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In this paper, two guidelines published in the context of COVID-19 pandemic are comparatively analyzed. The objective is to show the ways of the discursiveness regulation and the orientation of those recommendations on language, from a glotopolitical perspective. WHO-PAHO and the Colombian Government were in charge of these issues aimed at the sectors in charge of managing the health emergency. The analysis combines a lexicometric exploration of lexical associations and concordances with inductive inferential interpretive procedures. The results show that the change from the discourse of risk to the discourse of harm reorients the regulations on communication towards the discipline of public and private saying. It is concluded that the type of language used by public health institutions replaces the explanations and analysis required in these circumstances and unifies the points of view through a deeply political discourse that, however, does not seem to be. [ABSTRACT FROM AUTHOR]

This paper argues that, given the episteme imposed by the West to the native peoples of America, the Mapuche people in Chile has generated a counter-hegemonic strategy of empowerment that sets and reflects a unique intercultural communication system, giving rise to heterogeneous discourses about a new order in the relationships of cultural contact, as evidenced in transversal discursive resources and mechanisms. These elements are part of the resistance strategies oriented to "epistemic detachment" (Mignolo, 2010) of the "colonial matrix of power" (Quijano quoted in Mignolo, 2010), a problem that is studied both in artistic and media discourses that appear in the public sphere. [ABSTRACT FROM AUTHOR]

The relations between Communication-Education organise a problematic configuration that allows us to think about present situations, transcending the first conceptualizations that were centered on the school/ media relationship. Social Sciences "classic" topics such us cultural transmission, authority or sociability can be refocused upon this perspective taking into account, on the one hand, discourse issues (its emerging conditions, circulation, reelaboration and censorship) and, on the other hand, the experiences (with institutions, among peers, intergenerational) as two concepts that allow to deepen viewpoints, which are often global in the educational phenomena. The aim of this work is to establish a connection between two research papers in process: the investigation on the ways in which the discourses on cultural authority go through the trajectory of the students training and the discourses -about sexuality, the body and affective relationships- which circulate in the frame of the student sociability. These topics are articulated from a common axis: the public space in which operations of cultural and intergenerational transmissions take place, with processes of reconfiguration of the subjectivities. [ABSTRACT FROM AUTHOR]

In this paper I explore the complex and contradictory ways in which a palliative care team develops a particular discourse and sense of humour while they assist people with a terminal illness. I examine how palliative care professionals make use of, reinforce, resignify, and adopt a form of verbal and non-verbal communication in which silence, humour and laughter constitute the core aspects of the therapeutic strategies for interacting with patients. In addition, I discuss the use of humour as a strategy to deal with the pressure and contradictions characteristic of their professional field. [ABSTRACT FROM AUTHOR]