Examinando por Autor "Carmona Osorio, Luisa Fernanda"

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  • Publicación
    Acceso abierto
    La construcción de identidad en la infancia y la cultura musical del reggaetón en los primeros espacios de socialización
    (2018) Posso Sierra, Mónica María; Carmona Osorio, Luisa Fernanda; Vásquez Pérez, Nora Liliana
    In this grade work we wanted to recognize the relationship between building concepts of identity, childhood and reggaetón in the first spaces of socialization of children studying preschool in the Institución educativa Francisco Miranda – headquarters’ Julio Arboleda. The theoretical tracking allowed to find valuable foundation in the contributions of Beatriz Ramírez Grajeda in the identity category moreover Jorge Dany in relation to reggaetón, as well as Marianela Urdaneta García. Assumed the methodology from the ethnographic focus, the observation was made involving, playful-pedagogical workshops, interviews with children and surveys to parents, finding that this music generates an impact especially in the rhythmic and aesthetic fields. Offering a whole culture as well as forms of expression, grown up people, in the family and the school as mediators of content and exposure times, besides the way of communication they are elements very important in the relationship of children with this musical genre.
  • 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.