Browsing by Author "Pontificia Universidad Católica de Chile"

Now showing 1 - 20 of 38
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    Accessibility and ageing neighbourhoods: a cluster-based taxonomy to promote ageing in place
    (2025) Vecchio, Giovanni; Medina de Cortillas, Diego; Steiniger, Stefan; Pontificia Universidad Católica de Chile; CEDEUS, Chile; Pontificia Universidad Católica de Valparaíso
    Ageing in place is an established policy option to adapt existing urban settings to the needs of an increasingly older and rapidly ageing population. The possibility to access facilities and services is fundamental in this sense, but accessibility to relevant urban opportunities changes according to the places taken into account, affecting a neighbourhood potential for promoting ageing in place. In this paper, we aim to identify typologies of ageing neighbourhoods according to the access they provide to significant places and services. We propose a taxonomy based on (1) the concentration of older people, (2) their socioeconomic standing, (3) the amount of opportunities available within walking distance, and (4) the possibility of reaching public transport as a precondition to access valued opportunities in other areas of a city. Our analysis focuses on Santiago de Chile, a metropolis representative of other unequal, rapidly ageing Global South urban settings. We identify ageing neighbourhoods using hierarchical cluster analysis, and we define six categories according to the access they provide to relevant urban opportunities. Such accessibility-based taxonomy of ageing neighbourhoods can be relevant for promoting ageing in place cities, identifying what planning and policy actions are better suited to enhance accessibility to urban opportunities.
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    Ajustes a la política habitacional : elementos para la discusión : análisis del Decreto Supremo No. 1 que reglamenta el Sistema Integrado de Subsidio Habitacional y el borrador del decreto que regula el Programa Fondo Solidario de Elección de Vivienda
    (Pontificia Universidad Católica de Chile, Centro de Políticas Públicas, 2011) Brain Valenzuela, Isabel; Mora C., Pía; Pontificia Universidad Católica de Chile
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    Aliens, spies, and staged vandalism: Disinformation in the 2019 protests in Chile
    (Wiley Blackwell, 2022) Bachmann C., Ingrid; Grassau Bustos, Daniela Constanza; Labarca, Claudia; Wasserman, Herman; Madrid-Morales, Dani; Pontificia Universidad Católica de Chile; Pontificia Universidad Católica de Chile
    Academic research has paid a great deal of attention to “fake news” and disinformation, but most of this has been in the context of the US and Europe. On October 9, 2019, President Sebastian Pinera – a conservative millionaire, himself the former owner of a private TV network – declared to reporters that Chile was a “true oasis with a stable democracy,” less than ten days later, chaos ensued, including looting, vandalism, violent clashes with police and military forces, and human rights violations. The aftermath altered the political landscape of the country and the daily routine of Chileans, and served as fertile ground for exposure and distribution of a varied mix of disinformation and hard-to-believe real news that further confounded the tension on the streets. This chapter addresses the political, social, and media-related factors involved in such a scenario
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    Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers
    (2023) Barahona, Malba; Darwin, Stephen; Pontificia Universidad Católica de Chile; Universidad Alberto Hurtado
    The professional responsibility of teachers has been primarily understood in international literature in terms of external obligations, primarily from an accountability perspective. Alternatively, more recent approaches have begun to propose that teacher responsibility is more appropriately understood as an internal drive toward their work and its contribution to broader social development, which is seen as crucial to the design of effective pedagogical practices. However, within this continuing dialogue, limited attention has been given to how professional responsibility develops and is nurtured within the unique contexts of English language teacher education. This mixed-method study investigated the sense of professional responsibility held by pre-service teachers of English as a foreign language (EFL) context, framed by an online survey (n = 611) based on a teacher responsibility scale and a series of semi-structured interviews (n = 17). Results demonstrated that there was a comparatively higher sense of responsibility felt in two critical areas: building positive student relationships and ensuring an equitable classroom and society. However, lower levels of responsibility were demonstrated toward the discipline-specific issues of encouraging student engagement, student motivation or success in learning English. This suggests a critical tension that develops in the sense of pre-service teacher responsibility between the abstract and affective notion of being the ‘good teacher’ and the more concrete objectives of building learning environments for language development.
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    CFT estatales : una “solución” en busca de un problema : análisis del proyecto de ley que crea 15 centros de formación técnica estatales (Boletín 9766-04)
    (Pontificia Universidad Católica de Chile, Centro de Políticas Públicas, 2015) Bernasconi, Renato; Pontificia Universidad Católica de Chile
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    Ciudades sensibles al agua: guía de drenaje urbano sostenible para la macrozona sur de Chile: volumen II: propuesta metodológica para la planificación, diseño e implementación de sistemas de drenaje urbano sostenible
    (Indaga, 2021) Teutsch Barros, Camila; Domínguez, Juan C.; Scheuch Pereira, Teresita; Gironás León, Jorge Alfredo; Briceño Jacques, Felipe; Vattuone Troncoso, Catalina de Los Ángeles; Riveros Cristoffanini, Andrés; Gárate Silva, Tomás Andrés; Provoste Torres, Inés; Moreno Flores, Osvaldo; Carraha Molina, Javiera Paz; Riveros Cristoffanini, Francisca Fernanda; Valdivieso Sierpe, Tomás Ignacio; Torres Etcheberry, Julieta; CEDEUS (Chile); Patagua; Fundación Legado Chile; Pontificia Universidad Católica de Chile
    Esta guía es una invitación a cambiar la mirada para transitar del gris al verde en la conceptualización de los sistemas de drenaje, resignificando el agua y sus espacios en la ciudad para aportar al desarrollo de entornos urbanos sostenibles y resilientes frente al cambio climático. La guía contiene información sobre la aplicación del drenaje sostenible en otros países, sus beneficios, el marco normativo global y nacional para su implementación, las etapas metodológicas de los procesos de planificación de este tipo de sistema, y datos contextuales de la macrozona sur del país.
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    Conjunto de datos : Encuesta Nacional Bicentenario UC 2021
    (Datos de Investigación UC, ) Centro de Políticas Públicas UC (Chile)
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    Conjunto de datos: Encuesta Nacional Bicentenario UC 2015
    (Datos de Investigación UC, ) Pontificia Universidad Católica de Chile
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    Conjunto de datos: Encuesta Nacional Bicentenario UC 2020
    (Datos de Investigación UC, ) Centro de Políticas Públicas UC (Chile)
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    Conjunto de datos: Encuesta Nacional Bicentenario UC 2022
    (Datos de Investigación UC, ) Centro de Políticas Públicas UC (Chile)
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    Cuenta de rectoría 2004
    (Pontificia Universidad Católica de Chile, Vicerrectoría de Comunicaciones y Asuntos Públicos., 2004) Pontificia Universidad Católica de Chile
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    Desarrollo de competencias en experiencias de aprendizaje-servicio remoto. Percepción de futuros docentes
    (2023) Marqués Rosa, María de la Luz; Angulo Carmona, Macarena; Pontificia Universidad Católica de Chile; Universidad Alberto Hurtado/Universidad Diego Portales, Chile
    El 2020, debido a la pandemia COVID-19, demandó grandes y apresurados procesos de adaptación a la sociedad, que se extendieron a instituciones de educación superior. Por la dificultad que implicó que los estudiantes accedieran a contextos auténticos que permitieran el desarrollo de competencias, una de las metodologías afectadas fue el aprendizaje-servicio. Este estudio mixto de diseño secuencial con estatus dominante cualitativo buscó analizar cómo perciben estos actores el desarrollo de competencias durante la experiencia de aprendizaje-serviciovividaen formato remoto durante el confinamiento. Con este fin, se utilizó un cuestionario y entrevistas semiestructuradas. Participaron 41 estudiantes de pedagogía que cursaron alguna asignatura con metodología de aprendizaje-servicioremoto. Se presenta una triangulación de métodos cuyos principales resultados son concordantes y muestran que la experiencia se percibe como favorable para el desarrollo de competencias, que beneficia procesos formativos vinculando teoría y práctica en entornos auténticos apoyadospor tecnologías digitales. Las competencias desarrolladas están asociadas al trabajo autónomo, al trabajo en equipo, a competencias comunicativas y capacidad reflexiva. Se concluye que el uso remoto de la metodología de aprendizaje-servicioconstituye unaoportunidad para desarrollar competencias y ampliar las posibilidades de aprendizaje incluso ante limitaciones de espacio-tiempo.
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    Desarrollo económico e integral desde la perspectiva del capital social
    (Pontificia Universidad Católica de Chile, 2019) Marinovic Guijon, Alejandra Cristina; Universidad San Sebastián; Pontificia Universidad Católica de Chile
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    Diálogo e Esperança: A interseção entre religião e política na ação de Papa Francisco
    (Editora Fundação Fênix, 2024) Cardoso Ribeiro, Edilmar; Dos Santos Mendes, Everaldo; Peretti, Clélia; Alves de Oliveira, José; Pontificia Universidad Católica de Chile
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    El Witral, como objeto estético cultural: contribución a la decolonización de la educación artística
    (2022) Vizcarra Rebolledo, Hilda Ruby; Raquimán Ortega, Patricia; Pontificia Universidad Católica de Chile; Universidad Metropolitana de Ciencias de la Educación (Chile). Departamento de Artes Visuales
    This research entitled "Witral’s Didactic Strategies: A Decolonial Perspective for Visual Arts Teachers" promotes critical intercultural reflexivity, to advance in the decolonization of knowledge in Chile. To achieve this, it was used a cultural aesthetic object wich has a strong, symbolic meaning for the Mapuche peoples, called Witral (loom). Reflexivity in practices is relieved from the logics of absence, which allowed decolonizing the practice itself from a deconstructive orientation. It was evidenced how cultural hegemony inivisibilizes cultural manifestations and world understandings of indigenous peoples. It presents a case and examples of their discourses and blogs, as evidence that the decolonization of practices and thought is a daily task of reconstruction and reflection. In this genuine dialogue, beliefs and values that respond to the logic of invisibility, negation and annihilation of another, and his culture are put into play. It is imperative that women professors carry out a process of reflexivity to move towards greater social justice, with recognition of cultural diversity and transformation of practices, which consider education as a right of all peoples.
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    Employment and sustainability: the relation between precarious work and spatial inequality in the neoliberal city
    (2022) Señoret Swinburn, Andrés; Ramírez Silva, María Inés; Rehner, Johannes; CEDEUS (Chile); Pontificia Universidad Católica de Chile
    The creation of employment opportunities is a key factor to economic growth, but when pursuing sus tainable development, work arrangements must also be fair and stable. In contrast, precarious employ ment is a common and serious limitation to prospects for development and personal well being in Latin American cities. Discussing this phenomenon in the developing world requires considering the ongoing transformation of the neoliberal urban labour market, the commodity-driven economic struc ture, and questioning how such features relate to the likelihood of urban sustainable development. The present study addresses precarity in urban labour markets and subjective perceptions of stability and prospects and asks how marginalisation and fragmented urban spaces in a neoliberal context relate to the structural characteristics of precarious labour. This relationship between labour and space is anal ysed based on survey data from different types of neighbourhoods in Chile’s two largest metropolitan areas – Santiago and Concepción – using multilevel regression and ANOVA. Our study finds that precar ious employment and poor prospects replicate and reinforce typical territorial inequalities and thus con stitute a serious limitation for sustainable development. We conclude that the current labour market, the features of neoliberal extractivism, and weak formal social protection are obstructing urban development that is sustainable in terms of employment. Thus, the conceptual debate on sustainability and urban pol icy should focus more on the negative effects of precarious employment and its particular relation to spatial fragmentation in growing urban areas.
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    Encuesta Nacional Bicentenario UC - Adimark 09
    (Vicerrectoría de Comunicaciones y Asuntos Públicos, 2009) Pontificia Universidad Católica de Chile; Adimark
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    Encuesta Nacional Bicentenario UC - Adimark 10
    (Vicerrectoría de Comunicaciones y Asuntos Públicos, 2010) Pontificia Universidad Católica de Chile; Adimark