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    De la intimidad a la reflexión: sobre el documental etnográfico Xennials
    (Pontificia Universidad Católica del Perú, 2022-08-29)
    In Peru, half of the population are women and have a longer life expectancy. They are presented as those who live for others, at all ages, and at all socio-economic levels, therefore it is affirmed that they live in ‘time poverty’. Almost no free time or for personal activities, dedicated to delivering their physical and mental potential, both in the private and public spheres and in a context where patriarchy reigns and the rates of gender violence are among the highest in the region. This article aims to understand how, currently, Lima women of the micro generation Xennials, belonging to a very broad middle class, perceive and experience their present time and, retrospectively, the past time. With main emphasis on the methodology used: a documentary ethnography as field work, applying in-depth interviews, life stories, timelines, as well as personal video diaries narrated by the protagonists that enrich their own portraits. Although the results are based on the subjectivities of the subjects, a reflective dimension is also shown, with a view to self-recognition of their identities in today's society.
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    Forming and transforming: Critical reflection in the university education of professionals
    (Centro Universitario da FEI, 2024-08-12)
    In universities, a key challenge is to integrate practical work knowledge with theoretical knowledge to adapt to the changing demands of the labor market and society. In this context, the objective is to explore how the integration of theory and practice in master's programs focused on formative professions can facilitate transformative learning, enabling students to develop critical and reflective competencies applicable in both professional and personal contexts. Theoretical Framework: The research is grounded in Habermas's theory of communicative action, transformative learning, and training-action-research approaches, addressing concepts such as critical reflexivity, self-formation, and the integration of practical and theoretical experiences. Method: A qualitative methodology with an action-research design, termed training-action-research, was adopted. Twenty-five students from a master's program in education participated. Data collection involved participant observation and practice analysis, focusing on critical reflection and rational dialogue about work and training experiences. Results and Discussion: The alternation between theory and practice facilitated the development of reflective and critical competencies in the students. The study highlights implications, identified relationships, discrepancies, and limitations. Research Implications: The results can enhance teacher training, promote continuous professional development, and implement reflective and critical practices in educational and professional settings. Originality/Value: The study presents an innovative approach to professional university education, emphasizing critical reflexivity and transformative self-formation, with potential impacts on teacher training and professional practice.
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    Disciplinary and Methodological Pluralism in Loneliness Studies
    (Springer Nature, 2025-01-01)
    Scientists may benefit from implementing interdisciplinary and multi-method approaches when studying loneliness. Loneliness is a complex phenomenon that is influenced by biological, psychological, social, cultural, and political factors. In addition, it also reflects and impacts personal and local experiences as well as broader social forces, thus being both universal and contextual at the same time. For these reasons, no single disciplinary lens or methodological approach can capture its full scope. It is important to recognize and appreciate that different academic fields and a very wide range of methodological strategies are involved in the study of loneliness, each with its own range of vantage points and advantages. Mapping out such disciplinary and methodological heterogeneity in this chapter supports a case for epistemic pluralism when studying loneliness, in terms of its multilevel and multidomain aspects, complex intersectionality, dual cognitive and embodied dimensions, and its temporal, nonstatic nature. Ultimately, the study of loneliness is an ideal case for advancing and benefiting from a reflexive and pluralist research approach.
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