Revista del Cisen Tramas/Maepova

Cover-Presentation-Index

2026-03-19T18:50:05+00:00

ESI is (not) talked about:

2026-03-19T19:11:04+00:00

The article takes a communication approach to the social representations that circulated and (re)produced by teachers of a school institution in the city of Salta, in relation to Comprehensive Sex Education, during the year 2023. Throught a qualitative approach, present in the application of intentional sampling and a method based on the analysis of socio-semiotic discourse, a corpus composed of nine testimonial sources from secondary education professionals is analyzed. The initial results reveal disparate representative constructions that reproduce sanitary, patriarchal, and religious visions, on the one hand, and visions that incorporate a pluralist and critical approach to inequality in gender relations, on the other. From the consolidated semiotic nuclei emerge sociocultural value systems that intertwine and come into tension at the local level, producing a partial treatment of specific program contents.

The co-construction of the Institutional Educational Project:

2026-03-19T20:05:06+00:00

The experience described in this article took place during 2022 and 2023, in collaboration with educational stakeholders at a state- run primary school in the province of Jujuy.

As a collective, dynamic process aimed at continuous improvement, co-construction was based on a critical analysis of the situation, which led to the assumption of commitments to action, the establishment of collective projections linked to the redefinition of the institution‘s mission, vision and objectives, and the definition of a flexible Institutional Educational Project (PEI) that is situated and open to local social, educational and cultural transformations.

The systematisation of this educational experience seeks to contribute to rethinking and sustaining processes of collective, participatory and inclusive construction in the design and revision of a PEI, from the perspective of institutional management.

War narratives and sport the Olympic Games

2026-03-19T21:22:03+00:00

This article aims to explore the link between sport and war to recognize how narratives and images of Olympic athletes are constructed from a warlike perspective. It explores different cultural sources and examines the narratives and meanings surrounding Olympic sport and its athletes from logics related to militarism. The problematization of these narratives will allow us to glimpse other possible logics for thinking about and experiencing sport in our culture, as well as how the Olympic Games have become a stage for permitted battles, where narratives of violent and manly impetus emerge, depicting the embrace of suffering as acceptable and desirable.

I can take it, I can take it! On bOdies and Pain in boxing

2026-03-20T18:47:08+00:00

This document presents reflections on pain in boxing, resulting from fieldwork conducted in gyms and clubs in the city of San Salvador de Jujuy, Argentina. It is situated within the framework of Communication and Corporeality Studies and adopts an ethnographic approach, thus drawing on participant observation and in-depth interviews. It is structured in three sections: first, it discusses the learning and meanings of pain in physical training; second, as part of the same process, it reflects on aspects specifically linked to the training of boxing techniques; and finally, it focuses on boxing events as settings that constitute a ritual of imposition and denial of pain, where different meanings of pain are realized, previously learned in the spaces where bodies are constructed for boxing.

Challenges and opportunities in implementing ESI in special education institutions

2026-03-20T19:06:33+00:00

This article presents the main findings of a qualitative research study focused on the implementation of Law No. 26.150 on Comprehensive Sexual Education (CSE) in two special education institutions in Salta, Argentina. The study analyzes the criteria used for content selection, the pedagogical strategies developed, and the level of teacher training related to CSE for students with disabilities. From a critical perspective and a rights-based approach, the article explores institutional, social, and cultural barriers that hinder its implementation. A comparative analysis of both institutions identifies conditions that support educational work as well as ongoing challenges in ensuring inclusive CSE.

International cooperation as a training tool in higher education

2026-03-20T20:09:35+00:00

Internationalcooperationinhighereducationhasgainedrelevance in an interconnected world, although academic mobility in Latin America remains limited. The COVID-19 pandemic accelerated virtualization and opened the possibility of new forms of internationalization, overcoming geographicalbarriersandfosteringinclusiveandinterculturalexperiences. In this context, since 2021 the National University of Salta has developed a virtual cooperation with German universities (Heidelberg, Ludwigsburg, and Duale Hochschule Baden-Württemberg), becoming an innovative formative device. The initiative, articulated through digital platforms, involved students from different disciplines and promoted multilingual dialogues on global issues such as inequality, migration, climate crisis, and transformations in the world of work. Beyond academic exchange, the experience strengthened transversal competences such as creativity, resilience, and critical thinking, while also fostering empathy and collaboration. Thus, a democratizing model of internationalization was consolidated, one that recognizes cultural diversity and promotes the training of critical, sensitive, and socially committed professionals to contemporary challenges.

Curricular justice in university admission

2026-03-20T21:26:57+00:00

The article proposes an analysis of the regulations governing the implementation of the University Admission Cycle Project of the Faculty of Humanities of the National University of Salta, corresponding to the period between September 2022 and August 2025. Interest in these regulations is linked to the possibility of drawing on curriculum theories to examine the document that organises and prescribes aspects of teaching practice and teaching in the context of university admission. The analysis focuses on the rationale, purposes and organisation for implementation.
It is an investigative and explanatory journey aimed at revealing the specificities on which this training device is based, using analytical categories such as written curriculum, curricular justice and differentiated pedagogies, in order to contribute to reflection on the social role of the university today.