This article aims to present a systematic review of the literature published between 2021 and 2025 on Story Time as while promoting active participation and meaningful learning. It is concluded that this practice should be understood as a structuring pedagogical strategy within preschool education. Greater investment in the continuing professional development of educators is therefore recommended, together with further research into educators' and families' perceptions of this methodology, in order to strengthen its implementation and maximise its benefits for children's holistic development.
Delving into the memory of the Republican exile and socially engaged literature, this article examines Maria Teresa Le & oacute;n's tribute to Luis Cernuda in "Memoria de la melancolia." In the context of the war over memory that followed the Francoist victory, Le & oacute;n offers, for the first time, an alternative perspective to the official literary discourse, praising Cernuda from a dual ethical and aesthetic standpoint virtually unprecedented at the time. She highlights the coherence of his life and his revolutionary commitment, incorporates two previously forgotten texts by the poet, published in the magazine "Octubre," and reinterprets his figure as a symbol of cultural resistance in exile.
The advent of generative Artificial Intelligence and its rapid inclusion in learning environments have challenged processes such as students' cognitive development, the promotion of critical thinking, and the enhancement of creative processes. This study examines the limitations of artificial intelligence in generating linguistic and visual texts for the Philosophy of Education course. Under a qualitative content analysis, three key concepts of this course were examined; the results demonstrated the limitations of generative AI in meeting advanced academic criteria, as it offers standardized structures that reveal a lack of genuine thought, carrying the risk of factual inaccuracy, and therefore cannot promote an emancipatory practice. Given this situation, the practices of critical literacy are emphasized, both in teacher training and for students within the classroom and their surrounding reality. Its methods in approaching texts and images lay the basis for a re-evaluation of artificial intelligence usage within the context of critical reading skills, fostering critical discrimination while enabling the responsible integration and reshaping of AI in the classroom
This article explores how the emotional universe is represented in the picture book Monstruo Rosa by Olga de Dios, through a hermeneutic analysis that considers the synergy between text and image. It starts from the recognition of the picture book as an educational tool capable of addressing emotional complexity in order to foster emotional competencies from an aesthetic and symbolic perspective. The methodology employed is based on a hermeneutic reading that interprets the various layers of emotional meaning that emerge throughout the pages of the work, with special emphasis on chromatic symbolism, visual language, and narrative progression. Among the main conclusions, this essay highlights that the book enables the reader to experience a process of emotional transformation by making visible emotions such as loneliness, hope, and kindness, thereby facilitating the construction of emotional identity in childhood. The novel scientific contribution lies in the application of a deep interpretative approach to the analysis of emotions in the work, as it is often studied from purely didactic, inclusive, or linguistic perspectives, but not from the symbolic complexity of its expressive mechanisms for representing emotions.
La Dirección General de Bibliotecas y Servicios Digitales de Información (DGBSDI) de la Universidad Nacional Autónoma de México (UNAM), bajo la dirección de la Dra. Elsa Margarita Ramírez Leyva, presenta y reconoce la experiencia de La Madriguera, Biblioteca Comunitaria, ubicada en la comunidad de El Conejo, municipio de Perote, Veracruz, México, como una iniciativa de transformación social, educativa y cultural que ha sido construida y fortalecida a partir de la participación comunitaria, la mediación lectora y el trabajo colectivo.
