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The distraction

02
June

Andrea Jeftanovic says that an author is, first and foremost, a reader. In *La distracción*, Sergio Missana invites us to follow the paths of his readings through heterogeneous traditions and eras. Solid, very well-written, erudite texts that look closely at their characters and their creators, understanding dissimilar poetics. Perhaps the most important thing for an author is to create a world and imbue it with language. That is the operation that this book observes with a magnifying glass, unraveling the fictional machinery of Jorge Luis Borges, Thomas Bernhard, Doris Lessing, Marcel Proust, Nicanor Parra, among others.

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The social construction of migrating subjects in Latin America

02
June

This compilation stems from the idea of the social and political construction of the migrant subject: a perspective that demands an understanding of historical processes, social continuities and discontinuities, situated policies in which the interconnections between the local and the global can be read, the negotiations, tensions, and interactions among multiple actors, as well as the recognition of the similarities and, at the same time, the heterogeneity among the migrants of our region, their contradictions and ambiguities. That is to say, it is a matter of recognizing that migrants are social actors who act under specific historical and conjunctural circumstances.

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Greece or chance

02
June

This book proposes to traverse the complex and at times arduous path of Greek literary writers to unravel within them, “from the philosophical interest in chance as a cardinal practical problem for human life,” the aesthetic and vital testimony of the experience of vulnerability. Ancient conceptions of divinity, destiny, and luck exhibit in a privileged way “the human experience of vulnerability (incomprehensible suffering, undeserved pain, the bewilderment of ignorance, and exposure to the whim of inscrutable forces).” It is a mode, both poetic and philosophical, of expressing the experience of personal and collective fragility, no matter the efforts humans make to mitigate in our lives the awareness of finitude, deception, betrayal, or annihilation to which we will inevitably be subjected.

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The long-wave of Vatican II

02
June

The election of Francis on March 13, 2013, not only changed the landscape of the Church, but also the debate on Vatican II. He is the first post-Vatican II pope who did not participate in it, was formed during the Council and the early post-conciliar period, and was ordained a priest in 1969. The fact that Francis mentions the Council prudently and often indirectly, foregoing papal interventions in the debate on conciliar hermeneutics, should leave no doubt about the conciliar quality of this pope and his pontificate. From this point of view, to understand Francis it is necessary to understand Vatican II, including the development of the historical and theological discussion on Vatican II in its first fifty years.

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Psychology and Politics Readings

02
June

This book is the republication of a fundamental publication that circulated in a restricted and clandestine manner in the eighties. It brings together the papers presented at a seminar convened in Punta de Tralca in April 1980 by the Foundation for the Social Aid of the Christian Churches (FASIC) with the collaboration of the Vicariate of Solidarity. The purpose of that five-day meeting was to share the experiences of assistance, medical, psychological, and social work being carried out in Chile and abroad to assist victims of human rights violations.
The design of the program sought to understand the political and economic context in which victim assistance work was taking place. The institutionalization of the military regime did not suggest that the dictatorship would last for another ten years, but whatever its duration, every day there were new and growing demands for care from individuals and families suffering painful and complex situations that often exceeded the knowledge and experience of the professional teams in human rights organizations.
The first edition of this book was produced in 1982, without a publishing imprint, in Santiago, Chile, and was declared as published in Mexico by a Chilean psychosocial work collective in order to avoid censorship and reprisals.

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Manual for assistantships

02
June

When talking about enhancing learning in university and higher education spaces, the professor is often thought of as the key agent in students' learning construction. It is less often considered that interactions among students themselves—during a class—as well as teaching assistantships—where a student from higher semesters demonstrates expertise in a disciplinary field—can be spaces where mutual learning is constructed. It is known that we learn together with others and that an adequate teaching process facilitates student learning.

This manual highlights that the teaching assistant role opens learning opportunities for students, whom they accompany in their development, to learn meaningfully. It illustrates how teaching assistants plan and develop their roles, and the actions and strategies proposed reflect a profound and insightful approach to learning. Designing assistantships with this purpose also impacts how the teaching assistant approaches their own learning.

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Early bonds

02
June

The initial interpersonal experiences between a child and their primary caregivers offer a unique opportunity for promoting good development throughout the lifespan. It is the quality of the interaction that provides the context within which a child grows up healthily. Both the mother and father have conscious and unconscious representations even before birth, which are reactivated during this stage, impacting the behavior, thinking, and affect of parents and children. This is why therapeutic interventions that address the mother, father, and baby relationship are a fundamental tool for amending derailed attachment patterns and the treatment of choice for preventing childhood psychopathology.

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The best Chilean journalism 2016

02
June

 

Since 2003, the School of Journalism at Universidad Alberto Hurtado, through the Premio Periodismo de Excelencia (Excellence in Journalism Award), has recognized the best texts published in national print media during a given year. With the input and debate of an independent and diverse jury, composed of journalists and academics with distinguished careers, the aim is to acknowledge and encourage professional practice that upholds the highest ethical, investigative, and writing standards. The works included in this book reflect the events that impacted 2016, such as the cases of Érika Olivera, María Kodama, the detained woman who gave birth in shackles, Piñera's businesses in Peru, Manuel Contreras's son, the AFP (Pension Fund Administrators), the Panama Papers, among many other events that highlight a year tumultuous with news stories.

 

 

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Social unrest and inequalities in Chile

02
June

Why have there been such a large number of demonstrations and protests in recent years in Chile? How is it that such diverse issues as transportation, education, health, the pension system, sexual and reproductive rights, housing, the constituent assembly, the environment, etc., have garnered so much support from the citizenry? What are the focal points and causes of this discontent? In what way have inequalities eroded social bonds and called into question the legitimacy of the country's institutions?
Since the 1990s, the first publications began to appear that not only accounted for social unrest in contemporary Chile, but also clearly portrayed the crisis of an ideology of progress whose linear, ascending, and evolutionary view of time revealed—powerfully—the magnitude and depth of social inequalities that have persisted while simultaneously mutating.

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Reimagining public education

02
June

This book examines current educational discourses based on market logic and analyzes how they undermine the notion of “the public” in public education by allowing private visions of education to define our democratic imagination.
To facilitate this reflection, this book offers the notion of public education as something that must be publicly imagined as a conceptual instrument capable of helping us understand the need to see the educational hopes of schools in the historical and discursive contexts in which they originate and to reclaim public schools as legitimate and necessary spaces for exercising our public imagination.

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