Academic literature on the topic 'Puertorriqueñas'

En este trabajo analizaremos dos obras de la escritora puertorriqueña Rosario Ferré desde una perspectiva de género: la primera de ellas será Sitio a Eros, cuya primera edición se publicó el año 1980; y la segunda obra es la colección de cuentos Papeles de Pandora, publicada en 1976. La hipótesis que proponemos es que las obras escogidas se encuentras en una teorización sobre la escritura feminista, en que se expone una fragmentación del sujeto que escribe. Esto nos lleva a que la mujeres no han tenido cabida dentro del campo cultural tradicional, por lo que la autora busca generar una propia genealogía en la que encuentre cabida la alteridad de su expresión.

This paper examines the linguistic qualities of reggaeton in order to determine to which extent the music represents the speech of the urban residents of Puerto Rico. The lyrics of this music are analyzed in order to see if they are used only within the context of reggaeton or if they are part of the Puerto Rican lexicon in general. The political context of Puerto Rico with respect to the United States is taken in to consideration with the formation of Anglicisms and the use of English. The paper summarizes the current knowledge of the Puerto Rican lexicon as well as two linguistic studies that focus on reggaeton as well as giving general background information on the genre. In the analysis section, 20 words that are commonly found in reggaeton songs are analyzed using two accredited dictionaries and three “urban dictionaries” in order to determine their meanings, uses and origins.

<p>Recognizing the importance of reflection about teaching as a fundamental activity to promote faculty development, the present research was conducted to: 1) explore the practices of instructional reflection of four undergraduate level professors at the University of Puerto Rico (UPR), 2) understand how these practices influence their teaching and professional development, and 3) analyze their reflective practices based on traditional theories of reflection, namely Dewey's Reflective Theory, the Critical Thinking Movement, Schon's Reflective Practitioner Model, Critical Pedagogy, and Mezirow's Transformative Learning. A qualitative, multiple-case study was designed for this study, with interviews and observation of classes. Collected data were transcribed, categorized and coded; findings were presented in narrative form. Among the results stands out that professors critically examine their teaching practices through: 1) dialogue with colleagues and students, 2) reading of various types of materials, 3) writing about their teaching, 4) peer class observation, and 5) analyzing course evaluations and program assessment results. From their testimonies it also follows that reflection influences their teaching and professional development because they: 1) privilege questioning and critical dialogue as instructional strategies par excellence, 2) democratize their classrooms, 3) continuously update their courses, 4) experiment with new assessment strategies; 5) promote active learning and 6) create new courses. Classical theories of reflection converge in the professors' reflectivity. In addition, they integrate elements from other theoretical perspectives?e.g. feminism, Queer Theory, postmodernism, general education, and inter and transdisciplinarity? with which they enhance and reinvigorate their instructional reflection. Of potential interest for university academic leaders was the finding that, in general, participating professors understand that their reflective practices occur in spite of, and not supported by, the university administration, which they perceive as disconnected from the real needs of teachers and students.

ABSTRACT Throughout the decades, poetry has served as a literary vehicle to express and emphasize the emotions of a person. It has provided the substantial drive for the developed and the structure of individuals dedicated to a cause. This is the case of the Puerto Rican poet Luis Pal&eacute;s Matos, a man that used this method to make known the racial differences he found in his country and to clear a way for the Island's independence. Pal&eacute;s Matos dedications have made him one of Puerto Rico most significant poets. His is the first poet in the Spanish language to dedicate part of his work to the black society. The following pages will question the purpose of his black poetry, "poes&iacute;a negroide", and underline the civic and patriotic meaning behind it. Even thought critics look for a way to ensure that Pal&eacute;s Matos's intentions only reflect his devotions and affections towards the black people, it is necessary to mentions that his verses were caring a different agenda. It is not the exaltation of a race, but the importance of it in the structure of the Puerto Rican culture. A section of the Island's populations that was been keep indifferent to the rest of the people until he made the rest of the Island aware of its existent. Significant poems in his career will ratify this sentiment and conduct the reader to the center of the poet's social and political view.<br>M.A.<br>Department of Foreign Languages and Literatures<br>Arts and Sciences<br>Spanish

Thesis (Ph.D.)--University of Cincinnati, 2007.<br>Advisor: Dr. Maria Paz Moreno. Title from electronic thesis title page (viewed June 29, 2010). Keywords: Puerto Rico; Identity; Food; Cultural Studies; Feminism; Post-Colonialism; Cookbook. Includes abstract. Includes bibliographical references.

This dissertation analyzes the representation of sugar plantation societies in nineteenth and twentieth century Puerto Rican literature. Using an interdisciplinary approach, I study the socio-historical, political, and economic development of the sugarcane industry in Puerto Rico as represented in the literary works of Manuel Zeno Gandía, Enrique A. Laguerre, René Marqués, and Rosario Ferré. Scholars have tended to examine their works separately; however, I study how these writers from different literary generations develop a cohesive literary project, reshuffling the periodization of Puerto Rican literature by their focus on the sugar industry. Consequently, the literary works intersect with each other to provide a complete picture of the evolution and decline of the sugar plantation and its effects on the social imaginary of Puerto Rico. I use this term to mean both social practices of Puerto Rican society as well as its class stratification and political struggles. My theoretical approach is based on Antonio Benítez Rojo, "The Repeating Island: The Caribbean and the Postmodern Perspective" (1992), where the sugar plantation is defined as the principal unifying entity across the Caribbean, repeated continuously through time and space. I also rely on socio-historiographical approaches developed by Ramiro Guerra, Francisco Scarano, and Ángel Quintero Rivera, whose analyses of the sugar cane industry in the Caribbean shed light on class conflicts, primarily between the sugar oligarchy and factory workers. This dissertation suggests a homology between the socioeconomic structure of the sugar plantation and the Puerto Rican literary canon. I conclude that Puerto Rican writers have recoded the imaginary of the plantation in response to political events and economic shifts within the sugar industry. While Manuel Zeno Gandía and René Marqués promote and redefine its value system, other writers, such as Enrique A. Laguerre and Rosario Ferré, have transgressed the hacienda system to articulate the voice of those communities marginalized by the sugar plantation.

Spanish<br>Ph.D.<br>El presente estudio está dividido en tres partes principales, 1- la historia migratoria de los puertorriqueños a los Estados Unidos, 2- el análisis cualitativo y cuantitativo de cinco estrategias comunicativas presentes en la interacción conversacional femenina y masculina de los puertorriqueños de Filadelfia, y 3- el análisis temático de la conversación y su relación con el trasfondo histórico y el género. El primer foco de estudio se concentra en la historia migratoria de los puertorriqueños a los Estados Unidos. A partir del 1898 Puerto Rico pasó a ser territorio estadounidense, realidad que permitió flexibilidad territorial entre la isla y la metrópoli. A partir de ese entonces, se inició el movimiento migratorio entre ambos lugares y surgieron comunidades puertorriqueñas en distintas ciudades de los Estados Unidos, expandiendo la diversidad cultural en la metrópoli. El segundo foco de estudio evalúa el uso de cinco estrategias comunicativas, presentes en la interacción conversacional de la comunidad urbana puertorriqueña de la cuidad de Filadelfia. Se analizaron cualitativa y cuantitativamente las siguientes estrategias: 1- los turnos, 2- los temas, 3- la intervención cooperativa, 4- las interrupciones y 5- el promedio de palabras por turno. El análisis enfatiza en cómo se manifiestan las cinco estrategias en la interacción de hombres y mujeres puertorriqueños, y las posibles intenciones de sus usos, colaboración o dominio en la conversación. El último foco de estudio se concentra en los aspectos temáticos presentes en el discurso puertorriqueño y su relación con la historia migratoria. También se compara la temática masculina y femenina para observar si existen temas particulares asociados con uno de los dos géneros.<br>Temple University--Theses

<p> This research is on the ways Puerto Rican women fought for their reproductive justice. It covers the years 1930 through to the 1980s on the island of Puerto Rico and the city of New York. The fight was not always won in the streets or in the courts but also through everyday struggles to survive. There were multiple forms of resistance used in order to fight for control of their own bodies and for the lives of their children. Reproductive justice is not limited to the right to have or not have children but also the ability to exercise choice and freedom over the children you have, over your own body and sexuality. The resistance led by these women was in all the ways they fought against oppressive forces which limited their ability to exercise reproductive freedom. The research was conducted through archival records, secondary sources and an interview conducted with my mother to learn the stories of the women in my own family and how they reflect the history I had researched. Puerto Rican women dealt with overcoming a high rate of sterilization, migration to the United States where they were met with racism and hostility and the ability to rise up and organize to demonstrate their voices as a collective. None of this could have been gained without the drive to survive.</p><p>

<p> Aun cuando la pr&aacute;ctica de jugar videojuegos ha ido en aumento en los &uacute;ltimos a&ntilde;os no exist&iacute;a, hasta este momento en Puerto Rico, informaci&oacute;n sobre cu&aacute;nto tiempo invierten los/as videojugadores/as en jugar, con cuanta frecuencia juegan, que tipo de juegos prefieren as&iacute; como las pr&aacute;cticas sociales relacionadas al uso de este tipo de tecnolog&iacute;a. Los objetivos principales de este trabajo fueron obtener informaci&oacute;n sobre las pr&aacute;cticas, preferencias y h&aacute;bitos de los/as videojugadores/as en Puerto Rico y examinar si en Puerto Rico los/as videojugadores/as sienten que forman parte de una subcultura social. Como parte de este &uacute;ltimo objetivo revisamos el concepto de tribu esbozado por el soci&oacute;logo Michele Maffesoli as&iacute; como los conceptos de campo y <i>habitus,</i> elaborados por el tambi&eacute;n soci&oacute;logo Pierre Bourdieu. Seg&uacute;n Maffesoli (2004), las tribus, en t&eacute;rminos contempor&aacute;neos, son aquellos microgrupos que han ido emergiendo en todos los campos de la sociedad, cuya finalidad es simplemente ofrecer la posibilidad de compartir. De igual forma, siguiendo a Bourdieu (2005), nos interesa establecer a los videojuegos como un campo social, se&ntilde;alando las pr&aacute;cticas (<i>habitus</i>) que se producen al interior de este campo, contribuyendo a constituirlo y exponer cu&aacute;les son las imposiciones a los/as videojugadores/as para que puedan considerar que forman parte de este campo social. Para cumplir con nuestros objetivos, utilizamos un marco metodol&oacute;gico mixto, el cual cont&oacute; con tres t&eacute;cnicas de recolecci&oacute;n de datos: observaciones etnogr&aacute;ficas, encuesta en l&iacute;nea y entrevistas semi estruturadas. Al triangular la informaci&oacute;n recopilada pudimos establecer que el/la video jugador/a t&iacute;pico/a puertorrique&ntilde;o/a tiene una edad promedio de 33 a&ntilde;os y comenz&oacute; a jugar alrededor de los 6-10 a&ntilde;os (46%), se considera a s&iacute; mismo como un/a jugador/a regular de videojuegos (40.8%), prefiere jugar con personas conectadas en l&iacute;nea (50.1%), particularmente con sus amistades (29.9 %), y asiste a eventos relacionados a los videojuegos, como por ejemplo las ventas de medianoche (28.9%) y los torneos de videojuegos (17.6%). Estos dos &uacute;ltimos escenarios se&ntilde;alados, forman parte de un complejo campo social en el que los/as jugadores/as encuentran un espacio de aceptaci&oacute;n en el cual logran establecer una cohesi&oacute;n social que les permite constituirse como una comunidad.</p>