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In the social sciences, a direct relationship with societal actors is an extended practice of conducting research, particularly in fields entailing in-depth empirical fieldwork. This paper analyzes the interactive processes observed in knowledge production in social sciences. The aim is to understand how these relationships are constructed between academic and non-academic actors, which is the goal of researchers in approaching social actors in this way, and the scope of these relationships for generating knowledge and addressing societal problems. Given the modalities of social science research, two frameworks are essential to analyzing these processes. On the one hand, there is the notion of knowledge networks. On the other, knowledge mobilization concerns understanding these processes and their linearity or non-linearity. In this paper, integrating both frameworks helps explain interactive social research. Based on recent empirical information about social sciences research in Mexico, this paper analyzes the dimensions of the interactive character of knowledge generation in these disciplines. The purpose of the paper is to document how the interactions between academic and non-academic actors are built during research; the characteristics of such collaborations; how the mobilization of knowledge occurs emphasizing learning processes and trust generation. [ABSTRACT FROM AUTHOR]

Introduction: The use of active learning methodologies, such as the Flipped Classroom, is being applied more and more frequently in various areas of knowledge, obtaining good results. In the teaching of Social Sciences, these methodologies can help to combat the demotivation sometimes experienced by students. This paper presents and analyzes a didactic intervention for the implementation of the Flipped Classroom in Primary Education, to teach Social Sciences. Method: The didactic intervention designed has consisted of the creation of seven videos to develop the didactic unit “Revolution and restoration”” to develop this subject through the Flipped Classroom methodology. The intervention was carried out on a sample of 76 students, divided into three groups/classes. To analyse the results of the intervention, academic results, participation in the activities and the students’ evaluation of the intervention were taken into account. Results: The results obtained show an improvement in the academic performance of the students, who obtain an average of 1 point in their classifications, compared to the didactic units in which the methodology is not applied. It also shows an increase in motivation and a greater and better use of ICT tools. Conclusions: The analysis carried out allows us to conclude that the application of this methodology generates an impact of improved academic results, and in turn, encourages motivation and creativity in the students participating in the intervention, turning the learning of this subject into a more dynamic and motivating process. [ABSTRACT FROM AUTHOR]

This paper studies the relationship between Marxism and social sciences in Estudios Marxistas. Revista colombiana de ciencias sociales, published between 1969 and 1987 by a group of intellectuals of the Communist Party. The central argument argues that the appearance of this publication, its production dynamics, its interpretation of Marxism and social research, as well as the debates it generated, can be explained by the need of this group of intellectuals to dispute the nascent academic field, where intellectual nuclei of the "new left" had great influence. In order to develop this argument, the paper is structured in four parts. The first reconstructs the political and intellectual context in which Estudios Marxistas emerged and examines the project it outlined. The second describes the dynamics of its scientific production. The third part studies some of the uses that the research presented therein made of the Marxist tradition. The fourth part analyzes the critique of the Estudios Marxistas editorial group of the "new history" current. [ABSTRACT FROM AUTHOR]

This study ran an analysis seeking to identify the main bibliometric factors which determine the scientific work publication around this field of knowledge in WoS, Scopus and other indexes. A descriptive and multivariate analysis was used based on data mining, also classification and regression tree algorithms were applied on 2992 published papers from 168 Social Sciences investigation groups in Colombia's scientific system (2006-2015); In the process, attributes as type of article, methodological approach, type of collaboration, endogamy, field of knowledge and classification level of the groups were taken into account. The results point an increase in the number of papers published in WoS and Scopus with common attributes as international collaboration, quantitative approach and groups with high classification level. Scientific paper spreading in lowerimpact indexes is still numerous, gleaning publications with qualitative approach, domestic collaboration and endogenous tendencies. The findings suggest a necessity of considering the state of Social Sciences study in regional or local indexes, minding clear quality politics to avoid bias in the production such as endogamy. [ABSTRACT FROM AUTHOR]

Objective: this paper aims to discuss development practices through the presentation of two case studies from Latin-American contexts. This reflection was done during the first months of the COVID-19 pandemic. Post-development perspectives were mobilized to explore new analytical dimensions in the epistemological and socio-political critique of the capitalist mode of appropriation of nature in América Latina and their potential implications amid the Covid-19 pandemic. Methodology: two study cases from Brazil and Costa Rica were elaborated. The qualitative methodological framework used to identify actors and their complex interactions became a useful tool in reconstructing different socio-political expressions, symbolic narratives, and survival/resistance strategies emerging from local groups. Results: social-environmental crisis emerging in the Anthropocene context suggest the need for different points of view and ontological turns to gain a better understanding of social change occurred in the margins of in the Western world. Latin-American societies are multiple and diverse. Both, Brazilian and Costa Rican experiences discussed in this paper, represent situated realities which cannot be generalized, but this is a rather important and critical issue. These case studies help illustrate how the non-critical adoption of hegemonic categories of sociotechnical control and securitization is inadequate to understand and explain the contingency emerging from these situated realities. Conclusions: we suggest in the final part of the paper that these reflections contribute to bring a different perspective on how science, political and nature converge in knowledge systems and how these systems are contested for different people, groups, and communities around the world. This reflection is crucial to the study of processes concerned with political legitimacy, democracy, and territorial political identities. [ABSTRACT FROM AUTHOR]

In this paper we analyze, from the perspective of Latin America, two projects that advocate to open the sciences: the first was introduced by Wallerstein in the Report of the Gulbenkian Commission; the second is the open science project, more recently known since the approval of the UNESCO Recommendation on Open Science (2021). In the first part, we revisit the program proposed by Wallerstein to "open the social sciences" and their main pillars. Next, we link this project with the concept of citizen science, the FAIR and CARE principles, and the need to make advances in participatory science practices with informational justice. Then, we analyze the Latin American route of open science and the collaborative infrastructure that has been in development since the 1950s. We analyze the intellectual, institutional and political conditions our region has to contend with to tread a path of our own in open science and to which extent social sciences participate in the process, as well as to which extent are they affected and/or promoted by it. Finally, we discuss the critical role that evaluation systems in the region have in producing a transformation of the magnitude possible in open science, without subordinating the communities that participate in the co-production of open knowledge. [ABSTRACT FROM AUTHOR]

the current paper is developed regarding the issue of the relationship between education and ict (information and communication technologies). It is the result of a research process regarding the following question: what are the forms of relationship between technology and face-to-face education at the secondary level in the ei (educational institution) inem (Instituto de Educación Media Diversificada) Jorge Isaacs de Cali? This question arises from the need to develop pedagogical mediation processes using ict in the classroom. In methodological terms, various learning objects are implemented in the teaching framework of the curriculum of the subject of social sciences for eighth grade, constantly recording both their process of construction and application, as well as the interpretations of students with regard to their use, to give meaning in context to the implications that are woven around the implementation of technology in educational processes. The research proposal has used a qualitative analysis perspective based on the critical systemic approach. This analysis was carried out considering the following categories: most relevant technological instruments, pedagogical sense of the technological tool and didactic potentialities of ict. As relevant conclusions, the suggestion is that the relationship between technology and education in the learning process is expressed in terms of complementarity and constant reciprocity that promotes the development of various specific competencies in the area of social sciences through a contextualized instrumentation of digital resources and tools. [ABSTRACT FROM AUTHOR]

This paper aims an approach to the criteria of Raúl Roa García around the question of method in social sciences, as well as the categories with which he built his apprehension of culture. The study was carried out from a hermeneutic and heuristic analysis of his main works written between 1940 and 1958 was carried out, a period where the bulk of his theoretical production was concentrated. This made it possible to determine that his conception of the culture is based on various theoretical and methodological bases, so on that it built its way of apprehending the complexity of culture and its mediations. In the debate about the appropriate method for the social sciences, Roa opts for a unitary conception that overcomes the traditional and exclusive division between natural and spiritual sciences. [ABSTRACT FROM AUTHOR]