Repositorio Institucional
Sistema de Bibliotecas Universidad Finis Terrae
El Repositorio Institucional de la Universidad FinisTerrae, es gestionado por el Sistema de Bibliotecas y tiene por objetivo permitir el acceso libre a la producción académica e institucional de la Universidad, aumentando la visibilidad de sus contenidos y garantizando su conservación.
Envíos recientes
Catequesis prescriptiva y pensamiento complejo. Un análisis del Directorio para la Catequesis
(Universidad Católica Argentina, 0026-08) Díaz Tejo, Javier
Este artículo analiza la concepción prescriptiva de la catequesis contenida en el Directorio para la Catequesis (2020), interrogando su grado de compatibilidad con una perspectiva de pensamiento complejo. En un contexto marcado por la incertidumbre y aceleración social, el estudio adopta el pensamiento complejo como lente epistémico para examinar el marco normativo que orienta la catequesis en la Iglesia universal. A partir de la identificación de cinco criterios operativos, el artículo aplica un análisis sistemático al Directorio. Los resultados muestran afinidades significativas con una comprensión relacional y procesual de la catequesis, junto con tensiones persistentes en la explicitación epistemológica de algunos rasgos centrales de la complejidad
Thresholds of Self-Organisation in Catholic Religious Education: A Complex Analysis of Curricula in Latin America
(0026-02-02) Díaz Tejo, Javier; Vega Ramírez, Javier
This article analyses the official Catholic Religious Education (CRES) programmes in Chile, Brazil, Costa Rica and Colombia from the perspective of complexity sciences, using the concept of self-organisation as a central analytical axis. Given Latin American contexts marked by religious pluralism, cultural transformation, institutional crisis and youth subjectivities, it is proposed that the adequacy of CRES does not depend solely on content or methodologies, but also on the systemic architecture that articulates students, classrooms and institutions in relation to their environment. Methodologically, the study develops a framework of three thresholds of educational self-organisation—reactive, reflective, and ecological—and applies it comparatively to the four national programmes, examining how they distribute agency, learning capacity, and openness to context at the student, classroom, and school-environment levels. The analysis reveals that, although all programmes activate relevant forms of reactive and reflective self-organisation, only some partially enable thresholds of ecological self-organisation capable of sustainably integrating contemporary sociocultural and religious complexity. The results allow us to identify structural tensions between current curriculum designs and the demands of increasingly complex environments.
From conceptual foundations to enacted PCK: a mixed-methods study with primary teachers teaching the human body
(Routledge, 2026-09-21) Santibáñez, David; Lederman, Judith; Vega, Alejandro; Adsuar, José
Pedagogical Content Knowledge (PCK) represents a core component of teachers' professional knowledge and one of the strongest predictors of effective science instruction. This study examines how teachers' Conceptual Knowledge (CK) relates to both their personal and enacted PCK among 13 in-service primary school teachers teaching the human body. An explanatory sequential mixed-methods design was employed, combining a CK test, an analytic PCK rubric, and pre- and post-lesson interviews supported by classroom video recordings. Results revealed a low correlation between CK and PCK, suggesting that they are distinct yet interrelated constructs. However, a functional conceptual threshold was identified, beyond which teachers were able to enact more coherent and scientifically grounded PCK. The qualitative analysis uncovered different patterns of CK-PCK articulation, ranging from routine-based strategies to reflective practices aimed at promoting students' conceptual understanding. These findings reinforce that PCK develops not only through disciplinary mastery but also through sustained reflection and engagement in authentic teaching contexts. Implications are discussed for both preservice and in-service teacher education, highlighting the importance of integrating content learning with didactic analysis experiences that support the development and enactment of PCK across scientific topics and classroom situations.
teaching contexts. Implications are discussed for both preservice
and in-service teacher education, highlighting the importance of
integrating content learning with didactic analysis experiences
that support the development and enactment of PCK across
scientific topics and classroom situations.
Sustainable mitigation of acrylamide formation during Maillard reaction using grape pomace extracts obtained by green pressurized liquid extraction
(Royal Society of Chemistry, 2026-09-07) Patiño-Arias, Lina Paola; Rajchman, Mikaela; Montero, Lidia; Herrero, Miguel; Mariotti-Celis, María Salomé; Henriquez-Aedo, Karem; Aranda, Mario
Acrylamide (AA) is a food neo-contaminant classified as a probable human carcinogen formed during the Maillard reaction. Natural (poly)phenolic extracts have emerged as promising mitigation strategies to inhibit AA formation. In this study, pressurized liquid extraction (PLE) conditions were optimized to obtain grape pomace extracts with maximum AA mitigation. Temperature (50–180 °C) and ethanol percentage (0–100% v/v) were optimized using a central composite design, finding an optimal response at 180 °C and 21% ethanol, with which AA formation was decreased by 33.36 ± 3.31% in the asparagine–glucose (ASN–GLC) model that emulates the Maillard reaction. This extract (0.1–0.8%) was also assayed in a bread model, reducing AA formation by 41.25 ± 9.36% when used at 0.4% w/w. Epicatechin, gallic acid, and catechin were the predominant (poly)phenols, and their individual effect on AA formation showed reductions from 35.46 ± 1.30% to 42.83 ± 10.94% in the ASN–GLC model. These findings confirm that PLE grape pomace extracts can successfully mitigate AA formation mainly through catechin, epicatechin, and gallic acid.
Service logic and value co-creation reconsidered: the service method and its theoretical implications for service science, management and praxis.
(Inderscience Enterprises Ltd., 2026-09-28) Yanine, Fernando
The paper presents a critical advancement in services’ science and management, addressing gaps in the existing literature on service logic, value co-creation, and introducing the service method and its pivotal role. It emphasises service as a reciprocal exchange of value, reliant on coordinated actions by providers and clients. While current discourse acknowledges client participation, it overlooks the mechanics of engagement and guiding service processes. Through qualitative inquiry, the paper asserts that service involves orchestrated value exchange managed by specific process architectures within organisations. Employing a systemic perspective, it identifies a gap in conventional understanding and advocates updates to address it. Drawing from systems engineering and sustainable marketing, it introduces the service method as an analogue to the scientific method. Highlighting its teleological and ontological implications, the paper calls for an ex-ante analysis to enrich service science, positioning the service method as essential for enhancing engagement, value co-creation, and practical applications.
El artículo presenta un avance fundamental en la ciencia y la gestión de los servicios, abordando las lagunas existentes en la bibliografía sobre la lógica del servicio y la cocreación de valor, e introduciendo el «método del servicio» y su papel fundamental. Hace hincapié en el servicio como un intercambio recíproco de valor, que depende de las acciones coordinadas de los proveedores y los clientes. Si bien el discurso actual reconoce la participación del cliente, pasa por alto los mecanismos de implicación y los procesos que guían el servicio. Mediante una investigación cualitativa, el artículo sostiene que el servicio implica un intercambio de valor orquestado y gestionado por arquitecturas de procesos específicas dentro de las organizaciones. Desde una perspectiva sistémica, identifica una laguna en la concepción convencional y aboga por actualizaciones para subsanarla. Basándose en la ingeniería de sistemas y el marketing sostenible, presenta el método del servicio como un análogo del método científico. Destacando sus implicaciones teleológicas y ontológicas, el artículo aboga por un análisis ex ante para enriquecer la ciencia de los servicios, posicionando el método del servicio como esencial para mejorar la implicación, la cocreación de valor y las aplicaciones prácticas