La Ley General de Educación de 1970 a través de las imágenes

The aim of this paper is to provide an approach to the graphic representation of the Ley General de Educación (LGE) and the discourses it has generated. To this end, a distinction is made between the official or public image and its means and times of projection, and the private images that make up the iconic legacy of this legislative reform from its beginning to the present day. This approach shows that the graphic representation of the LGE, comparing the official and public image with the private one, leads to different and sometimes opposing narratives, which show the complex reality in which this ambitious educational reform was conceived and applied.El objetivo de este artículo es ofrecer una aproximación a la representación gráfica de la Ley General de Educación (LGE) y a los discursos que ésta ha generado. Para ello se diferencia entre la imagen oficial o pública y sus medios y tiempos de proyección, y las imágenes privadas que integran el legado icónico de esta reforma legislativa desde su gestación hasta el día de hoy. Esta aproximación muestra que la representación gráfica de la LGE, comparando la imagen oficial y pública con la privada, construye relatos distintos y a veces contrapuestos, que son muestra de la compleja realidad en la que se gestó y aplicó esta ambiciosa reforma educativa

Fotografía, escuela y propaganda durante la Guerra Civil: una aproximación desde Nova Iberia

The Spanish civil war was widely covered by both national and international reporters. Thousands of images of the conflict, on the front or behind the lines, were broadcast for propaganda purposes inside and outside our borders. Among the themes portrayed, those related to education in general and the school in particular occupied an important place, especially on the Republican side.The objective of this article is to examine the way this image of the school was used as propaganda by the Republican side during the conflict. We focus on the task carried out by the Catalan Government's Commissariat de Propaganda, an organization created at the beginning of the war in order to spread the information. We specifically focus on the analysis of Nova Iberia, its most emblematic illustrated magazine; in addition to the collaboration of renowned photographers, this publication, this enjoyed considerable international circulation.Based on the analysis of the graphic reports of this magazine, we will try to interpret the discourse that is constructed through the school image, its propagandistic  intention and its meaning in the context of a war conceived by many not only as a civil war but as an authentic social revolutionLa guerra civil española fue ampliamente cubierta tanto por reporteros nacionales como internacionales. Miles de imágenes del conflicto, en el frente o en la retaguardia, fueron difundidas con fines propagandísticos dentro y fuera de nuestras fronteras. Entre las temáticas retratadas, las relacionadas con la educación en general y la escuela en particular ocuparon un lugar importante, sobre todo en el bando republicano.El objetivo de este artículo es conocer el uso que se hizo de esta imagen escolar como propaganda durante el conflicto en el bando republicano. Para ello nos centramos en la tarea realizada por el Comissariat de Propaganda de la Generalitat de Cataluña, un organismo creado a inicios de la guerra para la difusión de información y, en concreto, en el análisis de Nova Iberia, revista ilustrada emblemática de este organismo, en la que colaboraron reputados fotógrafos y que tuvo una importante difusión internacional.A partir del análisis de los reportajes gráficos de esta revista intentaremos interpretar el discurso que se construye a través de la imagen escolar, su intención propagandística y su significado en el marco de un conflicto bélico concebido por muchos no sólo como una guerra civil sino como una auténtica revolución social.

Fotografía, cultura física y deporte en la prensa de guerra republicana (1936-1939)

Durante la guerra civil española algunos grupos milicianos primero, y tras la desaparición de estos, el Comisariado General de Guerra editaron casi 500 publicaciones periódicas, con distinto formato, dentro de las unidades militares para su consumo exclusivo dentro del ejército. La tipología de artículos que contienen es variada, pero en general se usaron para trasladar a la tropa las consignas del gobierno republicano. Una de las principales preocupaciones de este fue la formación y educación de un ejército compuesto en un gran porcentaje por obreros y campesinos iletrados. Tras una revisión exhaustiva de la mayoría de los ejemplares que se conservan, hemos podido constatar que casi la mitad de estas publicaciones son ilustradas y contienen tanto fotografías como dibujos. Dentro de las temáticas educativas que desarrollan encontramos: alfabetización, cultura general, higiene, capacitación militar, cultura política y cultura física. Tomando estas publicaciones ilustradas como muestra, nuestra intención aquí es presentar una primera aproximación sobre cómo se usa la fotografía, en este tipo de prensa de guerra, para construir discursos sobre cultura física y el deporte.Palabras clave: Guerra Civil Española. Cultura física. Prensa ilustrada. Fotografía

Entrevista a Bernardo Riego Amézaga

Bernardo Riego Amézaga is a professor at the University of Cantabria. He has a PhD in Contemporary History. He has specialized in the history of images, a subject on which he has published reference books and scientific articles. His academic training, his beginnings as a researcher and teacher, his experience in the area of communication or his experience in politics, are information that appear in this interview, intertwined with his personal experiences and irremediably linked to issues on which Bernardo Riego reflects, and they range from methodological aspects related to the historical interpretation of images to current problems that affect research and university teaching.Bernardo Riego Amézaga es profesor de la Universidad de Cantabria. Doctor en Historia Contemporánea, se ha especializado en historia de las imágenes, tema sobre el que ha publicado libros y artículos científicos de referencia. Su formación académica, sus inicios como investigador y docente, su experiencia en el mundo de la comunicación o su paso por la política son informaciones que aparecen en esta entrevista, entrelazadas con sus vivencias personales e irremediablemente unidas a cuestiones sobre las que Bernardo Riego reflexiona, y que abarcan desde aspectos metodológicos relacionados con la interpretación histórica de las imágenes hasta problemáticas actuales que afectan a la investigación y la docencia universitari

Apresentação

Apresentaçã

Origin of lipid biomarkers in mud volcanoes from the Alboran Sea, western Mediterranean

Mud volcanoes (MVs) are the most prominent indicators of active methane/hydrocarbon venting at the seafloor on both passive and active continental margins. Their occurrence in the western Mediterranean is patent at the West Alboran Basin, where numerous MVs develop overlaying a major sedimentary depocentre containing overpressured shales. Although some of these MVs have been studied, the detailed biogeochemistry of expelled mud so far has not been examined in detail. This work provides the first results on the composition and origin of organic matter, anaerobic oxidation of methane (AOM) processes and general characteristics on MV dynamics using lipid biomarkers as the main tool. Lipid biomarker analysis was performed on MV expelled material (mud breccias) and interbedded hemipelagic sediments from Perejil, Kalinin and Schneider's Heart MVs located in the northwest margin of the Alboran Sea. The n alkane distributions and n alkane-derived indices (CPI and ACL), in combination with the epimerization degree of hopanes (22S/(22S+22R)) indicate that all studied mud breccia have a similar biomarker composition consisting of mainly thermally immature organic matter with an admixture of petroleum-derived compounds. This concordant composition indicates that common source strata must feed all three studied MVs. The past or present AOM activity was established using lipid biomarkers specific for anaerobic methanotrophic archaea (irregular isoprenoids and dialkyl glycerol diethers) and the depleted carbon isotope composition (δ13C) of crocetane/phytane. The presence of these lipid biomarkers, together with the low amounts of detected glycerol dialkyl glycerol tetraethers, is consistent with the dominance of anaerobic methanotrophs of the ANME-2 over ANME-1, at least in mud breccia from Perejil MVs. In contrast, the scarce presence or lack of these AOM-related lipid biomarkers in sediments from Kalinin and Schneider's Heart MVs, suggests that no recent active methane seepage has occurred at these sites. Moreover, the observed methane concentrations support the current activity of Perejil MV, and the very low methane seepage activity in Kalinin and Schneider's Heart MVs.This study was supported by Project CTM2009-07715, CGL2011-1441 and CGL2012-32659 (MINECO, Spain), by the VENI grant from the Netherlands Organization for Scientific Research (NWO) and the Royal Netherland Institute for Sea Research (NIOZ via ZKOprogramme) (Texel, The Netherlands). C. F. López-Rodríguez was funded by a JAE-PhD fellowship from the CSIC (Spain)

The educational renovation of the Barcelona City Council and its photographic diffusion (1908-1936)

Barcelona City Council’s actions in the framework of Catalonia’s educational renewal movement of the early decades of the twentieth century were very significant. They involved a series of measures to improve education, hygiene, and childcare provision, and to create schools and introduce innovative educational methods. All of these activities were promoted in a series of publications in which photography played a vital role. The aim of this article is to analyse the iconic and visual discourse that Barcelona City Council tried to disseminate regarding its schools policy and educational renewal plans using photography. In essence, we intend to examine how, through its visual message, it attempted to implant in the public imagination the main ideas behind its educational renewal project, ideas that coincided with the scientific pedagogy of those years. The historical method was used to carry out this study, working with photography as a witness. The aim is to demonstrate how preventative hygiene, physical exercise, active learning processes, the importance of the natural environment, the need for modern buildings and well-lit and ventilated schools, and attention to diversity comprised core values in the dissemination of the discourse that is the subject matter of this research.La actuación del Ayuntamiento de Barcelona en el marco del movimiento educativo renovador que vivió Cataluña en las primeras décadas del siglo xx fue muy importante. Consistió en un conjunto de medidas para la mejora de las atenciones educativas, higiénicas y asistenciales de la infancia, y en la creación de escuelas e introducción de métodos educativos innovadores. A toda esta actuación se le dio publicidad mediante un conjunto de publicaciones en las que la fotografía adquiere un papel esencial. El siguiente artículo pretende analizar el discurso icónico y visual que, mediante la fotografía, trató de difundir el Ayuntamiento de Barcelona sobre su política escolar y sus planes de renovación educativa. Básicamente, pretendemos indagar cómo, a través del mensaje visual, se trató de incorporar al imaginario colectivo las principales ideas inspiradoras de su proyecto de renovación pedagógica, que coincide con la pedagogía científica de aquellos años. Para efectuar este estudio se ha utilizado el método histórico y se ha trabajado con la fotografía como testimonio. Se pretende poner en evidencia como la higiene preventiva, el ejercicio físico, los procedimientos de enseñanza activos, la importancia del medio natural, la necesidad de modernos edificios y espacios escolares iluminados y ventilados o la atención a la diversidad, constituyeron valores primordiales en la difusión del discurso que es objeto de estudio en esta investigació

LA PRÁCTICA ESCOLAR DURANTE LOS PRIMEROS AÑOS DEL FRANQUISMO

El objetivo de este artículo es contribuir a un mejor conocimiento de la práctica escolar en los años inmediatamente posteriores a la Guerra Civil española. Estudiar esta práctica desde una perspectiva histórica requiere explorar nuevas fuentes más allá de las tradicionales, por lo que en este artículo nos basamos en una de estas posibles fuentes: las memorias pedagógicas halladas en los expedientes de oposiciones para la provisión de vacantes en enseñanza primaria del período franquista. Fruto de este análisis en este artículo se ofrece información sobre los contenidos, la metodología y los materiales utilizados en las escuelas de Baleares durante la postguerra, lo que nos permite un conocimiento más matizado de su práctica escolar.

The evolving SARS-CoV-2 epidemic in Africa: Insights from rapidly expanding genomic surveillance

INTRODUCTION Investment in Africa over the past year with regard to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) sequencing has led to a massive increase in the number of sequences, which, to date, exceeds 100,000 sequences generated to track the pandemic on the continent. These sequences have profoundly affected how public health officials in Africa have navigated the COVID-19 pandemic. RATIONALE We demonstrate how the first 100,000 SARS-CoV-2 sequences from Africa have helped monitor the epidemic on the continent, how genomic surveillance expanded over the course of the pandemic, and how we adapted our sequencing methods to deal with an evolving virus. Finally, we also examine how viral lineages have spread across the continent in a phylogeographic framework to gain insights into the underlying temporal and spatial transmission dynamics for several variants of concern (VOCs). RESULTS Our results indicate that the number of countries in Africa that can sequence the virus within their own borders is growing and that this is coupled with a shorter turnaround time from the time of sampling to sequence submission. Ongoing evolution necessitated the continual updating of primer sets, and, as a result, eight primer sets were designed in tandem with viral evolution and used to ensure effective sequencing of the virus. The pandemic unfolded through multiple waves of infection that were each driven by distinct genetic lineages, with B.1-like ancestral strains associated with the first pandemic wave of infections in 2020. Successive waves on the continent were fueled by different VOCs, with Alpha and Beta cocirculating in distinct spatial patterns during the second wave and Delta and Omicron affecting the whole continent during the third and fourth waves, respectively. Phylogeographic reconstruction points toward distinct differences in viral importation and exportation patterns associated with the Alpha, Beta, Delta, and Omicron variants and subvariants, when considering both Africa versus the rest of the world and viral dissemination within the continent. Our epidemiological and phylogenetic inferences therefore underscore the heterogeneous nature of the pandemic on the continent and highlight key insights and challenges, for instance, recognizing the limitations of low testing proportions. We also highlight the early warning capacity that genomic surveillance in Africa has had for the rest of the world with the detection of new lineages and variants, the most recent being the characterization of various Omicron subvariants. CONCLUSION Sustained investment for diagnostics and genomic surveillance in Africa is needed as the virus continues to evolve. This is important not only to help combat SARS-CoV-2 on the continent but also because it can be used as a platform to help address the many emerging and reemerging infectious disease threats in Africa. In particular, capacity building for local sequencing within countries or within the continent should be prioritized because this is generally associated with shorter turnaround times, providing the most benefit to local public health authorities tasked with pandemic response and mitigation and allowing for the fastest reaction to localized outbreaks. These investments are crucial for pandemic preparedness and response and will serve the health of the continent well into the 21st century

Nick Mead (ed.). Moral and political values in teacher education over the time. International perspectives

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