vol. 21 núm. 39 (2025): revista polisemia enero - junio 2025

“ICT tools for learning motivation in school religious education” focuses on how Information and Communication Technologies (ICT) can improve student motivation in religious education. The main objective is to revitalize the teaching of this subject, which has lost interest among students and teachers, by incorporating innovative digital tools. The study uses a qualitative methodology based on interviews with school religion teachers in the city of Medellin and an exhaustive analysis of literature on the use of ICT in education. Two types of motivation are highlighted: extrinsic (external rewards) and intrinsic (personal desire to learn), both of which are necessary to create an effective learning environment. ICT, properly applied, can act as a key motivational tool, enhancing student engagement and interest. The article also presents a list of ICT tools, such as Kahoot, Google Classroom and Canva, that can be used to make religious education more interactive and engaging. However, it is emphasized that the success of these tools depends largely on the creativity and commitment of the teacher. In conclusion, the research highlights that for ICTs to have a positive impact on motivation and learning, it is crucial that teachers receive continuous training and are willing to innovate in their pedagogical practice.

En este texto se plantea una reflexión acerca del mito del destino y lo que conlleva aceptar la existencia de tal mito como factor determinante de la realidad. Mediante el análisis de ciertas mecánicas del videojuego Fallout: New Vegas, se abordan diferentes perspectivas sobre lo que es el destino y lo que implica. La tensión entre el determinismo y el causalismo es la base de la argumentación que se desarrolla en este artículo.

This work is the result of a reflection on the life and work of the Martinican thinker Aimé Césaire. It succinctly exposes the enormous validity of Césaire's important theoretical legacy, especially his concept of Negritude, the contributions of his critique of structural racism, colonialism and the various manifestations of fascism. Another relevant aspect of the reflection of the Caribbean intellectual is his questioning treatment of the idea of an abstract universal that repositions it based on the incorporation of multiple particularisms as an aspiration for more just and egalitarian societies. Finally, Césaire can be considered a precursor of decolonial ideas insofar as he provides input for deconstructing the various modalities of imposition of the coloniality of power, knowledge and being, as later developed by the Modernity/Coloniality Research Group.

The study is a reflection that addresses the main contributions of Protestantism to the development of the Dominican Republic in railway transportation, health and higher education between the last years of the 19th century and the end of the 20th century; Its objective seeks to identify the actions, the period and the circumstances in which they occurred, as well as the places, groups and people involved, using a methodology that is based on the observation, description and analysis of events and situations carried out by pastors, missionaries and members of Protestant churches, making an inventory related to the construction and start-up of the Sánchez-La Vega railway project, the Casa de Maternidad hospital-nursing school, the International hospital, the Dr. Elías Santana hospital and the Dominican and National Adventist universities Evangelical, which in conclusion are specific contributions of the Protestant sector to the economic, social, cultural and educational development of the country during the indicated period.

The objective of the study is framed as follows: "To identify the ancestral moral virtues that converge in the ethical development of the youth in order to enhance their quality of life in the current context of the Cerca de Piedra community (Pacheco, 2020)." To achieve this, we construct a three-fold analytical framework that encompasses Nussbaum's capabilities theory (2012-2017), Bauman's concept of fluidity and instability within a liquid society (2013-2016-2017), and the educational proposition of critical pedagogy, rooted in Paulo Freire's principle of conscientization and its liberating function (1982-2005). Additionally, our chosen methodological approach follows the phenomenology of practice as proposed by Max Van Manen (2003). This approach allows for a nuanced exploration of the contextual nuances, giving prominence to the researcher's perspective. Our aim is to describe the inherent needs of individuals who coexist within both the rural and educational communities. This description, in turn, facilitates the establishment of criteria for the political, educational, and ethical realization of the community. In essence, this article contributes to a diagnostic examination of the community in terms of what individuals can achieve and becoming within their environment (Nussbaum, 2017). With regards to the coexistence of citizens and their quality of life, the document presents alternative methods of reconciliation, drawing from extracurricular school dynamics. These strategies take into consideration anecdotal narratives that depict the socio-emotional conditions of certain students, aiming to establish potential guidelines for interventions that promote the human development of the individuals who share both the territory and the academic life of the Cerca de Piedra Educational Institution.

This short article is the result of an existencial and academic reflection. Intimate writing makes possible an exercise in feminine bodily hermeneutics, which in turn allows us to “discern from the skin” each step of the spiritual itinerary in the search for meaning, of women who have allowed themselves to be challenged by this type of existential and transcendental questions. Etty Hillesum's diary is a mirror that reflects feminine eroticism, revealing a deep desire for God. Another Dutch mystic, the Beguine Hadewijch of Antwerp, also crossed by eros, finds divine union.  

This article aims to demonstrate, from the Merleau-Pontian phenomenology, the link between identity and corporeality, which is configured through an open plot of changing, intercorporeal and gestural meanings. In order to argue this relationship, first, the primacy of the body as identity support is reflected; second, it is analyzed why the body is the expression that allows to enunciate some elements that are instituted and instituting in the identity of a person; third, the reversible character of the bodily memory that escapes the will of the subject in the unfolding of his identity is presented. Finally, a notion of identity is constructed that highlights the role of the original silence through which the constant institution of the body-in-the-world is expressed.

Throughout this article, an analysis will be made about whether using ICTs as pedagogical mediation in higher education is really the route towards educational quality pretended by every educational institution, or it can be simply considered as a complement to the traditional pedagogical methods, or a based-knowledge society’s requirement. Otherwise, pedagogical mediation and its relationship with higher education will be regarded, according to what it is established by SDG 4 (Quality Education), which is fundamental if it is taken into account that we are on a globalized world, featured by technological advances, and therefore, digital literacy for all people is necessary to achieve the much-desired educational revolution.