Pub Date : 2022-06-01DOI: 10.4067/s0719-26812022000200261
M. Mansilla, Rodrigo Moulian Tesmerx
{"title":"DESDE BOLIVIA A LAS NACIONES: EL NEOPENTECOSTALISMO DE LA IGLESIA MINISTERIO DEL NUEVO PACTO PODER DE DIOS EN LA PAZ, BOLIVIA","authors":"M. Mansilla, Rodrigo Moulian Tesmerx","doi":"10.4067/s0719-26812022000200261","DOIUrl":"https://doi.org/10.4067/s0719-26812022000200261","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.4067/s0719-26812022000200151
Sergio Elías Uribe Sierra, Alexander Esteban Panez Pinto
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{"title":"CONTINUIDADES Y RUPTURAS DEL EXTRACTIVISMO EN CHILE: ANÁLISIS SOBRE SUS TENDENCIAS EN LAS ÚLTIMAS DOS DÉCADAS","authors":"Sergio Elías Uribe Sierra, Alexander Esteban Panez Pinto","doi":"10.4067/s0719-26812022000200151","DOIUrl":"https://doi.org/10.4067/s0719-26812022000200151","url":null,"abstract":".","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43932150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"LA MOVILIDAD DE LAS COMUNIDADES SUR ANDINAS FRENTE AL DERECHO CONSTITUCIONAL PERUANO. ESTUDIO DE CASO DE LAS COMUNIDADES DE HIGUERANI Y CAMILACA","authors":"Ricardo Jiménez Palacios, Yamile Lía Berríos Manzur, Delia Yolanda Mamani Huanca, Marco Aurelio Zamata Mamani, Franchesco Keler Aquino Ccama","doi":"10.4067/s0719-26812022000200183","DOIUrl":"https://doi.org/10.4067/s0719-26812022000200183","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47222150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.4067/s0719-26812022000200074
Luis Iván Inostroza Córdova, Marisol Videla Lara, Carolina González Sierra
This article examines the pace of change in the economic patterns of Mapuche society articulated according to social norms based on family organization towards capitalist mechanisms during the early phase of the annexation of Araucanía to the State of Chile at the end of the 19th century and the beginning of the 20th century. This analysis focuses on the figure of the rucas, the traditional dwelling of the members of a household that carried out agricultural activities with the help of other families for domestic self-sufficiency; and on the festive work activities that facilitated courtship between young people and the formation of married couples. An endogenous configuration that will be combined with the adoption of Western innovations in wooden houses and warehouses, wire fences, and the use of fiduciary money provided by the Banks to promote a historical development in interaction with the modern industrial market economy.
{"title":"FAMILIAS, RUCAS, TIERRAS Y DINERO BANCARIO ENTRE LOS PRODUCTORES MAPUCHE DE CAUTIN, 1870-1930.","authors":"Luis Iván Inostroza Córdova, Marisol Videla Lara, Carolina González Sierra","doi":"10.4067/s0719-26812022000200074","DOIUrl":"https://doi.org/10.4067/s0719-26812022000200074","url":null,"abstract":"This article examines the pace of change in the economic patterns of Mapuche society articulated according to social norms based on family organization towards capitalist mechanisms during the early phase of the annexation of Araucanía to the State of Chile at the end of the 19th century and the beginning of the 20th century. This analysis focuses on the figure of the rucas, the traditional dwelling of the members of a household that carried out agricultural activities with the help of other families for domestic self-sufficiency; and on the festive work activities that facilitated courtship between young people and the formation of married couples. An endogenous configuration that will be combined with the adoption of Western innovations in wooden houses and warehouses, wire fences, and the use of fiduciary money provided by the Banks to promote a historical development in interaction with the modern industrial market economy.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42146553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100124
H. Melero, Antonia Manresa
categoría identificarse sí ese de categorías se problemático y conflictivo, las identidades y en continua transformación, identidad mestiza. espacios de discusión intersubjetivos, cuando están enfocados en la propia identidad de cada educando y no tanto en las “otras culturas”, Abstract From the intercultural approach, this article aims to contribute to the debate on teacher training in the context of Latin America. For this, we considered it necessary to listen to current teacher’s perspectives in postgraduate training in education in Ecuador, exploring meanings of the term intercultural and how this relates to their identity and use of social categories through the use of group discus-sion research methods. The results show that though the educators critique a superficial understanding of interculturalism through the folkloric use of cultural differences, they themselves express a closed culturalist perspective of interculturalism (Restrepo, 2014), continuing to make use of closed and static cultural categories in which interculturalism continues to be defined directly associated with ‘indigenous’ culture. However, when the participants have to self-identify these categories, especial in relationship to the identity of ‘mestizo’, become problematic, generating internal conflict and enabling an opening to understanding identities as complex, permeable and in constant transformation. We propose that these intersubjective discussions focused on the construction of one’s own identity rather than the current emphasis on “other cultu-res” can provide opportunities to deconstruct closed cultural categories and challenge hierarchical cultural differentiation.
{"title":"PERSPECTIVAS SOBRE EDUCACIÓN INTERCULTURAL E IDENTIDAD DE EDUCADORES EN FORMACIÓN DE POSGRADO EN ECUADOR: LECCIONES PARA LA FORMACIÓN DOCENTE","authors":"H. Melero, Antonia Manresa","doi":"10.4067/s0719-26812022000100124","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100124","url":null,"abstract":"categoría identificarse sí ese de categorías se problemático y conflictivo, las identidades y en continua transformación, identidad mestiza. espacios de discusión intersubjetivos, cuando están enfocados en la propia identidad de cada educando y no tanto en las “otras culturas”, Abstract From the intercultural approach, this article aims to contribute to the debate on teacher training in the context of Latin America. For this, we considered it necessary to listen to current teacher’s perspectives in postgraduate training in education in Ecuador, exploring meanings of the term intercultural and how this relates to their identity and use of social categories through the use of group discus-sion research methods. The results show that though the educators critique a superficial understanding of interculturalism through the folkloric use of cultural differences, they themselves express a closed culturalist perspective of interculturalism (Restrepo, 2014), continuing to make use of closed and static cultural categories in which interculturalism continues to be defined directly associated with ‘indigenous’ culture. However, when the participants have to self-identify these categories, especial in relationship to the identity of ‘mestizo’, become problematic, generating internal conflict and enabling an opening to understanding identities as complex, permeable and in constant transformation. We propose that these intersubjective discussions focused on the construction of one’s own identity rather than the current emphasis on “other cultu-res” can provide opportunities to deconstruct closed cultural categories and challenge hierarchical cultural differentiation.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100269
Matías González-Marilicán
A través de un análisis histórico-documental se estudiaron las actitudes occidentales hacia el bosque nativo de La Araucanía, en la segunda mitad del siglo XIX. Los resultados muestran que existió un cambio actitudinal en la forma de relacionarse con ellos. En un primer momento predominaron actitudes negativas hacia el bosque pues este era visto como un obstáculo para la civilización representada por Chile. Sin embargo, hacia finales de siglo, comenzaron a existir valoraciones más positivas hacia los mismos, por considerarlos bellos e importantes para el equilibrio ecológico. Estas mutaciones actitudinales habrían sido reflejo de las transformaciones que Occidente vivía por entonces, en su forma de relacionarse con el medio ambiente, gracias a los avances en los transportes y comunicaciones y al emergente conservacionismo internacional. Analizar las actitudes occidentales hacia los bosques de La Araucanía no solo complementaría una historia regional alicaída en el estudio cultural de los bosques, sino también ayudaría a entender mejor la construcción del Estado-nación chileno en la región, al develar sus intereses hacia los recursos naturales del territorio. Abstract By means of a historical-documental analysis, western attitudes towards the native forest in Araucania, in the second half of the 19th century were studied. The results show that there was an attitude change towards the way in which they related to the forest. At first negative attitudes continued towards the forest and this was seen as an obstacle for the civilization represented by Chile. However, towards the end of the century, more positive attitudes towards the forest emerged, by considering it being beautiful and important for ecological balance. These attitude mutations would have been reflected by the transformation that the West went through, at that time, in their way of relating to the environment, thanks to the advances in transport and communications and to the emerging international conservationism. Analysing western attitudes towards the forests of the Araucania not only would it complement a weak regional history in the cultural study of the forests, but it would also help us to understand the construction of the state-nation of Chile in the region much better, by uncovering concerns towards the natural resources in the region.
{"title":"DE LA CRÍTICA A LA ADMIRACIÓN. CAMBIOS ACTITUDINALES DE OCCIDENTE HACIA EL BOSQUE NATIVO DE LA ARAUCANÍA, CHILE (1850-1900)","authors":"Matías González-Marilicán","doi":"10.4067/s0719-26812022000100269","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100269","url":null,"abstract":"A través de un análisis histórico-documental se estudiaron las actitudes occidentales hacia el bosque nativo de La Araucanía, en la segunda mitad del siglo XIX. Los resultados muestran que existió un cambio actitudinal en la forma de relacionarse con ellos. En un primer momento predominaron actitudes negativas hacia el bosque pues este era visto como un obstáculo para la civilización representada por Chile. Sin embargo, hacia finales de siglo, comenzaron a existir valoraciones más positivas hacia los mismos, por considerarlos bellos e importantes para el equilibrio ecológico. Estas mutaciones actitudinales habrían sido reflejo de las transformaciones que Occidente vivía por entonces, en su forma de relacionarse con el medio ambiente, gracias a los avances en los transportes y comunicaciones y al emergente conservacionismo internacional. Analizar las actitudes occidentales hacia los bosques de La Araucanía no solo complementaría una historia regional alicaída en el estudio cultural de los bosques, sino también ayudaría a entender mejor la construcción del Estado-nación chileno en la región, al develar sus intereses hacia los recursos naturales del territorio. Abstract By means of a historical-documental analysis, western attitudes towards the native forest in Araucania, in the second half of the 19th century were studied. The results show that there was an attitude change towards the way in which they related to the forest. At first negative attitudes continued towards the forest and this was seen as an obstacle for the civilization represented by Chile. However, towards the end of the century, more positive attitudes towards the forest emerged, by considering it being beautiful and important for ecological balance. These attitude mutations would have been reflected by the transformation that the West went through, at that time, in their way of relating to the environment, thanks to the advances in transport and communications and to the emerging international conservationism. Analysing western attitudes towards the forests of the Araucania not only would it complement a weak regional history in the cultural study of the forests, but it would also help us to understand the construction of the state-nation of Chile in the region much better, by uncovering concerns towards the natural resources in the region.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100205
Amelia Castillo Morán, Julio Erick Medina López, Gina Viviana Morales Acosta, María del Rosario Contreras Villarrea
This research applies to the Mexican educational context and focuses on the so-called multigrade modality. In this modality, students of two or more school grades share learning, the teacher, and the same classroom and are taught at the same time while remaining in their respective grades. The analysis presented describes and contrasts the concepts and realities derived from multiculturalism and intercultural education. The study uses the interpretative methodological paradigm with a qualitative approach and three catego-ries: (a) multigrade (b) intercultural education, and (c) intercultural policy. The objective is to understand the perceptions of teachers regarding the implementation of intercultural education. Multigrade teachers were found to recognize that intercultural education is focused on indigenous groups. However, situations that foster intercultural education depend on the didactic elements used. When intercultural education is institutionalized, the original approach shifts, and a risk of falling in functional interculturalism exists during its implementation. Consequently, although teachers see detachment as part of the intercultural policy, they put into practice interculturalism by approaching and involving the community while socializing in school groups. Thus, teachers in multigrade schools make it possible for interculturality to be part of students’ learning in a didactic manner.
{"title":"PERCEPCIÓN DOCENTE DE LA EDUCACIÓN INTERCULTURAL EN MULTIGRADO DEL NORESTE MEXICANO","authors":"Amelia Castillo Morán, Julio Erick Medina López, Gina Viviana Morales Acosta, María del Rosario Contreras Villarrea","doi":"10.4067/s0719-26812022000100205","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100205","url":null,"abstract":"This research applies to the Mexican educational context and focuses on the so-called multigrade modality. In this modality, students of two or more school grades share learning, the teacher, and the same classroom and are taught at the same time while remaining in their respective grades. The analysis presented describes and contrasts the concepts and realities derived from multiculturalism and intercultural education. The study uses the interpretative methodological paradigm with a qualitative approach and three catego-ries: (a) multigrade (b) intercultural education, and (c) intercultural policy. The objective is to understand the perceptions of teachers regarding the implementation of intercultural education. Multigrade teachers were found to recognize that intercultural education is focused on indigenous groups. However, situations that foster intercultural education depend on the didactic elements used. When intercultural education is institutionalized, the original approach shifts, and a risk of falling in functional interculturalism exists during its implementation. Consequently, although teachers see detachment as part of the intercultural policy, they put into practice interculturalism by approaching and involving the community while socializing in school groups. Thus, teachers in multigrade schools make it possible for interculturality to be part of students’ learning in a didactic manner.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49197208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100215
Franz Carvajal-Meza, Andrea Alvarado-Urbina, Carlos Mondaca-Rojas
{"title":"LA FORMACIÓN EN CIUDADANÍA EN PROFESORES DE HISTORIA Y GEOGRAFÍA DEL NORTE DE CHILE","authors":"Franz Carvajal-Meza, Andrea Alvarado-Urbina, Carlos Mondaca-Rojas","doi":"10.4067/s0719-26812022000100215","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100215","url":null,"abstract":"","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100137
Pedro Rodrigo Sandoval Rubilar, Raúl Antonio Bustos González, Alex Pavié Nova
las Abstract The article seeks to describe the representations about the self-image and assessment of the teaching profession that students who enter to study pedagogy have, in five universities of the State of Chile, located in the north, center, south and southern areas of the country. Methodologically, it is a descriptive, comparative and interpretive study based on the central nucleus theory of social representation postulated by Abric (2001). It is concluded that those who enter to study Pedagogy have representations about the self-image and valuation of the teaching profession clearly marked and common among them, independent of the variables studied (geographical area, sex and cultural relevance / identification); However, there is a greater intensity in the trends represented in those regions with a greater component of belonging to indigenous peoples.
{"title":"AUTOIMAGEN Y VALORACIÓN SOCIAL REPRESENTADA SOBRE LA PROFESIÓN DOCENTE, EN ESTUDIANTES QUE INGRESAN A ESTUDIAR PEDAGOGÍA EN UNIVERSIDADES REGIONALES DEL ESTADO DE CHILE","authors":"Pedro Rodrigo Sandoval Rubilar, Raúl Antonio Bustos González, Alex Pavié Nova","doi":"10.4067/s0719-26812022000100137","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100137","url":null,"abstract":"las Abstract The article seeks to describe the representations about the self-image and assessment of the teaching profession that students who enter to study pedagogy have, in five universities of the State of Chile, located in the north, center, south and southern areas of the country. Methodologically, it is a descriptive, comparative and interpretive study based on the central nucleus theory of social representation postulated by Abric (2001). It is concluded that those who enter to study Pedagogy have representations about the self-image and valuation of the teaching profession clearly marked and common among them, independent of the variables studied (geographical area, sex and cultural relevance / identification); However, there is a greater intensity in the trends represented in those regions with a greater component of belonging to indigenous peoples.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42075437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.4067/s0719-26812022000100301
Jorge Olea-Peñaloza
Resumen La hacienda ha sido una figura revisitada constantemente por la historiografía. En este artículo se busca reflexionar en torno a una aproximación desde la historia ambiental sobre su permanencia, situándonos en la primera mitad del siglo XX. Se inicia la discusión relevando la lectura sobre la estabilidad de dicho sistema, relevando la tensión entre la ausencia de innovación técnica y los diversos mecanismos de adaptación como explicación. A través de los informes elaborados por tesistas del Instituto Agronómico de la Universidad de Chile, nos detenemos en casos específicos de distintos fundos y haciendas, analizando los ámbitos de mejoramiento técnico y sus repercusiones. Abstract The hacienda has been a figure constantly revisited by historiography. This article seeks to reflect on an approach from environmental history on its permanence, focused in the first half of the 20th century. The discussion begins by relieving the reading on the stability of said system, revealing the tension between the absence of technical innovation and the various adaptation mechanisms as an ex-planation. Through the reports prepared by thesis students of the Agronomic Institute of the University of Chile, we focus on specific cases of different farms and farms, analyzing the areas of technical improvement and their repercussions.
{"title":"HISTORIA AMBIENTAL DE LA HACIENDA: ESTABILIDAD, ADAPTACIÓN E INNOVACIÓN EN EL VALLE CENTRAL DE CHILE, 1900 - 1950","authors":"Jorge Olea-Peñaloza","doi":"10.4067/s0719-26812022000100301","DOIUrl":"https://doi.org/10.4067/s0719-26812022000100301","url":null,"abstract":"Resumen La hacienda ha sido una figura revisitada constantemente por la historiografía. En este artículo se busca reflexionar en torno a una aproximación desde la historia ambiental sobre su permanencia, situándonos en la primera mitad del siglo XX. Se inicia la discusión relevando la lectura sobre la estabilidad de dicho sistema, relevando la tensión entre la ausencia de innovación técnica y los diversos mecanismos de adaptación como explicación. A través de los informes elaborados por tesistas del Instituto Agronómico de la Universidad de Chile, nos detenemos en casos específicos de distintos fundos y haciendas, analizando los ámbitos de mejoramiento técnico y sus repercusiones. Abstract The hacienda has been a figure constantly revisited by historiography. This article seeks to reflect on an approach from environmental history on its permanence, focused in the first half of the 20th century. The discussion begins by relieving the reading on the stability of said system, revealing the tension between the absence of technical innovation and the various adaptation mechanisms as an ex-planation. Through the reports prepared by thesis students of the Agronomic Institute of the University of Chile, we focus on specific cases of different farms and farms, analyzing the areas of technical improvement and their repercussions.","PeriodicalId":37764,"journal":{"name":"Dialogo Andino","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46932656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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