Editorial
From the moment the caveman felt the need to communicate his
experiences, his exploits and even how his surroundings were shaped, he
devised a rustic system of drawings with which he tried to capture all those
days that emerged from day to day and, from there, what is now known as rock
art, which would be nothing more than an incipient written language that would
give rise to the chronicles and communication as such.
From those remote centuries to our days, there has been a lot of
historicity that has been shaped through different modalities and the need to
make use of adequate instruments to improve the message between a sender
and a receiver. There was never a pause in that communication path. First
were the attempts of alphabets to transcend orality, then advanced ideas with
inventions such as Johannes Gutenberg (1400-1468) and its printing press to
reach the computer system that allows us to use, today, a series of tools with
cutting edge technology in information and communication.
This is how the epistemic communities have developed in their diverse
manifestations, with themes that have gained momentum in the last decades
in the university context. As Carreño and Gamboa (2014) put it: “Scientific
research is considered a critical activity that determines the development of the
countries of current societies and depends on the competence of its
researchers and the application that is granted to the knowledge generated by
them” (p. 42).
In this sense, research plays a leading role in turning the scientific
problems that indicate a change in the relationships between science,
individuals and scientific production spaces, opening the way for collaboration,
inter and transdisciplinary knowledge management, contributing to academic
development. So they say, Bianco and Sutz (2015), by stating that: "Science
has progressed to a level where its most significant problems can not be
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Editorial
Building knowledge from research