Examinando por Autor "Gómez Montoya, Víctor Daniel"

Mostrando 1 - 6 de 6
  • Publicación
    Acceso abierto
    Comprensiones de los profesores y directivos docentes acerca de la metodología por proyectos de investigación en el aula : una lectura desde la planeación, la enseñanza y la articulación con el Proyecto Educativo Institucional (P.E.I.) en la Institución Educativa Betsabé Espinal
    (2019) Gómez Escobar, Jhon Fredy; Gómez Montoya, Víctor Daniel
    This research is part of an institutional reality that needs to be understood and analyzed, from the relationship that professors and teaching managers make of the methodology by research projects in terms of teaching and planning in terms of articulation with the P.E.I. Specifically, the Betsabé Espinal Educational Institution, in 2016, transforms from the private to the public, which is why it starts to build a new reality, where the teleological component is the one with the greatest concern, after a time it begins in the adaptation of a more contextual teaching, based on the needs and realities of students, teachers and the community in general in the search for solutions that affect them, aiming to access a more active and democratic teaching and learning, leading to the intervention of classroom research projects as a methodology of planning and teaching, but this transformation begins to look tense and complex when each subject begins to impose some subjectivities and understandings against the established methodology, both theoretically and practically, not being clear the roles of the students, the teacher, the contents, the evaluation and the origin contextual from the P.E.I. Being a research proposal from the imaginary, conceptions, thoughts, ways of situating themselves theoretically and practically of the participants, the process assumes a method based on the pedagogical investigation of the facts of Peter and Elsa Petersen (1990), where part of an individual reality and then a collective reality where what is achieved is a situation to be understood and analyzed from the imaginaries and ideas of the subjects. The analysis and processing of the information referring to the object of study were made from 3 categories: didactics, as the field of reflection on the teaching and teacher processes, teaching as the place related to praxis, where the teacher leads it carries out its interpretations as far as the methodological thing, and finally, the projects of investigation of classroom like an active methodology that is put in contrast to a traditional pedagogy originated diverse comprehensions on the part of the professors. Each one related to planning and P.E.I.
  • Publicación
    Acceso abierto
    Educación para el trabajo y el desarrollo humano: una lectura desde la formación (Bildung)
    (2017) Muñoz Moncada, Nory Erlay; Gómez Montoya, Víctor Daniel
    Working and Human Development Education (WHDE), has achieved to be under the idea of “training for competences” representing an institutionalized answer to social needs; and the vision about a society routed to the progress and the technological advance. However, since the classic concept “Bildung” (training), which is also complex for the semantic diversity that means for the pedagogical thinking, and for the challenges that it proposes to the education. In contrast, the “WHDE” is based on instrumental and instructive dynamics oriented to a procedure or task that allow to the individual his/her social integration through the work. The current socio-politics and pedagogical-educational realities build the necessity to actualize this dialogue between WHDE and Bildung concept. For this reason, it is important to re-mean the “Competences” concept, through the contributions on the Development on a Human scale of Max –Neef, in order to comprehend this educational practice as a process in which own abilities and dispositions will be developed, with the intention of promoting social, cultural, and familiar possibilities, from the reflection of his/her function as builder of society, and the reasoned critic towards the exercise of his/her “do activity”; allowing to read the term education as a possibility of training.
  • Publicación
    Acceso abierto
    Expedición botánica : un análisis desde la antropología y la formación
    (2017) Morales García, Shirley Juliana; Gómez Montoya, Víctor Daniel
    The research work, highlights the Botanical Expedition as a fact can be read from historical pedagogical anthropology and cultural and historical action unveil contributions to training. This proposal is born from the need to link the natural sciences and social sciences through a historical fact, first using the elaboration of an interpretive matrix, then contextualizing the Botanical Expedition and finally unveiling the formative elements from the social and natural dynamics found in the Botanical Expedition. Taking into account all the edges that the concept of formation has and the need to train more critical subjects, a qualitative analysis is implemented from a Historical hermeneutic approach, to interpret and highlight the importance of a specific phenomenon such as the Botanical Expedition in Colombia for to be able to understand it from the didactic line of the sciences not only as a historical or natural matter but also anthropological. In this sense, the statements and sequences of statements are analyzed and allow an approach to some of the themes that revolve around the man as: territory, power, politics, resources and the economy Each one of these themes can be related to the natural sciences and social sciences from the formative aspect, integrating the historical pedagogical contributions that direct the recognition of the botanical sages as elements that make possible the formation of the culture and the subjectivity of social realities, as well as the limitations of this research and its possible incidences for the elaboration of new proposals.
  • Publicación
    Acceso abierto
    Las maletas de Auschwitz: una reflexión educativa a partir de la relación escuela – ciudad. Una propuesta didáctica
    (2021) Piedrahita Ramírez, Laura Marcela; Restrepo Quirós, León Jaime; Gómez Montoya, Víctor Daniel
    The suitcases of Auschwitz by Daniela Palumbo, is presented as a pretext to think about the importance of historical memory, axis of pedagogical and didactic reflections in the school. Reflections that constitute a possibility to tension the representations that we have about the human condition. Violence as a conflict resolution mechanism continues to be an inherent impulse in man that demands an investment from the reflection on education as a space for socialization and construction of thought, making possible the realization of the imperative that Auschwitz should never be repeated. This article proposes a reflection on education from the school-city relationship that materializes in a didactic proposal
  • Publicación
    Acceso abierto
    Reflexiones en torno a la memoria de la literatura infantil. “Las Maletas De Auschwitz” como posibilidad de tensión en la educación infantil
    (Gil Ossa, M. C., Martínez Tabares, D., Mejía Londoño, M. A., & Torres Preciado, S. (2021). Reflexiones en torno a la memoria de la literatura infantil. Las maletas de Auschwitz como posibilidad de tensión en la educación infantil. (Trabajo de grado Licenciatura en Educación Infantil). Universidad de San Buenaventura, Facultad de Educación, Medellín, 2021) Mejía Londoño, María Alejandra; Torres Preciado, Susana; Martínez Tabares, Daniela; Gil Ossa, María Camila; Blandón Giraldo, Alba Mery; Gómez Montoya, Víctor Daniel
    The modern educational project has shown the child to be impossible in social life, in other words, he is not believed capable of living in it, which hinders him from coming closer to humanization (freedom, dignity and autonomy), focusing education only on instruction and forgetting the sensitive reason and the need for experience in education, so that the child comes closer to reality as it is and not, permeated by the need inferred by the adult. That is why, in formal children's education, sometimes mediations are presented to the child that do not favor his experience, as it is the case of children's literature, the specific case of the present project; in this, the different types of children's literature expose a social life more utopian than real; a transformation in such mediations that make possible the coming closer to the child through memory, that is to say, to the sensitive reason, would imply by itself, a transformation in the educational project and in the social life.
  • Publicación
    Acceso abierto
    Subjetividades de los maestros que utilizan la estrategia metodológica Aprendizaje Basado en Proyectos (ABPr) : una lectura en clave pedagógico-formativa (Bildung)
    (2019) Manco Quiroz, Alejandra; Palacio Velásquez, Merly Natalia; Gómez Montoya, Víctor Daniel
    The Educational Institution Presbítero Antonio José Bernal Londoño S.J. is located in the Medellin city, has searched for its didactic horizon under the guidelines scholar’s research for a long time, it found in the Methodological Strategy Projects Based Learning (PBL) an excuse to favor in the teachers the reflection and subjectivity of the pedagogical practices mediated by the context. To analyze the teachers’ subjectivities using project based learning (PBL), in pedagogical and formative key (Bildung), the study followed the parameters of qualitative research with a dialectical hermeneutic method. To meet the established method, three tools were selected to analyze the production of teachers: in-depth interview (the teacher´s verbal expression), institutional logbook (the teacher´s written expression) and nonparticipating class observation (teacher’s action). By stressing research with specific categories, it is highlighted as a main finding that the teachers do reflect around their pedagogical practice as a form of movement in their practices and in their professional work. Some of them live the process faster than others, from their internality which they construct through relationships with the other, the other and with themselves, using communication as a means to perceive, to self-form, believe and grow up in the improvement of their praxis