaign to its historical spectral energy distribution and find that both the quiescent emission and flare emission are consistent with its long-term behavior.http://iopscience.iop.org/2041-8205Physic

First Sagittarius A* Event Horizon Telescope Results. II. EHT and Multiwavelength Observations, Data Processing, and Calibration

We present Event Horizon Telescope (EHT) 1.3 mm measurements of the radio source located at the position of the supermassive black hole Sagittarius A* (Sgr A*), collected during the 2017 April 5–11 campaign. The observations were carried out with eight facilities at six locations across the globe. Novel calibration methods are employed to account for Sgr A*'s flux variability. The majority of the 1.3 mm emission arises from horizon scales, where intrinsic structural source variability is detected on timescales of minutes to hours. The effects of interstellar scattering on the image and its variability are found to be subdominant to intrinsic source structure. The calibrated visibility amplitudes, particularly the locations of the visibility minima, are broadly consistent with a blurred ring with a diameter of ∼50 μas, as determined in later works in this series. Contemporaneous multiwavelength monitoring of Sgr A* was performed at 22, 43, and 86 GHz and at near-infrared and X-ray wavelengths. Several X-ray flares from Sgr A* are detected by Chandra, one at low significance jointly with Swift on 2017 April 7 and the other at higher significance jointly with NuSTAR on 2017 April 11. The brighter April 11 flare is not observed simultaneously by the EHT but is followed by a significant increase in millimeter flux variability immediately after the X-ray outburst, indicating a likely connection in the emission physics near the event horizon. We compare Sgr A*’s broadband flux during the EHT campaign to its historical spectral energy distribution and find that both the quiescent emission and flare emission are consistent with its long-term behavior

Responsabilidad pedagógica de los profesores de educación especial. Un estudio desde el método fenomenológico-hermenéutico de Van Manen

La present Tesi Doctoral es basa en la nostra experiència viscuda; és a dir, part de certes experiències que impregnen el nostre ésser i el nostre fer com a professors d'educació especial. Aquesta recerca tracta de posar en «paraules» allò que els participants han viscut com a professors responsables en la seva relació amb alumnes d'educació especial. En aquest sentit, l'objectiu d'aquest estudi ha consistit a intentar captar la naturalesa essencial de la responsabilitat pedagògica que es manifesta en les relacions dels professors amb alumnes d'educació especial, així com també desvetllar la seva importància i sentit pedagògic. En coherència amb tot l'anterior, aquesta recerca posa el seu centre al món de la vida, és a dir, al món tal com ho experimentem de forma «pre-reflexiva», i no tal com ho conceptualitzem a priori. Aquest món dels significats viscuts de forma inherent a tal fenomen resideix en les relacions i situacions que viuen diàriament els professors d'educació especial. Per dur a terme aquesta recerca s'ha assumit el mètode fenomenológico-hermenéutico des de la perspectiva de Max van Manen, qui ha formulat una síntesi metodològica original dels més riques aportacions dels corrents fenomenológica i hermenèutica d'orientació pedagògica. El seu objectiu és arribar a captar els significats essencials d'un fenomen humà-educatiu a partir de la pregunta de fons: Com és viscuda aquesta experiència? Així, de forma pràctica, ofereix descripcions profundes amb la finalitat de possibilitar l'evocació del significat essencial del fenomen estudiat. Al final del procés investigador es recopila el més substantiu en forma d'un text fenomenológico, text que té la prerrogativa de portar a la consciència reflexiva la naturalesa dels esdeveniments experimentats al món de la vida, obrint-se d'aquesta forma la possibilitat que, fins i tot, arribin a transformar-nos en el sentit profund d'una veritable Bildung, particularment gràcies al fet de treure a la llum les exigències ètiques pròpies de la manera de ser desvetllat (Van Manen, 2003). El primer apartat ofereix un marc teòric sobre els temes fonamentals relacionats amb la temàtica d'aquesta Tesi Doctoral. El primer capítol se centra en la història i en les concepcions més actuals de l'educació especial. amb el tema de la Tesi sobre educació especial. El segon se centra en la història i en les actuals concepcions del fenomen de la responsabilitat pedagògica. El tercer capítol tracta el tema central de la relació pedagògica entre els professors i els alumnes (d'educació especial). Al segon apartat, el capítol primer aborda la visió teòrica de la metodologia fenomenológica-hermenèutica. A continuació, en el capítol segon d'aquest apartat, s'analitza el procés de l'aplicació pràctica del mètode fenomenológic-hermenéutic, tal com és dut a terme en aquesta recerca. En l'última part de la nostra tesi doctoral es recullen les troballes més importants i essencials del fenomen de la responsabilitat pedagògica, tal com ha estat viscuda per destacats professors en la seva relació amb els alumnes amb discapacitat intel·lectual. Aquestes troballes s'escriuen en un format especial, anomenat Text fenomenológico. Per acabar, en l'últim capítol oferim les consideracions finals sobre el sentit i abast d'aquesta recerca.La presente Tesis Doctoral se basa en nuestra experiencia vivida. Es decir, parte de ciertas experiencias que impregnan nuestro ser y nuestro quehacer como profesores de educación especial. Esta investigación trata de poner en «palabras» lo que los participantes han vivido como profesores responsables en su relación con alumnos de educación especial. En este sentido, el objetivo de este estudio ha consistido en intentar captar la naturaleza esencial de la responsabilidad pedagógica que se manifiesta en las relaciones de los profesores con alumnos de educación especial, así como también desvelar su importancia y sentido pedagógico. En coherencia con todo lo anterior, esta investigación pone su centro en el mundo de la vida, es decir, en el mundo tal como lo experimentamos de forma «pre-reflexiva»... y no tal como lo conceptualizamos a priori. Este mundo de los significados vividos de forma inherente a tal fenómeno reside en las relaciones y situaciones que viven a diario los profesores de educación especial Para llevar a cabo esta investigación se ha asumido el método fenomenológico-hermenéutico desde la perspectiva de Max Van Manen, quien ha formulado una síntesis metodológica original de los más ricos aportes de las corrientes fenomenológica y hermenéutica de orientación pedagógica. Su objetivo es llegar a captar los significados esenciales de un fenómeno humano-educativo a partir de la pregunta de fondo: ¿Cómo es vivida esta experiencia? Así, de forma práctica, ofrece descripciones profundas con el fin de posibilitar la evocación del significado esencial del fenómeno estudiado. Al final del proceso investigador se recopila lo más sustantivo en forma de un texto fenomenológico, texto que tiene la prerrogativa de llevar a la conciencia reflexiva la naturaleza de los eventos experimentados en el mundo de la vida, abriéndose de esta forma la posibilidad de que, incluso, lleguen a transformarnos en el sentido profundo de una verdadera Bildung, particularmente gracias al hecho de sacar a la luz las exigencias éticas propias del modo de ser desvelado (Van Manen, 2003). El primer apartado ofrece un marco teórico sobre los temas fundamentales relacionados con la temática de esta Tesis Doctoral. El primer capítulo se centra en la historia y en las concepciones más actuales de la educación especial con el tema de la Tesis sobre educación especial. El segundo se centra en la historia y en las actuales concepciones del fenómeno de la responsabilidad pedagógica. El tercer capítulo trata el tema central de la relación pedagógica entre los profesores y los alumnos (de educación especial). En el segundo apartado, el capítulo primero aborda la visión teórica de la metodología fenomenológica-hermenéutica. A continuación, en el capítulo segundo de ese apartado, se analiza el proceso de la aplicación práctica del método fenomenológico-hermenéutico, tal como es llevado a cabo en esta investigación. En la última parte de nuestra tesis doctoral se recogen los hallazgos más importantes y esenciales del fenómeno de la responsabilidad pedagógica, tal como ha sido vivida por destacados profesores en su relación con los alumnos con discapacidad intelectual. Estos hallazgos se escriben en un formato especial, llamado Texto fenomenológico. Para terminar, en el último capítulo ofrecemos las consideraciones finales sobre el sentido y alcance de esta investigación.This doctoral PhD Thesis is based in our lived experience, that is to say, it departs from certain experiences that impregnate our being and our way of doing like teachers of students with intellectual disabilities. This investigation tries to put in «words» what the participants have lived as responsible teachers in their relation with pupils of special education. In this respect, the aim of this study has consisted of trying to catch the essential nature of the pedagogical responsability that it is pronounced in the relation with these disabled students, as well as to keep awake its importance and pedagogical sense. In coherence with what has been said preveoisly, this investigation puts its center in the world of the life; that is to say, in the world like it is experienced in a pre-reflexive way... and not as it is conceptualized a priori. This world of meaning lived on inherent form to this phenomenon resides in the relations and situations that the teachers of special education live daily. To carry out this investigation we have assumed the phenomenological-hermeneutic method from Max van Manen’s perspective, who has formulated a methodological synthesis of the richest contributions of the phenomenological and hermenutical currents with a pedagogical orientation. In this PhD Thesis, the aim is to manage to catch the essential meanings of a human-educational phenomenon from the basic question: How is this experience lived? In this way –in a practical form– this thesis offers deep descriptions in order to make possible the evocation of the essential meaning of the studied phenomenon. The final contribution of the investigating process consists of the most substantial part of this study, that is to say, of compilation of the most essential findings on the pedagogical responsability that is discovered in the most authentic teachers of special education; compiled all this by means of the phenomenological text; a text that has the prerogative of taking to the reflexive conscience the nature of events experienced on the world of the life, there being opened of his form the possibility that, even, they manage to tranform us into the deep sense of a real Bildung, and this, specially, thanks to bring to light the ethical requirements of the way to be wakefull (Van Manen, 2003). The first section offers a theorical frame on the fundamental topics of this PhD Thesis. The firt chapter concentrates in the history and the present conceptions of the special education. The second one analyzes the most essential of the phenomenon of the pedagogical responsibility. The third chapter deals with the central subject of the pedagogical relation between the teachers and students (os special education). In the second section, the fist chapter aproaches the theoretical vision of the phenomenological-hermeneutical methodology. Next, in the chapter second of this section, is analised the process of the practical application of the phenomenological-hermeneutical, as it has been carried out in this investigation. In the last part of this PhD Thesis is have been pickep up the most important and essential findings of the phenomenon of the pedagogical responsability, as it has been lived by outstanding teachers in its relation with their students with intellectual disability. These findings have been written in a special format: the phenomenological text. Finally, in the last chapter we offer some final considerations on the sense and the reach of this investigation

La responsabilidad pedagógica de los profesores de educación especial : una investigación desde el método «fh» de Max Van Manen

Este articulo muestra, de forma sintética, una investigación realizada por los autores sobre lo más esencial de la responsabilidad pedagógica de los profesores de educación especial implicados en su relación educativa con sus alumnos con discapacidad intelectual. Los 30 profesores elegidos para participar en tal investigación fueron tanto de Cataluña como de Chile. La metodología investigadora utilizada ha sido poco aplicada -hasta el presente- en España y en Latinoamérica: se trata del «método fenomenológico-hermenéutico», según lo concibe y lo aplica el pedagogo Max van Manen. Tras el breve marco teórico y la descripción de la metodología aplicada, se aporta -en vez de los «análisis de resultados y las conclusiones» de una investigación más convencional- una «muestra selectiva y significativa» del «texto fenomenológico», que tiene como misión sacar a la luz de manera evocadora y formativa los hallazgos esenciales del fenómeno en este caso estudiado