La interacción mediante el habla. Una revisión del discurso en las aulas de ciencias
DOI:
https://doi.org/10.54343/reiec.v14i2.257Palabras clave:
Revisión, análisis del discurso, interacción, perspectiva socioculturalResumen
El estudio del discurso en el área de enseñanza de las ciencias ha crecido a tasas cada vez mayores desde hace 40 años. El principal interés en este objeto de estudio radica en las posibilidades de describir dinámicas reales de interacción en las aulas para entender cómo las estructuras de participación y el contenido a aprender se sintonizan en un mismo fenómeno. En este trabajo, se realiza una revisión de los trabajos publicados sobre análisis del discurso en el período 2011-2017, en 10 revistas periódicas de educación científica muy consultadas por los investigadores de nuestra comunidad. El objetivo es poder dar cuenta del estado actual del arte como así también de las líneas de investigación emergentes en este sentido. Se analizaron 140 artículos, los cuales fueron clasificados en categorías construidas a través de un proceso iterativo de los datos. En los resultados, se discuten los principales consensos y disensos de la bibliografía así como también algunas áreas de vacancia.Descargas
Citas
Chomsky, N. (1980b). On cognitive structures and their development: a reply to Piaget. En M. Piattelli-Palmarini (Ed.), Language and Learning: The Debate between Jean Piaget and Noam Chomsky (pp. 35-54). Cambridge, MA: Harvard University Press.
Gee, J. P. (2010). How to do Discourse Analysis: A Toolkit: A Toolkit. Routledge.
Howe, C. & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325–356. http://doi.org/10.1080/0305764X.2013.786024
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The journal of the learning sciences, 4(1), 39-103.
Kelly, G. (2015). Discourse in Science Learning. En R. Gunstone (Ed.). Encyclopedia of Science Education. Pp. 332-335. Springer Dordrecht Heidelberg New York London.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Ablex Publishing Corporation, 355 Chestnut Street, Norwood, NJ 07648 (hardback: ISBN-0-89391-565-3; paperback: ISBN-0-89391-566-1).
Mazur, E. & R. C. Hilborn. (1997) Peer instruction: A user’s manual. New Jersey: Prentice Hal
Mehan, H. (1979) Learning lessons: Social organization in the classroom. Cambridge: Harvard University Press.
Mortimer, E. & Scott, P. (2003). Meaning Making in Secondary Science Classrooms. Philadelphia: Open University Press.
Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131
van Dijk, T. (2000). El discurso como interacción social. Estudios del discurso: Introducción multidisciplinaria. Volumen 2. Barcelona: Editorial Gedisa S.A.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
ANEXO I
En este anexo se encuentran listados los trabajos analizados en la revisión. Se listan de manera similar a como se presentan las referencias de este mismo trabajo.
Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Johnson Martinez, C., & Knuth, E. J. (2014). How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction, 32(1), 65–100. https://doi.org/10.1080/07370008.2013.858161
Andersson, J., & Enghag, M. (2017). The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions. International Journal of Science Education, 39(2), 158–180. https://doi.org/10.1080/09500693.2016.1270478
Badreddine, Z., & Buty, C. (2011). Discursive reconstruction of the scientific story in a teaching sequence. International Journal of Science Education, 33(6), 773–795. https://doi.org/10.1080/09500693.2010.496475
Balgopal, M. M., Casper, A. M. A., Atadero, R. A., & Rambo-Hernandez, K. E. (2017). Responses to different types of inquiry prompts: college students’ discourse, performance, and perceptions of group work in an engineering class. International Journal of Science Education, 39(12), 1625–1647. https://doi.org/10.1080/09500693.2017.1346847
Bellocchi, A., & Ritchie, S. M. (2015). “I Was Proud of Myself That I Didn’t Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science. Science Education, 99(4), 638–668. https://doi.org/10.1002/sce.21159
Benedict-Chambers, A., Kademian, S. M., Davis, E. A., & Palincsar, A. S. (2017). Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content. International Journal of Science Education, 0(0), 1–25. https://doi.org/10.1080/09500693.2017.1366674
Berland, L. K. (2011). Explaining variation in how classroom communities adapt the practice of scientific argumentation. Journal of the Learning Sciences, 20(4), 625–664. https://doi.org/10.1080/10508406.2011.591718
Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68–94. https://doi.org/10.1002/tea.20446
Berland, L. K., & Lee, V. R. (2012). In Pursuit of Consensus: Disagreement and legitimization during small-group argumentation. International Journal of Science Education, 34(12), 1857–1882. https://doi.org/10.1080/09500693.2011.645086
Byrne, J., Ideland, M., Malmberg, C. & Grace, M. (2014). Climate Change and Everyday Life: Repertoires children use to negotiate a socio-scientific issue. International Journal of Science Education, 36(9), 1491–1509. https://doi.org/10.1080/09500693.2014.891159
Campbell, T., Oh, P. S., & Neilson, D. (2012). Discursive modes and their pedagogical functions in model-based inquiry (MBI) classrooms. International Journal of Science Education, 34(15), 2393–2419. http://doi.org/10.1080/09500693.2012.704552
Cavagnetto, A. R., & Kurtz, K. J. (2016). Promoting Students’ Attention to Argumentative Reasoning Patterns. Science Education, 100(4), 625–644. http://doi.org/10.1002/sce.21220
Cheng, M. F., & Brown, D. E. (2015). The role of scientific modeling criteria in advancing students’ explanatory ideas of magnetism. Journal of Research in Science Teaching, 52(8), 1053–1081. https://doi.org/10.1002/tea.21234
Chi, M. T. H., Kang, S., & Yaghmourian, D. L. (2017). Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions. Journal of the Learning Sciences, 26(1), 10–50. https://doi.org/10.1080/10508406.2016.1204546
Christian, K., & Talanquer, V. (2012). Content-Related Interactions in Self-initiated Study Groups. International Journal of Science Education, 34(14), 2231–2255. https://doi.org/10.1080/09500693.2012.708064
Colley, C., & Windschitl, M. (2016). Rigor in Elementary Science Students’ Discourse: The Role of Responsiveness and Supportive Conditions for Talk. Science Education, 100(6), 1009–1038. https://doi.org/10.1002/sce.21243
Corazza, M. J., & Pedrancini, V. D. (2014). Interações discursivas e a elaboração dos conceitos de raça e espécie em aulas de Biologia. Revista Electrónica de Enseñanza de Las Ciencias, 13(1), 18–31.
da Costa Tourinho Silva, A., & Fleury Mortimer, E. (2013). Contrastando professores de estilos diferentes: Uma análise das estratégias enunciativas desenvolvidas em salas de aulas de Química. Revista Electrónica de Enseñanza de Las Ciencias, 12(3), 524–552.
Donnelly, D. F., McGarr, O., & O’Reilly, J. (2014). “Just Be Quiet and Listen to Exactly What He’s Saying”: Conceptualising power relations in inquiry-oriented classrooms. International Journal of Science Education, 36(12), 2029–2054. http://doi.org/10.1080/09500693.2014.889867
Engle, R. A., Langer-Osuna, J. M., & McKinney de Royston, M. (2014). Toward a Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, Privilege, and Access Within a Student-Led Argument. Journal of the Learning Sciences, 23(2), 245–268. https://doi.org/10.1080/10508406.2014.883979
Ferruzzi, E. C., & Werle de Almeida, L. M. (2012). Interações dialógicas em atividades de Modelagem Matemática. Revista Electrónica de Investigación En Educación En Ciencias, 7(1), 32–48. http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1850-66662012000100004&lng=es&nrm=iso
Ford, M. J. (2012). A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning. Cognition and Instruction, 30(3), 207–245. https://doi.org/10.1080/07370008.2012.689383
Ford, M. J., & Wargo, B. M. (2012). Dialogic framing of scientific content for conceptual and epistemic understanding. Science Education, 96(3), 369–391. http://doi.org/10.1002/sce.20482
Fung, D., & Lui, W. (2016). Individual to collaborative: guided group work and the role of teachers in junior secondary science classrooms. International Journal of Science Education, 38(7), 1057–1076. https://doi.org/10.1080/09500693.2016.1177777
Garcia-Mila, M., Gilabert, S., Erduran, S., & Felton, M. (2013). The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse. Science Education, 97(4), 497–523. https://doi.org/10.1002/sce.21057
Givry, D., & Tiberghien, A. (2012). Studying Students’ Learning Processes Used during Physics Teaching Sequence about Gas with Networks of Ideas and Their Domain of Applicability. International Journal of Science Education, 34(2), 223–249. https://doi.org/10.1080/09500693.2011.566289
Hemberger, L., Kuhn, D., Matos, F., & Shi, Y. (2017). A Dialogic Path to Evidence-Based Argumentive Writing. Journal of the Learning Sciences, 26(4), 575–607. https://doi.org/10.1080/10508406.2017.1336714
Hinko, K. A., Madigan, P., Miller, E., & Finkelstein, N. D. (2016). Characterizing pedagogical practices of university physics students in informal learning environments. Physical Review Physics Education Research, 12(1), 1–15. http://doi.org/10.1103/PhysRevPhysEducRes.12.010111
Jin, H., Johnson, M. E., Shin, H. J., & Anderson, C. W. (2017). Promoting student progressions in science classrooms: A video study. Journal of Research in Science Teaching, 54(7), 852–883. https://doi.org/10.1002/tea.21388
Jin, H., Mehl, C. E., & Lan, D. H. (2015). Developing an analytical framework for argumentation on energy consumption issues. Journal of Research in Science Teaching, 52(8), 1132–1162. https://doi.org/10.1002/tea.21237
Jin, H., Wei, X., Duan, P., Guo, Y., & Wang, W. (2016). Promoting cognitive and social aspects of inquiry through classroom discourse. International Journal of Science Education, 38(2), 319–343. https://doi.org/10.1080/09500693.2016.1154998
Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding Science Talk: The role of teachers’ questions in the inquiry classroom. International Journal of Science Education, 35(12), 2004–2027. https://doi.org/10.1080/09500693.2011.604684
Kilinc, A., Demiral, U., & Kartal, T. (2017). Resistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher. Journal of Research in Science Teaching, 54(6), 764–789. http://doi.org/10.1002/tea.21385
King, D., Ritchie, S. M., Sandhu, M., Henderson, S., & Boland, B. (2017). Temporality of Emotion: Antecedent and Successive Variants of Frustration When Learning Chemistry. Science Education, 101(4), 639–672. http://doi.org/10.1002/sce.21277
Kim, M. (2016). Children’s Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms. International Journal of Science Education, 38(1), 51–72. https://doi.org/10.1080/09500693.2015.1125559
Kim, M. (2017). Understanding children’s science identity through classroom interactions. International Journal of Science Education, 40(1), 24–45. https://doi.org/10.1080/09500693.2017.1395925
Larrain, A., Freire, P., & Howe, C. (2014). Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons. International Journal of Science Education, 36(6), 1017–1036. https://doi.org/10.1080/09500693.2013.832005
Levrini, O., Fantini, P., Tasquier, G., Pecori, B., & Levin, M. (2014). Defining and Operationalizing “Appropriation” for Science Learning. Journal of the Learning Sciences, (June), 140606091737002. https://doi.org/10.1080/10508406.2014.928215
Lin, Y. R., & Hung, J. F. (2016). The analysis and reconciliation of students’ rebuttals in argumentation activities. International Journal of Science Education, 38(1), 130–155. http://doi.org/10.1080/09500693.2015.1134848
Lineback, J. E. (2014) The Redirection: An Indicator of How Teachers Respond to Student Thinking, Journal of the Learning Sciences, 24:3, 419-460, DOI: 10.1080/10508406.2014.930707
Louca, L. T., Zacharia, Z. C., & Constantinou, C. P. (2011). In Quest of productive modeling-based learning discourse in elementary school science. Journal of Research in Science Teaching, 48(8), 919–951. http://doi.org/10.1002/tea.20435
Louca, L. T., Zacharia, Z. C., & Tzialli, D. (2012). Identification, Interpretation-Evaluation, Response: An alternative framework for analyzing teacher discourse in science. International Journal of Science Education, 34(12), 1823–1856. https://doi.org/10.1080/09500693.2012.671971
Manz, E., & Renga, I. P. (2017). Understanding how teachers guide evidence construction conversations. Science Education, 101(4), 584–615. https://doi.org/10.1002/sce.21282
Massi, L. & Queiroz, S. L (2011). Jogo discursivo na apropriação da linguagem científica por alunos de iniciação científica em química. Investigações em Ensino de Ciências, Porto Alegre, v.16, n.1, p.35-57. Recuperado de http://www.if.ufrgs.br/ienci/artigos/Artigo_ID253/v16_n1_a2011.pdf
McMahon, K. (2012). Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes. International Journal of Science Education, 34(11), 1687–1708. https://doi.org/10.1080/09500693.2012.702360
McNeill, K. L., & Knight, A. M. (2013). Teachers’ pedagogical content knowledge of scientific argumentation: The impact of professional development on K-12 teachers. Science Education, 97(6), 936–972. http://doi.org/10.1002/sce.21081
Mestad, I., & Kolstø, S. D. (2014). Using the Concept of Zone of Proximal Development to Explore the Challenges of and Opportunities in Designing Discourse Activities Based on Practical Work. Science Education, 98(6), 1054–1076. https://doi.org/10.1002/sce.21139
Ni, Y., Zhou, D., Li, X., & Li, Q. (2014). Relations of Instructional Tasks to Teacher-Student Discourse in Mathematics Classrooms of Chinese Primary Schools. Cognition and Instruction, 32(1), 2–43. https://doi.org/10.1080/07370008.2013.857319
Nielsen, J. A. (2012). Science in discussions: An analysis of the use of science content in socioscientific discussions. Science Education, 96(3), 428–456. http://doi.org/10.1002/sce.21001
Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices. Journal of the Learning Sciences, 20(3), 443–488. https://doi.org/10.1080/10508406.2011.564567
Oliveira, A. W., Akerson, V. L., Colak, H., Pongsanon, K., & Genel, A. (2012). The implicit communication of nature of science and epistemology during inquiry discussion. Science Education, 96(4), 652–684. http://doi.org/10.1002/sce.21005
Oliveira, A. W., Cook, K., & Buck, G. A. (2011). Framing evolution discussion intellectually. Journal of Research in Science Teaching, 48(3), 257–280. http://doi.org/10.1002/tea.20396
O’Mahony, T. K., Vye, N. J., Bransford, J. D., Sanders, E. A., Stevens, R., Stephens, R. D., Soleiman, M. K. (2012). A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes. Journal of the Learning Sciences, 21(1), 182–206. https://doi.org/10.1080/10508406.2011.611775
Passmore, C. M., & Svoboda, J. (2012). Exploring Opportunities for Argumentation in Modelling Classrooms. International Journal of Science Education, 34(10), 1535–1554. https://doi.org/10.1080/09500693.2011.577842
Pimentel, D. S., & Mcneill, K. L. (2013). Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs. Science Education, 97(3), 367–394. https://doi.org/10.1002/sce.21061
Reigosa, C., Aleixandre, J., & Pilar, M. A. (2011). Formas de actuar de los estudiantes en el laboratorio para la fundamentación de afirmaciones y propuestas de acción. Enseñanza de Las Ciencias, 29(1), 23–34.
Rodrigues, A., & Mattos, C. (2011). Contexto, negociación y actividad en una clase de física. Enseñanza de Las Ciencias, 29(2), 263–274.
Rudsberg, K., ÖHman, J., & ÖStman, L. (2013). Analyzing Students’ Learning in Classroom Discussions about Socioscientific Issues. Science Education, 97(4), 594–620. http://doi.org/10.1002/sce.21065
Ryoo, K., & Bedell, K. (2017). The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science. Journal of Research in Science Teaching, 54(10), 1274–1301. https://doi.org/10.1002/tea.21405
Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96(3), 488–526. http://doi.org/10.1002/sce.21006
Samarapungavan, A., Bryan, L., & Wills, J. (2017). Second graders’ emerging particle models of matter in the context of learning through model-based inquiry. Journal of Research in Science Teaching, 54(8), 988–1023. https://doi.org/10.1002/tea.21394
Sasseron, L. H., & Duschl, R. A. (2016). Ensino de ciências e as práticas epistêmicas: o papel do professor e o engajamento dos estudantes. Investigações Em Ensino de Ciências, 21(2), 52–67. http://doi.org/10.22600/1518-8795.ienci2016v21n2p52
Schoerning, E., Hand, B., Shelley, M., & Therrien, W. (2015). Language, access, and power in the elementary science classroom. Science Education, 99(2), 238–259. http://doi.org/10.1002/sce.21154
Sessa, P., & Trivelato, L. F. (2017). Interações dialógicas no ensino de Biologia : modos semióticos e o processo de construção de significados nas atividades de campo. Revista Electrónica de Enseñanza de las Ciencias, 16(2), 173–195. http://reec.uvigo.es/volumenes/volumen16/REEC_16_2_1_ex1031.pdf
Shanahan, M. C., & Nieswandt, M. (2011). Science student role: Evidence of social structural norms specific to school science. Journal of Research in Science Teaching, 48(4), 367–395. https://doi.org/10.1002/tea.20406
Shim, S. Y., & Kim, H. B. (2017). Framing negotiation: Dynamics of epistemological and positional framing in small groups during scientific modeling. Science Education, 102(1), 128–152. http://doi.org/10.1002/sce.21306
Silva, A. F. da, & Aguiar, O. J. G. (2011). Água Na Vida Cotidiana E Nas Aulas De Ciências: Análise De Interações Discursivas E Estratégias Didáticas De Uma Professora Dos Anos Iniciais Do Ensino Fundamental. Investigações Em Ensino de Ciências, 16(3), 529–547. Retrieved from https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/225
Silva, G., & Villani, A. (2012). A dinâmica de um grupo de alunas nas aulas de física, a sua relaçao com o saber e as intervençoes do professor. Investigaçao Em Ensino de Ciências, 17(Iii), 183–208.
Siry, C., Ziegler, G., & Max, C. (2012). “Doing science” through discourse-in-interaction: Young children’s science investigations at the early childhood level. Science Education, 96(2), 311–326. http://doi.org/10.1002/sce.20481
Stroupe, D. (2014). Examining Classroom Science Practice Communities: How Teachers and Students Negotiate Epistemic Agency and Learn Science-as-Practice. Science Education, 98(3), 487–516. http://doi.org/10.1002/sce.21112
Sun, J., Anderson, R. C., Perry, M., & Lin, T. J. (2017). Emergent Leadership in Children’s Cooperative Problem Solving Groups. Cognition and Instruction, 35(3), 212–235. https://doi.org/10.1080/07370008.2017.1313615
Tan, A. L., & Wong, H. M. (2012). “Didn’t Get Expected Answer, Rectify It.”: Teaching science content in an elementary science classroom using hands-on activities. International Journal of Science Education, 34(2), 197–222. https://doi.org/10.1080/09500693.2011.565378
Tang, K. S. (2016). The interplay of representations and patterns of classroom discourse in science teaching sequences. International Journal of Science Education, (38), 1–27. https://doi.org/10.1080/09500693.2016.1218568
Tang, K. S. (2017). Analyzing Teachers’ Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis. Science Education, 101(4), 548–583. https://doi.org/10.1002/sce.21275
Tang, K., Tan, S. C., & Yeo, J. (2011). Students’ multimodal construction of the work–Energy concept. International Journal of Science Education, 33(13), 1775–1804. https://doi.org/10.1080/09500693.2010.508899
van Aalst, J., & Truong, M. S. (2011). Promoting knowledge creation discourse in an asian primary five classroom: Results from an inquiry into life cycles. International Journal of Science Education, 33(4), 487–515. https://doi.org/10.1080/09500691003649656
Van Booven, C. D. (2015). Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning. International Journal of Science Education, 37(8), 1182–1201. http://doi.org/10.1080/09500693.2015.1023868
van de Sande, C. C., & Greeno, J. G. (2012). Achieving Alignment of Perspectival Framings in Problem-Solving Discourse. Journal of the Learning Sciences, 21(1), 1–44. https://doi.org/10.1080/10508406.2011.639000
Verma, G., Puvirajah, A., & Webb, H. (2015). Enacting acts ofauthentication in a robotics competition: An interpretivist study. Journal of Research in Science Teaching, 52(3), 268–295. https://doi.org/10.1002/tea.21195
Vieira, R. D., & Kelly, G. J. (2014). Multi-level Discourse Analysis in a Physics Teaching Methods Course from the Psychological Perspective of Activity Theory. International Journal of Science Education, 36(16), 2694–2718. http://doi.org/10.1080/09500693.2014.929754
Williams, G., & Clement, J. (2015). Identifying Multiple Levels of Discussion-Based Teaching Strategies for Constructing Scientific Models. International Journal of Science Education, 37(1), 82–107. https://doi.org/10.1080/09500693.2014.966257
Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic facilitation of problem-based discussion for teacher professional development. Journal of the Learning Sciences, 20(3), 342–394. https://doi.org/10.1080/10508406.2011.553258
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2022 Nicolás Baudino Quiroga, Juan Velasco, Enrique Andres Coleoni, Laura Buteler
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de autor Revista Electrónica de Investigación en Educación en Ciencias
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Todo el trabajo debe ser original e inédito. La presentación de un artículo para publicación implica que el autor ha dado su consentimiento para que el artículo se reproduzca en cualquier momento y en cualquier forma que la Revista Electrónica de Investigación en Educación en Ciencias considere apropiada. Los artículos son responsabilidad exclusiva de los autores y no necesariamente representan la opinión de la revista, ni de su editor. La recepción de un artículo no implicará ningún compromiso de la Revista Electrónica de Investigación en Educación en Ciencias para su publicación. Sin embargo, de ser aceptado los autores cederán sus derechos patrimoniales a la Universidad Nacional del Centro de la Provincia de Buenos Aires para los fines pertinentes de reproducción, edición, distribución, exhibición y comunicación en Argentina y fuera de este país por medios impresos, electrónicos, CD ROM, Internet o cualquier otro medio conocido o por conocer. Los asuntos legales que puedan surgir luego de la publicación de los materiales en la revista son responsabilidad total de los autores. Cualquier artículo de esta revista se puede usar y citar siempre que se haga referencia a él correctamente.
