Contrapuntos en Educación Revista del Instituto Universitario de Investigación en Formación de Profesionales de la Educación IFE-UMA
“Los contrapuntos dan sentido: saberes que se entrelazan, tensiones que no dividen, sino que armonizan el proceso educativo en una transformación continua.” La imagen titulada “Una locura lúcida” es una metáfora visual poderosa que fusiona arte, pensamiento y educación como vías hacia la transformación. En el centro se representa a Atenea, diosa de la sabiduría, con su cabeza agrietada, simbolizando una apertura hacia la creatividad, el pensamiento crítico y lo emocional. De ahí surge una reinterpretación cubista de La Lección, evocando una pedagogía no lineal y multifocal. Alicia, personaje literario icónico, aparece sobre la cabeza de Atenea, junto con el conejo blanco y el gato de Cheshire, como símbolos de la curiosidad, el caos fértil y la sabiduría disruptiva. La frase “Aquí no curamos la locura educativa… la analizamos, la escribimos y la publicamos” actúa como declaración editorial, invitando a abrazar lo improbable y lo incómodo en el ámbito educativo. Los elementos visuales adicionales —como planetas, estrellas, bombillas y notas musicales— representan ideas, creatividad y la posibilidad de otros mundos educativos. Atenea también evoca a Afrodita, reivindicando el rol de las mujeres en la ciencia y la sabiduría. Así, la imagen se convierte en un manifiesto visual por una educación transformadora, poética y valiente, donde la locura es vista como lucidez y posibilidad.
All contents published in Contrapuntos en Educación are protected under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. All about this license is available in the following link: <http://creativecommons.org/licenses/by-nc-sa/4.0> Users can copy, use, redistribute, share and exhibit publicly as long as: The original source and authorship of the material are cited (Journal, Publisher and URL of the work). It is not used for comercial purposes. The existence of the license and its especifications are mentioned. There are two sets of authors’ rights: moral and property rights. Moral rights are perpetual prerogatives, unrenounceable, not-transferable, unalienable, imprescriptible and inembargable. According to authors’ rights legislation, Contrapuntos en Educación recognizes and respects authors moral rights, as well as the ownership of property rights, which will be transferred to University of Malaga in open access. The property rights are referred to the benefits that are gained by the use or the dissemination of works. Contrapuntos en Educación is published in an open access form and it is exclusively licenced by any means for doing or authorising distribution, dissemination, reproduction, , adaptation, translation or arrangement of works. Authors are responsable for obtaining the necessary permission to use copyrighted images.
The invitation extended by Professor Jose Luis del Río to enter into conversation with one of his texts (del Río, 2025) gave rise to a reflection on several contemporary academic servitudes, foremost among them the standardization of writing. By gradually unfolding the inner workings of its own writing process, the article moves toward a conception of teaching as a form of quiet resistance. To develop this idea, it turns to The Guest by Albert Camus, exploring the figure of the schoolteacher Daru. The article concludes with the attempt to keep the conversation open.
Copyright (c) 2026 J. Eduardo Sierra Nieto https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Digital Pedagogy in Education during Crisis at Al-Aqsa University
The knowledge, attitudes, perspectives, and viewpoints of administrators, teachers, and students at Al-Aqsa University regarding the rapid shift to digital platforms due to the interruption of face-to-face education caused by the war are analysed. Virtual learning has become the main tool for continuing education in this war scenario. All buildings and institutions have been destroyed, and traditional classes have been abruptly interrupted. As a result, Moodle and Google Classroom applications have been adopted so that students can continue their studies. The population of Gaza has experienced an unprecedented turning point that affects all areas of life. As a result, digital education has emerged as the only option following the displacement, demolition and murder of thousands of civilians, victims of collective punishment that has deprived them of food, water and electricity, and expelled more than 1.7 million citizens from their properties. Both teachers and students suffer a painful experience with technology due to the lack of internet connection, the lack of interactive learning and insufficient exposure to functional learning, as well as the need to access teaching materials. Qualitative research was conducted with 5 administrators, 20 instructors and 100 students (50 men and 50 women), using open-ended interviews. According to the results, online learning must be adapted to the level of the students, the work packages, the appropriate sources and the materials provided, and specific training must be carried out, a dynamic and inclusive teaching experience must be created, and WhatsApp groups must be designed to create a supportive learning community. The awareness gained about viable possibilities contributes to shaping strategies and frameworks for dynamic, resilient and adaptive virtual instruction.
Copyright (c) 2026 Yehya Alkhoudary, José Ignacio Rivas Flores https://creativecommons.org/licenses/by-nc-sa/4.0
the Life narratives for the education of deep and imperfect peace
This article draws its sources from the doctoral thesis entitled; “Scaffolding of peace. Education for peace based on territorial meanings and agencies linked in the life narratives of teachers, case of the Puerto Iris Educational Institution, in the Municipality of Puerto Concordia, Department of Meta, Colombia” (2025), and presents a reflection on deep and imperfect peace as a social and educational experience that recognizes the diversity of modes and forms of peaceful and nonviolent overcoming of conflicts, which are inherent to the human condition in its multiple relationships with the environment. In this sense, peace is conceived as an unfinished, dynamic and constantly evolving process, which from the perspective of Rodolfo Kuhs (1973) has its genesis in the notion of “Being-Being”, a category of study, which fosters a horizon of understanding from Deep America (1962), to generate some essential theses to recognize the anthropology of Latin American man. Deep and imperfect peace is presented as an ethical, political, and pedagogical commitment aimed at fostering critical citizens capable of peacefully transforming conflicts through personal self-regulation. This proposal draws on liberation ethics, critical pedagogy, and the thought of alterity, integrating the contributions of Freire, Lévinas, and the peace studies of Francisco Muñoz (2004). From this perspective, educating for progress involves recovering local memory, reclaiming fundamental rights, questioning the common sense that normalizes inequality, and strengthening social cohesion through the renewal of new forms of democratic participation. The construction of a deep and imperfect peace depends, in part, on an educational system committed to fostering critical thinking based on the contributions of science and technology to contribute to concrete solutions, thereby preventing the perpetuation of violence. Methodologically, the research is based on a qualitative, narrative approach, supported by the unitary framework of peace studies (Muñoz, 2004). Through life narratives, particularly that of teacher Gregorio M., who has worked for over twenty-three (23) years in the municipality of Puerto Concordia (Meta Department, Colombia), the study analyzes the peacemaking processes that have emerged in contexts of violence. These narratives constitute fundamental inputs for the design of scenarios and guidelines for peace education, highlighting the teacher's ontological role as a transformative agent in society. In summary, this reflection seeks to affirm that educating for peace means forming subjects capable of responding ethically to the needs of the Other, Others and the Totally Other (Levinas, 1999), in order to preserve territorial identities and collectively build alternatives for a dignified life, recognizing that peace, in its depth and imperfection, is a permanent task for the educational system, which forms the human being and his society.
Copyright (c) 2026 Rodiel Rodríguez Díaz, Analía Elizabeth Leite Méndez, Mario Hernán López Becerra https://creativecommons.org/licenses/by-nc-sa/4.0
Considering the educational challenges of the 21st century -driven in particular by the emergence of intelligent machines and artificial intelligence - a change seems to be required that directly addresses teachers, who play a crucial role in the construction of meaningful identities. From an intersectional perspective, we consider it necessary to rethink teaching practices, which are still focused on curriculum fragmentation, content memorization, and the implementation of standardized exams, to move toward more integrative and critical educational approaches (author, 2025). For this reason, we advocate for meaningful, situated, and collaborative learning that promotes a pedagogy of care as a shared space for the collective construction of knowledge oriented toward fostering a culture of peace. In this sense, we seek to make visible collective educational spaces that generate knowledge through collaboration and peer learning, dialogue in diversity, and social commitment to an education engaged with social justice. In particular, the training programs offered by the center we present highlight emancipatory educational practices that recognize cultural diversity, safeguard nature, and foster students’ critical awareness, promoting care as a form of resistance that redefines the teaching role as an agent of social change. In this way, we aim to disseminate institutional educational narratives that encourage the development of critical consciousness oriented toward the projection of a shared future grounded in solidarity and peace. Thus, we advocate for public education that restores its ethical and political meaning in defense of human rights and eco-sustainable practices. Likewise, we call for comprehensive and continuous teacher education capable of generating transformative learning environments, moving away from market-driven logics centered on performance evaluation and compartmentalized content, and instead oriented toward students’ full participation in their own learning process.
Copyright (c) 2026 María Teresa Catti https://creativecommons.org/licenses/by-nc-sa/4.0
Peace Studies have evolved to encompass all forms of direct and invisible violence. In countries like Brazil, which is not involved in external conflicts or declared wars but has violence deeply rooted in its colonial legacy, the general objective of this article is to present "South-oriented Peace" (Paz Suleada) (Mendes, 2024) as a constructed and contextualized model. This model critiques eurocentric approaches and seeks to build a horizontal peace that addresses not only direct violence but also structural and cultural inequalities. Based on a documentary and bibliographical methodology, comparing theory and data through the Transcend method, field research results show that recent Brazilian legislation promotes gender equality, reflecting a gradual shift in addressing violence against women. Such a perspective is fundamental to the educational field, as it instrumentalizes pedagogical practices capable of deconstructing colonial legacies and structural inequalities, transforming the curriculum into a lived space for emancipation and social justice.
Copyright (c) 2026 Daniele Cristina Bahniuk Mendes, Nei Alberto Salles Filho https://creativecommons.org/licenses/by-nc-sa/4.0
Another kind of education for another possible world
This text offers a deep reflection on the role of teacher education in building a fairer, more humane, and more sustainable world. In a global context marked by uncertainty, a crisis of values, the expansion of neoliberalism, and the technocratization of educational thought, it questions the epistemological, political, and cultural foundations that sustain current models of teacher education. Drawing on a critical analysis of authors such as Hargreaves, Varoufakis, and Biesta, the author argues that education has been reduced to an instrumental and regulatory function, subordinated to the interests of the market and nation-states. The text identifies several key issues that hinder real transformation: the persistence of the Western civilizational paradigm, technocratic hegemony, the loss of pedagogical discourse, authoritarian professional traditions, institutional homogeneity, and the fragmentation of training processes. In response, it calls for rethinking teacher education from a critical, interdisciplinary, and profoundly human perspective that restores the transformative potential of pedagogy. This text inaugurates Contrapuntos as a space for reflection, debate, and public engagement aimed at imagining and building another possible world through education.
Copyright (c) 2025 Contrapuntos en Educación. Revista del Instituto Universitario de Investigación en Formación de Profesionales de la Educación. IFE-UMA. https://creativecommons.org/licenses/by-nc-sa/4.0
This study aims to analyze three specific and relevant aspects of the impact of the program Sembradores de Paz (Peace Sowers), implemented at the Universidad Autónoma de Nuevo León (UANL), Mexico, and replicated in other higher education institutions in the country, at the University of Murcia in Spain, and in public secondary schools in Nuevo León. The purpose is to examine how critical and restorative pedagogies contribute to the formation of peace agents and critical citizenship within the university context. A mixed-methods, experimental, and explanatory design was employed, integrating a qualitative approach through focus groups conducted before and after the course to explore students’ expectations and perceptions, and a quantitative approach through the application of a pre-test and post-test structured around categories related to perception, peacebuilding strategies, and skills as peace agents. The findings reveal a significant shift in perceptions of peace and conflict. Initially, most students understood peace as the absence of conflict and conflict as a negative phenomenon; after the intervention, peace was redefined as a chosen behavioral style, while conflict was reframed as an opportunity for learning and growth. Students’ reflections further confirmed the usefulness of the course, highlighting the need to strengthen dynamism, mediation practices, and active participation across all modules, the university can be consolidated as an ethical and transformative space, where peace is internalized as a daily practice and projected toward the construction of more just and inclusive societies.
Copyright (c) 2026 Reyna Lizeth Vazquez Gutierrez, Paris Alejandro Cabello Tijerina https://creativecommons.org/licenses/by-nc-sa/4.0
Professional development in higher education
<div id="tw-container" class="nev7se" data-cp="1" data-nnttsvi="1" data-ntl-tooltip="true" data-sletp="false" data-sm="1" data-ssbp="true" data-sugg-time="500" data-sugg-url="https://clients1.google.com/complete/search" data-uilc="es" data-vil=",af,af-ZA,am,am-ET,ar-EG,ar-AE,ar-KW,ar-QA,ar,ar-IL,ar-JO,ar-LB,ar-PS,az,az-AZ,bg,bg-BG,bn,bn-BD,bn-IN,ca,ca-es,cs,cs-CZ,de,de-DE,de-CH,de-AT,de-LI,en,en-US,en-CA,en-AU,en-NZ,en-GB,en-IN,en-KE,en-TZ,en-NG,en-GH,en-PH,en-ZA,es,es-ES,es-AR,es-UY,es-419,es-BO,es-CL,es-CR,es-CO,es-DO,es-EC,es-GT,es-HN,es-NI,es-PA,es-PE,es-PR,es-PY,es-SV,es-VE,es-MX,es-US,eu,eu-ES,fi,fi-FI,fr,fr-FR,fr-CH,fr-BE,gl,gl-ES,gu,gu-IN,he,he-IL,iw,iw-IL,hu,hu-HU,hy,hy-AM,id,id-ID,is,is-IS,it,it-IT,it-CH,ja,ja-JP,jv,jv-ID,ka,ka-GE,km,km-KH,kn,kn-IN,ko,ko-KR,la,lo,lo-LA,lv,lv-LV,ml,ml-IN,mr,mr-IN,ms,ms-MY,nl,nl-NL,nb,nb-NO,ne,ne-NP,pl,pl-PL,pt,pt-BR,pt-PT,ro,ro-RO,ru,ru-RU,si-LK,sk,sk-SK,sr,sr-RS,su,su-ID,sv,sv-SE,sw,sw-TZ,sw-KE,ta,ta-IN,ta-SG,ta-LK,ta-MY,te,te-IN,tr,tr-TR,ur,ur-PK,ur-IN,yue,yue-HK,yue-Hant-HK,zh-HK,zh,zh-CN,zh-cmn,zh-cmn-CN,zh-Hans,zh-Hans-CN,zh-cmn-Hans,zh-cmn-Hans-CN,cmn-CN,cmn-Hans,cmn-Hans-CN,zh-TW,zh-Hant-TW,cmn-TW,cmn-Hant-TW,zh-cmn-TW,zh-cmn-Hant-TW,zu,zu-ZA"> This article analyzes the meaning of teacher professional development, as well as its main characteristics, in the context of higher education and from the perspective of continuing or permanent teacher training. It recognizes the prevalence of a hegemonic paradigm in the way teacher professional development is conceptualized and implemented in institutions, which leads to the need to transition toward a transformative paradigm, whose distinctive features are: centered on the teacher as a person, long-term support, from a personalized and critical perspective of social transformation, based on the phases of the teacher's life, comprehensive, continuous, inclusive, and social justice-based approach, among others. <div id="tw-container" class="nev7se" data-cp="1" data-nnttsvi="1" data-ntl-tooltip="true" data-sletp="false" data-sm="1" data-ssbp="true" data-sugg-time="500" data-sugg-url="https://clients1.google.com/complete/search" data-uilc="es" data-vil=",af,af-ZA,am,am-ET,ar-EG,ar-AE,ar-KW,ar-QA,ar,ar-IL,ar-JO,ar-LB,ar-PS,az,az-AZ,bg,bg-BG,bn,bn-BD,bn-IN,ca,ca-es,cs,cs-CZ,de,de-DE,de-CH,de-AT,de-LI,en,en-US,en-CA,en-AU,en-NZ,en-GB,en-IN,en-KE,en-TZ,en-NG,en-GH,en-PH,en-ZA,es,es-ES,es-AR,es-UY,es-419,es-BO,es-CL,es-CR,es-CO,es-DO,es-EC,es-GT,es-HN,es-NI,es-PA,es-PE,es-PR,es-PY,es-SV,es-VE,es-MX,es-US,eu,eu-ES,fi,fi-FI,fr,fr-FR,fr-CH,fr-BE,gl,gl-ES,gu,gu-IN,he,he-IL,iw,iw-IL,hu,hu-HU,hy,hy-AM,id,id-ID,is,is-IS,it,it-IT,it-CH,ja,ja-JP,jv,jv-ID,ka,ka-GE,km,km-KH,kn,kn-IN,ko,ko-KR,la,lo,lo-LA,lv,lv-LV,ml,ml-IN,mr,mr-IN,ms,ms-MY,nl,nl-NL,nb,nb-NO,ne,ne-NP,pl,pl-PL,pt,pt-BR,pt-PT,ro,ro-RO,ru,ru-RU,si-LK,sk,sk-SK,sr,sr-RS,su,su-ID,sv,sv-SE,sw,sw-TZ,sw-KE,ta,ta-IN,ta-SG,ta-LK,ta-MY,te,te-IN,tr,tr-TR,ur,ur-PK,ur-IN,yue,yue-HK,yue-Hant-HK,zh-HK,zh,zh-CN,zh-cmn,zh-cmn-CN,zh-Hans,zh-Hans-CN,zh-cmn-Hans,zh-cmn-Hans-CN,cmn-CN,cmn-Hans,cmn-Hans-CN,zh-TW,zh-Hant-TW,cmn-TW,cmn-Hant-TW,zh-cmn-TW,zh-cmn-Hant-TW,zu,zu-ZA">
This article explores the notion of the bricoleur within qualitative research, presenting it as an interdisciplinary and multi-methodological strategy that integrates diverse theoretical and philosophical perspectives. The author argues that the bricoleur is an essential tool to grasp the complexity of contemporary reality, while enabling rigorous forms of knowledge production that go beyond the constraints of traditional disciplinary frameworks. Finally, the article examines ways of fostering this boundary work, aiming to strengthen a more sophisticated and critical intellectual rigor within academia.
Advances and challenges in science teaching for the development of critical thinking and STEM competence
This article explores the intersection between critical thinking and STEM education, highlighting their relevance in the post-truth era and the proliferation of disinformation. It addresses the urgent need to strengthen these competencies in teachers and students to face complex socio-scientific problems. Finally, the text discusses the epistemic, methodological, and formative challenges in the research and teaching of critical thinking and the STEM competency.
This is a highly personal critical analysis of the state of inclusive education in Spain, from the perspective of "mental models" (Senge, 1998), or the paradigms from which educational reforms in Spain have been designed over the last 35 years, seen from the perspective of how the challenge of student diversity is addressed in the classroom. These models and their practical implications are implicit in the administrative organization itself, as well as in its standards, programs, and proposed educational actions to "address diversity," which is the expression used generically to group them together. Based on the analyses shared, the situation is assessed as clearly stagnant, which is in fact a regression, because if there is no decisive progress in the process towards an educational system where “all students matter and everyone matters equally”, when it comes to accessing regular school, participating and feeling part of a welcoming and safe school community, as well as learning and performing without limits imposed by negative expectations for some, then, in effect, we are going backwards.
What is Lesson Study and How Can I Get Started?
This paper describes lesson study, a form of teacher-led inquiry designed to improve teaching and learning through teachers’ joint study, planning, observation and discussion of “research lessons.” A case of school-wide lesson study in the US is presented as an example. In this 10-year ongoing case, teachers use the lesson study process to shift their mathematics instruction toward “Teaching Through Problem-solving,” an approach to mathematics teaching and learning that is widespread in Japan. The opportunities provided by lesson study for teachers to jointly study curriculum and content, plan instruction, and observe and discuss instruction across grade levels supports dramatic changes in learning outcomes in a school serving students in a high-poverty community. Ideas are suggested for getting started with lesson study (in mathematics or other subjects) or with Teaching Through Problem-solving in mathematics.
Reimagining the future of education and critical, emancipatory teacher education
Amid the whirlwind of transformations shaping contemporary society—characterized by ecological crises, persistent inequalities, accelerated technological change, and profound cultural shifts—education emerges more than ever as a strategic domain for envisioning and constructing possible futures. However, despite the apparent proliferation of reforms, curricular innovations, and modernizing discourses, many of these changes remain largely superficial. The educational system continues to bear structural inertia and knowledge organization frameworks that are more aligned with the logics of the past than with the challenges of the present. What is at stake is not merely a revision of content or methodology, but a genuine revolution of the educational system—a profound reconfiguration of its foundational principles, aims, and operational modes. The traditional paradigm—fragmented, discipline-bound, transmission-oriented, and based on rigid hierarchies—appears increasingly outdated and inadequate when confronted with the complexities of the 21st century. What this era demands is an education that places the human dimension at its core, understood in all its richness and diversity
Educating Education Professionals in Turbulent Times
The text analyzes the current challenges of teacher education within a social context marked by instability, misinformation, and the erosion of historically rooted democratic values. Broadly speaking, it describes a society in which “liquid modernity” has evolved into a “gaseous modernity,” characterized by volatility, uncertainty, and media manipulation. In this scenario, education has become subordinated to the interests of a capitalist, neoliberal, and market-driven system that demands adaptability and competitiveness from new generations rather than critical thinking and social justice. To confront this threat, the author proposes reclaiming the ethical and humanistic dimension of teacher education, calling for truth, goodness, and beauty to serve as “guiding principles” that help resist nihilistic tendencies and keep educational hope alive.
Education challenges facing peace culture construction
Book title: Education challenges facing peace culture construction: Interdisciplinary views. Editors: Elisa Lugo Villaseñor PhD, Adriana Gutiérrez Díaz PhD & Eloísa Rodríguez Vázquez PhD. Year: 2024. City: Cuernavaca (Morelos, Mexico). Publisher: Universidad Autónoma del Estado de Morelos (Morelos State Autonomous University). Number of pages: 220. ISBN: 978-607-8951-78-9. DOI: 10.30973/2024/retos_educacion_cultura_paz Author of the review: José Francisco Alanís Jiménez PhD. Morelos State Autonomous University (Mexico). This review does not aim to offer a critical evaluation of the book reviewed. Instead, it seeks to provide readers with elements to “shake” their curiosity about issues of a peace culture through education. To this end, the text opens with a brief description of the book’s general structure and mentions each chapter along with its authors and their institutions of adscription. For each chapter, it offers a brief notion eventually based on a textual phrase found within the text itself.
Copyright (c) 2026 José Francisco Alanís Jiménez https://creativecommons.org/licenses/by-nc-sa/4.0
The journal Contrapuntos en Educación, in its issue 2 (volume 1), titled “The Serene Revolution: Challenges of Education for a Culture of Peace,” brings together researchers in the field of education who, through their studies, address and reflect on some of the current challenges and possibilities for transforming education into a tool that contributes to the construction of a culture of peace. This concern arises from a global context marked by wars, genocides, forced displacement, political polarization, climate emergency, discrimination and structural and systemic violence, hate speech, social and educational exclusion, as well as armed conflicts in various parts of the world.
Copyright (c) 2026 Blas González Alba, Adriana Gutiérrez Díaz https://creativecommons.org/licenses/by-nc-sa/4.0
Educating for peace in a world that normalizes war
Copyright (c) 2026 Pablo Cortés González https://creativecommons.org/licenses/by-nc-sa/4.0
Educar en la revolución de los conflictos
Copyright (c) 2026 Manuel Ramos Martín https://creativecommons.org/licenses/by-nc-sa/4.0
This article examines the role of higher education in the formation of peace agents in contexts marked by uncertainty, structural violence, and global interdependence. From a theoretical -applied approach, three fundamental axes are articulated: agency as a reflexive and situated capacity (Yurén, 2013), moral education as the progressive development of ethical judgment (Kohlberg, 1990), and global citizenship understood as an ethical and political practice (Cortina, 2009; UNESCO, 2025). Based on a theoretical and documentary review, the study contrasts normative pedagogical approaches, focused on the transmission of values with proposals oriented toward the development of moral autonomy, ethical deliberation, and transformative action. It is argued that educating peace agents at the university level requires creating pedagogical conditions that strengthen praxis-oriented agency, capable of articulating critical reflection, ethical responsibility, and civic participation. Finally, the article contends that the transversal integration of a culture of peace, moral education, and global citizenship contributes to redefining the social role of the university as a space for ethical formation and commitment to the common good.
Copyright (c) 2026 Martha Liliana Del Valle Franco, Eloísa Rodríguez Vázquez https://creativecommons.org/licenses/by-nc-sa/4.0
¡IA-hora que ya lo sabemos todo, no tendremos que pre-ocuparnos por nada!
En tiempos en que los algoritmos prometen respuestas para todo, corremos el riesgo de olvidar las preguntas que nos hacen humanos. La inteligencia artificial se multiplica en pantallas brillantes mientras el mundo, fuera, se apaga entre la contaminación, el ruido y la indiferencia. La comodidad del saber instantáneo nos adormece: creemos conocerlo todo, pero cada vez sentimos y actuamos menos. Esta viñeta invita a detenerse, a mirar más allá de la pantalla, y a preguntarnos qué tipo de inteligencia queremos realmente cultivar. Equipo Editorial