Knowledge, educational institutions, and knowledges in dialogue

Abstract

In the central theme of this issue, three contributions are brought together to examine, from different perspectives, the relationships between knowledge production, social practices, and territories. First, Castillo analyzes the practices and perceptions of scientific communication at the National University of Costa Rica, highlighting a broadly positive assessment of these activities as part of the university’s social commitment, as well as their increasing linkage to digital environments; however, limitations are identified, including lack of time, resources, and institutional recognition. Second, Sylvester and García offer a methodological reflection grounded in the Bribri concept of ulàpeitök, which reconfigures research through principles of reciprocity, horizontality, and respect for Indigenous epistemologies, thereby challenging Western frameworks and power relations in knowledge production. Finally, Giacomasso, Mariano, and Banchio document, through an ethnographic study in Colonia Nievas (Argentina), community-driven processes of cultural heritage revitalization that, despite contexts of depopulation, strengthen identities and foster social cohesion. Taken together, these articles underscore the need to rethink the social role of academia, recognizing both the plurality of knowledge systems and the active role of communities in shaping sustainable futures.