Examinando por Autor "Arcila Rojas, Adriana Patricia"

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  • Publicación
    Acceso abierto
    De la familia fragilizada a la fragilidad en la familia: un análisis sociológico y lingüístico del sentido de la fragilidad en la familia de Medellín
    (2012) Benjumea Herrera, Carolina Andrea; Espítia Moya, Jenny Tatiana; Arcila Rojas, Adriana Patricia
    Este análisis surge en el proceso de investigación Familias fragilizadas en el contexto latinoamericano: el caso de Medellín y desde una perspectiva sociológica propone a la familia antioqueña como un nuevo orden de complejidad a través de un acercamiento y comprensión a su historicidad a partir de una mirada al pasado en la reconstrucción de sus rupturas y sus continuidades. Igualmente, potencia conceptos bases como la cultura y la sociedad encaminadas en asociaciones mutuas de organización desde las que emergen prototipos como: ritualismos, tabúes y costumbres en la familia. En suma, este enfoque posibilita un engranaje de acercamientos hacia un análisis lingüístico para conmutar los términos nominales ¿fragilizada¿ a ¿fragilidad¿ desde los niveles morfológico, sintáctico y semántico de la lengua los cuales resignifican la familia de Medellín atendiendo a sus configuraciones en tanto nuevas formas sustentadas bajo un paradigma complejo y no como rupturas del equilibrio anterior.
  • Publicación
    Acceso abierto
    Lugar del educando en las prácticas de valoración de conocimiento y pruebas estandarizadas: estudio de caso en la Institución Educativa Javiera Londoño Sevilla y Colegio Bilingüe ASPAEN Gimnasio Los Alcázares de la ciudad de Medellín
    (2020) Carmona Osorio, Luisa Fernanda; López García, Jaime Alonso; Portillo Jiménez, Lester Darío; Mejía Zapata, Juana Fernanda; Arcila Rojas, Adriana Patricia
    The hectic scenario of reflection on evaluation and educational quality is of great relevance today, especially when the perspective of the learner takes on value in the most recent research on education and evaluation stands on the one hand as a constraint to the emancipation of the subject and on the other hand as an opportunity to make it possible. The aim of this research is to understand the place of the student in the evaluation of knowledge and assessment in the Javiera Londoño Sevilla and Gimnasio Los Alcázares institutions, that is, to recognize the context of the student, examine and analyze this recognition in the light of pedagogy.The corpus of this work is in the field of qualitative methodology, with a constructive critical approach, supported by the multiple case study method based on interviews with subjects involved in education. Its theoretical-epistemic research is oriented to the relationship between evaluation and the subject, putting in tension the national and international governmental positions on the standardization and homogenization of educational policies supported by evaluative results; as well as the relevance of assessment practices and evaluation around the contextual decisions of learners.The emerging perception of this work evidences, on the one hand, the traditional vices of assessment, which suggests that pedagogical reflection should continue to provide light in this sense; on the other hand, it evidences a link between students and assessment, which suggests that the concept of both assessment and standardized tests should be reconfigured.
  • Publicación
    Acceso abierto
    Posibles relaciones entre las concepciones y las prácticas sobre evaluación de los aprendizajes que presentan los profesores del programa de Psicología de la Universidad de San Buenaventura Medellín: una mirada a partir de los planteamientos de la educación por competencias
    (2020) Rodríguez, Angélica; Arcila Rojas, Adriana Patricia
    This article presentsthe findings obtained in the research process that was carried out with the purposeof identifying those relationships between conceptions and practices on evaluation of learning presented by the professors of the Psychology program of the University of San Buenaventura Medellín, based on competency-based education approaches. The study focused on three specific aspects: conception of evaluative practices, which allowed knowing how teachers understand evaluative practices, and how it relates to the evaluation they carry out within their courses, to finally analyze it from the perspective of competency-based education proposed in the 2016 curriculum reform. The methodology used in this research was qualitative through a case study that was observed and analyzed from hermeneutics; the analysis group was made up of ten POSIBLES RELACIONES ENTRE LAS CONCEPCIONES Y LAS PRÁCTICAS...4people: teachers and academic administrators. Results: in the participating group of teachers there is clarity about the concept of evaluation and it is consistent with practice; likewise, they persist in a traditional model that evaluates by content; there are shortcomings in the implementation of the curriculum; The importance of stipulating general parameters for the evaluation of learning by competencies is highlighted