<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552022000100001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Signos y símbolos de José Martí para la pedagogía]]></article-title>
<article-title xml:lang="en"><![CDATA[José Martí&#8217;s sign and symbol to Pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lea]]></surname>
<given-names><![CDATA[YiShan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Central Washington University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>18</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552022000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552022000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552022000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  El artículo se propone examinar la importancia del pensamiento de José Martí para la pedagogía a través del lente de la praxis.  Métodos: El método consta de dos niveles de análisis, el primero analiza la narrativa martiana en relación con el desarrollo de su conciencia y su papel en la transformación de la trayectoria histórica de Cuba; el segundo, valora la práctica martiana en relación con la vinculación del ámbito semiótico geopolítico y la movilización de la comunidad cultural cubana para la Guerra de Independencia.  Resultados: Esta investigación permitió la construcción de un marco teórico que explica, a través del análisis semiótico, el significado de la producción escrita martiana y la extrapolación de su narrativa en el desarrollo de los agentes políticos cubanos.1  Conclusión: Se asume como un camino certero focalizar el estudio de la formación del individuo desde la pedagógica martiana, José Martí, más allá de escritor, revolucionario cubano, y maestro de ideas claras, Martí es luz que orienta la formación universal como máxima expresión de la emancipación, comunidad, y bio-metafísicas de conciencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  The article aims at exploring the importance of José Martí&#8217;s thinking for pedagogy, through the lens of praxis.  Methods: A multi-fold analysis is conducted: first, an analysis of the narrative of José Martí in regard to the development of his consciousness and his role in changing the historical trajectory of Cuba; second, an analysis of Martí&#8217;s political praxis in regard to engagement with the geopolitical semiotic field and mobilizing Cuban cultural communities for the Cuban War of Independence.  Result: This research yields a theoretical analysis of semiotics to explicate these meaningful constructs and explain Martí&#8217;s ways of signification, further extrapolating the relations of Marti&#8217;s narrative and the development of Cuban political agency.  Conclusion: Focusing the individual&#8217;s education from the perspective of José Martí&#8217;s pedagogy is assumed as royal road. José Martí was not only a writer, Cuban revolutionary man, and a smart teacher; but a guiding light to universal education as the upmost expression of emancipation, counter-hegemony and community, bio metaphysical consciousness.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[discurso político-literario]]></kwd>
<kwd lng="es"><![CDATA[praxis]]></kwd>
<kwd lng="es"><![CDATA[José Martí]]></kwd>
<kwd lng="es"><![CDATA[análisis semiótico]]></kwd>
<kwd lng="es"><![CDATA[pedagogía crítica]]></kwd>
<kwd lng="en"><![CDATA[politico-literary discourse]]></kwd>
<kwd lng="en"><![CDATA[praxis]]></kwd>
<kwd lng="en"><![CDATA[Jose Martí]]></kwd>
<kwd lng="en"><![CDATA[semiotic analysis]]></kwd>
<kwd lng="en"><![CDATA[critical pedagogy]]></kwd>
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</article-meta>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thomas]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
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<source><![CDATA[Cuba: A History]]></source>
<year>1970</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Penguin Books]]></publisher-name>
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<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[V]]></given-names>
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<source><![CDATA[The ritual process: Structure and anti-structure]]></source>
<year>1996</year>
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<publisher-name><![CDATA[Aldine De Gruyter]]></publisher-name>
</nlm-citation>
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</back>
</article>
