Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article explores the relationship between art, aesthetics, and coloniality, questioning the universality of concepts such as "art" and "beauty" from a decolonial perspective. It argues that these terms, consolidated in 18th-century Europe, emerged from historical processes that displaced vocabularies and practices of other civilizations. From the Renaissance to the Enlightenment, human creation transformed from technical skill (ars) and poetics (mimesis) to aesthetic discipline and the notion of individual creative genius. Modern aesthetics excluded practices such as craftsmanship and non-Western knowledge. The author proposes a gnoseological and aesthesic reconstitution to recover knowledge and sensitivities displaced by modernity/coloniality. Concepts like "artwork" and "beauty" were constructed in Europe, ignoring the traditions of other cultures. In addition to criticizing the anachronistic use of Western terms to describe the art of civilizations such as Chinese or Aztec, perpetuating the coloniality of power, the article opens the possibility for epistemic and aesthetic disobedience. This decolonial option allows us to understand how current concepts came to be, freeing us from the universalizing impositions of Eurocentrism and valuing the diversity of cultures, practices, and temporalities. Ars; aesthesis; (de) coloniality; epistemic disobedience; aesthetic disobedience

Animation cinema, as an appendix of visual culture, becomes one of the online spaces through which children are unconsciously educated and/or mise-ducated by passively consuming its products. From Western examples, the first seven films of Pixar and their corresponding eight main evil figures are selected as a study sample to analyze, using a mixed methodology, the messages disseminated about the aesthetics and ethics of the concept of evil. Additionally, the results are discussed using a sequence of images as a visual essay composed of photographic series. Overall, a Manichean com-ponent in the construction of evil in Pixar figures is highlighted.

A decolonial perspective allows us to understand that, throughout the long history of modernity/coloniality, the arts have been a space of agency and contestation in the construction of meanings, identities, and sensibilities. As such, they have been permeated by each of the dimensions of the colonial pattern—racist and patriarchal—of power that controls knowledge, authority, the economy, subjectivity, gender, nature, as well as sensibility and its products. From this perspective, understanding how coloniality functions and what the responses to oppression, racialization, and social classification have been and are, within and beyond the field of the arts, are urgent and complementary tasks.

Reflection about the Fifty-Fifth Cohort of Thesis Projects of the Plastic and Visual Arts Curriculum of the Facultad de Artes- ASAB de la Universidad Distrital Francisco José de Caldas. Points of conver-gence and dialogues are identified between the 19 proposals that are part of "Narrative Plots: From the Inside to the Outside". This reflection establishes common axes from both a conceptual and a formal perspective, such as the memory between the public and the private, love, grief, dissident bodies, the materiality in transition of the works, and, in general, the spirit that is present and shared among the works of the participating artists. From the inside to the outside, is established as the guiding thread to articulate these individual reflections, which expand into a collective of diverse natures.  

The article analyzes the evolution of decolonial thought in contemporary Latin American art throu-gh two key exhibitions in Bogotá: "Decolonial Aesthetics" (2010) and "Decolonial Practices" (2015). The research identifies three fundamental changes: the shift from curatorial to artistic enun-ciation, the formation of a specific discourse on decolonial aesthetics, and the disciplinary legiti-mization of these perspectives. The text examines how the institutionalization of decolonial discourse presents both opportunities and risks, including the potential neutralization of its critical potential when incorporated into dominant museum logics. The article concludes by raising questions about the real possibilities of decolonizing artistic institutions and constructing an effective transmodernity.

The current coexistence crises demonstrate the limits of the main social institutions. Likewise, solving emergencies requires modifying approaches that, being based on technical repetition, demonstrate sufficient inabilities. In this way, by contravening traditional educational systems, dynamic, open, flexible instruction methods are required, capable of educating for effective problem resolution. In consideration, this research analyzes the epistemic foundations of creative methodologies as the promotion of internal motivation in higher education institutions. There is an emphasis on strengthening internal human attitudes and dispositions as a drive for appropriate social practices by highlighting human rights in democratic administrations. He concludes that learning is being instructed in skills and competencies that allow dynamic confluences to coordinate habitable societies by being fair; Therefore, teaching happens as a critical appropriation of reality with the possibility of causing common well-being. It is a bibliographic study, of a diachronic nature, prepared from the deductive rationalist approach.

Information and communication technologies or “ICTs” have revolutionized our world and their impact extends to all aspects of our lives. In the educational field, ICTs offer a wide range of tools and resources that facilitate the teaching and learning processes. However, barriers to access to new technologies, whether economic, social or cultural, prevent the benefits of digital education from being universal. This phenomenon is called the “digital divide” and particularly affects countries with high rates of inequality. The objective of this document is to analyze education through new technologies and digital inclusion in Colombia, closely related topics. For them, a descriptive documentary method was used based on the analysis of official sources, international organizations and experts in the field. In Colombia, various realities such as poverty, racial and gender discrimination, displacement and neglect of rural areas are some of the factors that affect the digital divide. Taking into account that education is a fundamental right recognized by the Political Constitution of 1991, it is the obligation of the Colombian State to provide education of the highest quality possible, and given the central role of ICTs in our world, a role that grows larger every day, the State has the responsibility of taking the necessary measures to promote digital inclusion and extend the benefits of new technologies and digital education to the entire population and especially to the most vulnerable groups  

The aim of this paper is to analyze the problem of gender violence, with emphasis on the Latin American and Caribbean context, considering the legal challenges involved in confronting this human problem. It highlights the complexity of this social pathology, which goes beyond physical aggression to include sexual and psychological aggression, control, manipulation and other subtle ways of coercing and affecting the lives of women and girls. This scenario reveals the multiple adverse effects of gender violence on its victims, including mental disorders, physical and intimate injuries, abortions, sexually transmitted diseases, and even death in the case of femicide. In this sense, the Latin American and Caribbean context, together with its structural problems, becomes a scenario that makes gender violence proliferate, as a consequence of the widening of social gaps and inequalities throughout the region. However, the legal responses and regulatory frameworks are presented as opportunities to prevent, punish and eradicate all forms of violence against women, being a constant challenge for the transformation of society. The method used is hermeneutic-documentary. t is concluded that the fight against gender violence is everyone's task, and that it deserves a comprehensive approach that attacks the underlying causes of this problem through joint actions that lead to social change. 

The topic of Artificial Intelligence is usually associated with worrying problems in computer science. However, recent studies have shown that their use has had an impact on the university sector in general, as students and teachers, formally and informally, apply these technological tools to enhance educational and research experiences, making them more flexible, open. . and dynamic access to knowledge. From this point of view, the research aims to analyze how AI can improve the development of research skills and critical thinking in higher education, considering its implementation as essential for progress towards the digitalization of the university. To achieve this goal, the article focuses on the following aspects: 1. Conceptual details about investigative competencies and critical thinking in higher education. 2. The permitted uses of AI within the university environment. 3. The improvements that AI can introduce in interdisciplinary research processes. The method used is documentary hermeneutics. It is concluded that the presence of AI within higher education makes its academic and administrative processes more efficient, while significantly improving the research skills of students, providing them with a greater level of autonomy and skill in the use of technological tools.

The article aims to analyze the correlation between emotional intelligence, understood as the ability to effectively manage personal emotions and reading comprehension, an essential competence for the critical development of students, to consolidate investigative autonomy and assertive communication. To achieve this goal, the article focuses on three core aspects: 1. It presents the characteristics of emotional intelligence, such as self-regulation, personal knowledge, dealing with otherness, empathy, solidarity, as basic social skills for the development in school and university spaces. 2. Points out the relevance of reading comprehension as a competency required for the development of student activities, which allows discerning the meanings of a written text, but which, beyond that, leads to the deepening of critical thinking, the evaluation of oneself, the other and the environment, in which case, it is fundamental for the cognitive progress of individuals and for improvements in pedagogical practices at various educational levels. 3. Highlights the pedagogical strategies necessary to improve reading comprehension, emphasizing personal and professional care, as requirements to cultivate emotional intelligence. The method used is documentary exploration. It is concluded that, to improve reading comprehension and strengthen emotional intelligence, there is an urgent need to renew education and pedagogical processes at all levels, where the importance of the act of reading is cultivated as a priority element of all academic activity.