Examinando por Autor "Herrera Rodríguez, Camilo"
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- PublicaciónAcceso abiertoUna aproximación a la comprensión ontológica del Ser en el acto formativo del siglo XXI(2021) Calderón David, Mateo; Herrera Rodríguez, CamiloThe work in question proposes an approach to the ontological understanding of Being in the Formative act of the XXI century. For this purpose, it uses a historical-panoramic hermeneutic of the work that the Western tradition has made of the notions of Being and formation from the classical Greeks to the 20th century. The concept of Being that guides this work is taken ontologically as the way of Truth (Alétheia), since its advent with Parmenides in the Poem on Nature, to later be interpreted in the Classical Greece of Plato and Aristotle in the light of the formative act. Then, the interpretation is directed towards the patristic and scholastic postulates, where the concepts of Being and formation are collected in the Idea of God and its initial conception is forgotten. After the Middle Ages, it can be seen that this forgetting is naturalized, and the formative scenario places God as its purpose, as reflected in the Great Didactic by Juan Amos Comenius. In the eighteenth century, with the Emile, or On Education by Rousseau, a return to the understanding of Being in formation was elucidated, although its postulates are overshadowed by the industrialization that the revolutions of France and England imply. For the nineteenth and twentieth centuries, training adheres to the productivist industry without traces of Being. Faced with such a panorama, this work approaches an understanding of Being, through which may be the foundations for a new training in the XXI century
- PublicaciónAcceso abiertoUn beso de Dick, al diablo la maldita primavera, como esta tarde para siempre: propuesta literaria para el currículo escolar y ruptura con la heteronormatividad del canon literario en la educación colombiana(2019) Henao García, Ángela María; Márquez Jiménez, Laura Raquel; Martínez Díaz, Katerine; Herrera Rodríguez, CamiloUn beso de Dick, Al diablo la maldita primavera, Como esta tarde para siempre: literary proposal for the school curriculum and rupture with the heteronormativity of the literary canon in Colombian education, is a research work that moves through the branches of education, literature and social reality to focus on the rupture of heteronormative parameters of power to allow the growth of the literary field in school, in order to generate encounters with sexual diversity. Thus, it focuses on proposing the growth of literature in the eighth and ninth grades, from the immersion of different works belonging to the category of queer or homosexual literature to the Colombian literary canon. For the above, through a hermeneutical methodology, eleven reading plans of educational institutions and schools of Valle de Aburra are collected, to which a comparative analysis is carried out, generating as a result that only one of the eleven reading plans uses a novel that convenes the homosexual theme. Hence, three works that analyze and are understood from the point of view of theorists like Judith Butler and Michael Foucault are postulated as they contribute to the needs of the school reality, in which dynamics of inclusion, respect and understanding of social ideological changes are not manifested, and that education is able to achieve.
- PublicaciónAcceso abiertoEl cuento regional antioqueño a la luz del ensayo identitario y de interpretación como posibilitador de construcción de identidad(2021) Serna Ramírez, Leidy Carolina; Arango Villegas, Estefanía; García Hoyos, Maria Valentina; Herrera Rodríguez, CamiloThe present work aims to identify the characteristics of identity present in Antioquia´s regional short stories, based on the theoretical assumptions of the identity and interpretation essay that enable the construction of identity. To do this, it is first selected a corpus of Antioquia short stories based on specific criteria on characteristic aspects of Antioquia´s narrative; secondly, the postulates of the identity and interpretation essay are characterized in order to study if there are homologous characteristics in relation to the Antioquia regional tale; third, it is analyzed whether the students of the tenth grade of three Educational Institutions in eastern Antioquia, the Rafael María Giraldo Normal School (Marinilla), Ana Gómez de Sierra (Rionegro) and the Fray Julio Tobón Betancur Educational Institution (El Carmen de Viboral) , account for identity aspects from the short stories “En la diestra de Dios padre” and “El ángel negro” and how they relate it to their lives from their own interpretations and textual understandings, allowing them to identify with what they read, that is, with the values that they embody in the imaginary of the Paisa culture, the customs, traditions, language, festivals, gastronomy and forms of life typical of the Antioquia territory
- PublicaciónAcceso abiertoLa interdisciplinariedad, la intertextualidad y la literatura enlazadas entre las áreas de lengua castellana y ciencias sociales como posibilitadoras del aprendizaje histórico, social y cultural de los estudiantes de la básica primaria(2019) Cartagena Piedrahita, Yesica; Cartagena Piedrahita, Yolima; David Palacio, Marylin; Herrera Rodríguez, Camilopurpose of this thesys is to connect the area of Spanish Language and Social Sciences through literature as a transversal axis. Added to this, the intertextuality presented between the different manifestations, such as literature, film, photography and drawing, is addressed, in order to determine how interdisciplinarity and intertextuality, through literature, make possible the development of historical, social and cultural learning of fifth grade students. The approach of the research work is of a qualitative nature, with an ethnographic methodology that allows understanding how students build new ways of understanding the realities of the world and their implicit or explicit relationships, based on participatory observation. The work from the interdisciplinarity and intertextuality becomes a fundamental strategy for the teacher in the process of formation of the students, in which they are interested in the capacity to generate relationships between the different areas of knowledge, being the literature a fundamental mediator for this process. As a result, students are autonomous in their process of construction of historical, social and cultural learning
- PublicaciónAcceso abiertoInvestigación Acción Educativa : un acercamiento a la competencia literaria(2018) Agudelo Torres, Geiber Olinse; Cruz Góez, Paula Alejandra; David Graciano, Eida Yuliana; Herrera Rodríguez, CamiloThis final project aims to make use of the Educational Action Research as an instrument that provides tools to correct problematic events in the educational environment. In this case, to favor the approach to literary competence as an optimal level of learning associated with literary education. This exercise was carried out at the Jesús Amigo Educational and Cultural Institution of Medellín with ninth grade students, where spaces for literary reading were opened, the subsequent analysis and the composition of creative writing through the narrative chronicle. Before the respective intervention, a series of investigations were included in the state of the art that came from the local, national and international context, which have based the theory of education and literary competence as elements that are urgent in the schools and that prevent the role of literature in the educational and personal scenario of students as something blurred. Then, there was recognition of concepts around literature based on thinkers and authors who have written about it. With this work, literary competence was not developed but a mobilization that started from the knowledge of the target population and their tastes in relation to reading and writing, the proposal of texts according to their preferences, written composition by part of the researchers and finally the writing of the students
- PublicaciónAcceso abiertoLa literatura como herramienta potenciadora de las habilidades comunicativas en los estudiantes de los grados tercero y sexto del Colegio Jorge Robledo del Valle de San Nicolás y Colegio Eucarístico de La Milagrosa(2020) Cardona Agudelo, Carolina; Gil Sánchez, María del Pilar; Londoño Londoño, Daniela; Herrera Rodríguez, CamiloCommunication is fundamental in people's lives because it allows the process of socialization and the acquisition of knowledge. However, it is common to find that students have few skills and, therefore, it is necessary to carry out an intervention through pedagogical strategies, such as the use of literature, which, through many resources, facilitates the understanding and interpretation of texts, and contributes, at the same time, as the basis for oral and written production, skills that make it possible for individuals to adapt to their environment and participate actively in the construction of their culture. In line with this, the goal of the research is to recognize the impact that literature has on the development of communication skills as part of the formative process of the third and sixth grade students of Colegio Jorge Robledo of San Nicolas Valley and Colegio Eucharistic of La Milagrosa, based on a qualitative approach that uses the interview and the workshop to gather information. The results indicate that regular exposure to literary works has a positive impact on the development of such skills, due to the fact that not only favors the acquisition of reading competence, but it is an ideal setting for the practice of speech, listening, reading and writing, by presenting a varied, creative language, capable of provoking in the student an emotional implication and a reflexive response to what the author proposes. Likewise, teachers recognize the great responsibility they have as motivators of reading
- PublicaciónAcceso abiertoLa literatura infantil como herramienta pedagógica que potencializa las habilidades de producción textual en el grado segundo del Colegio Palermo de San José y del Colegio Monseñor Ernesto Gómez(2021) Iral Múnera, Neyda María; Polo Manjarres, Xiliana Carolina; Herrera Rodríguez, CamiloThis work aims to deepen the knowledge of children's literature as a pedagogical tool that enhances the skills of textual production in the second grade of Colegio Palermo de San José and Monseñor Ernesto Gómez Echeverri School. The research is conducted from a descriptive study type and a qualitative approach. The results allowed knowing that children's literature is a necessary and fundamental process that must be included in the children´s education from the first years of life, allowing to develop a taste for art, as well as to strengthen their skills, abilities and competencies for better social and cultural performance. The intrinsic and extrinsic motivation for the early stimulation of children's literature contributes to significant communication processes in a practical and fun way, allowing the expression of thoughts and opinions to understand the world around them with total clarity. It was concluded that children's literature is definitely a means for expanding lexicon and creative skills in students, since it allows them to develop communication skills and make their own textual productions, opening a universe to learning and creativity from imagination and fantasy to build their own knowledge. The pedagogical role of the teacher is essential because it provides the student with the tools to strengthen and develop literary skills in children and youth in schools by appropriating playful activities that allow them to evolve both at the literary and educational levels
- PublicaciónAcceso abiertoUna mirada a la literatura infantil y su contribución a la formación integral(2019) Barrientos Castañeda, Leidy Tatiana; Quintero Giraldo, Gonzalo; Herrera Rodríguez, CamiloThis project focuses on education as an opportunity to unify children's literature and comprehensive training, based on different perspectives and theoretical authorities, in order to look at the educational terms, acquiring a current value for their contributions to the school, around pedagogical and didactic strategies that guarantee the integrality of the being, from the first years of life and the own dimensions of children´s development. The thesis visualizes the need to continue investigating around these problems, and thus rethink its sense and appropriate it in an assertive way in the Educational Institutions, where at the present time children's literature is still seen as a paradigm that does not match the areas of knowledge and it seems not to be linked to the integrality of being. The pertinence of the project is evidenced in the investigation of concepts that have taken a common use over time, without having the necessary transcendence to improve and guarantee the innovation of educational practices
- PublicaciónAcceso abiertoLa modernización del mito en Fuegos de Marguerite Yourcenar(2020) Guisao Macias, Estefany; Herrera Rodríguez, CamiloThis article develops a critical interpretation of the book Fires, particularly of the tales whose stories correspond to the noble characters and the heroes of the mythical Greek world. In these, the different transformations of the myth that originate in Greece in the archaic period are explored as a rite until its poetic rework in the tragedy corresponding to the classical period. Then, it will be understood how the myth in Modernity is treated literarily from the German Romantics, in its "rediscovery" of Classical Antiquity, until the corresponding period in the twentieth century to the interwar period, whose changes and ethical and aesthetic implications are the product of European history to which the work and the author Marguerite Yourcenar belong. For this, a hermeneutical methodology is used, that through a documentary review allows a mythological, historical and sociological reading of the phenomena that occur in the rewriting and reinterpretation of myths. Finally, the concepts of myth, tragedy, romanticism and modernity are reviewed - this last central nucleus in the analysis - to understand the ethical implications of the return to myth in contemporary times.
- PublicaciónAcceso abiertoEl proyecto de vida desde la antropología pedagógica como posibilitador de posiciones éticas en los estudiantes(2020) Grisales Salazar, Sandra Marcela; Hurtado Melo, Yamileth; Jurado Vanegas, Leidy Julieth; Herrera Rodríguez, CamiloThe research focused on reconfiguring the primary school life project of the Montecarlo Guillermo Gaviria Correa Educational Institution from the point of view of educational anthropology as an enabler of an ethical position in students. In particular, the research is interested in the way in which the life project is approached from the institutional structure, the pedagogical practice and the way the students account for the process. It is therefore a qualitative research with an educational action research approach, with techniques such as documentary research, semi-structured interview and focus groups.The results reveal that the legal documents of the institution recognize the importance of ethics, but do not have a theoretical basis to support it. The life project lacks theoretical postulates to support itself. Furthermore, as addressed in curriculum content descriptions, it is a fragmented process. Teachers' pedagogical practices recognize the importance of thinking about ethical formation as a daily matter, although it is not evidenced in reality. At the same time, they lack theoretical foundations that allow them to understand concepts of ethics and life project, which is why they argue that they are not prepared to guide these processes. The life project is seen as a future matter and not as a construction that is also configured from the subject's historicity. Students assume the life project asan academic requirement of the ethics area and not as a self-reflection process in which real situations are involved. Regarding the ethical component, students care about the other, but their behavior is based on moral norms and requirements
- PublicaciónAcceso abiertoSatanás de Mario Mendoza: una apuesta por salir de la convencionalidad narrativa desde la transmedialidad(2020) Marín Rúa, Luis Miguel; Herrera Rodríguez, CamiloThis work offers a detailed analysis of Satanás by Mario Mendoza, observing from the literature how the transmedial approach is given through the visualization of the causes and effects of that change in the conventional narrative. For this, references such as Jenkins, Scolari, Kinder, etc. select how the transmedial operated in the literature and the way in which each of these conditions make the transmedial click on the narrative in a new world to discover, through different media, fields, and communication platforms in which the work for the recipients can access it according to their tastes and interests. A written novel (2002), a film (2007), and a graphic novel (2018) specifically so far to Satanás as a proposal for transmedial narrative. It shows some principles that make it comply with what is necessary to be classified as a narrative that has come out of the conventional and that is in the literary spectrum to meet the demands of different receivers who want, in their own way, to read what they have to Offer the author and take his own stance on consumption to create a new world.
- PublicaciónAcceso abiertoTratamiento de la memoria colectiva colombiana en los libros-álbum publicados en el Valle de Aburrá (2000-2018)(2020) Acosta Gutiérrez, Mariana; Ardila Londoño, Juan Esteban; Londoño Villa, Sara Catalina; Herrera Rodríguez, CamiloThis monograph explores the treatment that the picture book gives as a narrative proposal to Colombia’s collective memory. It is a research work that seeks to weave new looks, beyond its hegemonic inclusion in children's literature, to the concept of picture book. Among the many narrative constructions that allow this type of texts, collective memory emerges as one of the many thematic possibilities to be addressed and the one chose in this research. Therefore, the aim is to understand how the picture books published between 2000 and 2018 in the Aburrá Valley deals with Colombia´s collective memory through their narratives.To achieve the above, a qualitative and hermeneutical methodology is used for the documentary review of picture books in six libraries located in the Aburrá Valley, to which a literary analysis is made, finding that, although a few relate to some of the proposed conditions, only one matches all of them. The discussion aims to draw attention to the lack picture books published in the Aburrá Valley, in general, and, more specifically, those that deal with complex issues such as collective memory. Based on the proposed journey, the creation of a picture book is proposed as a contribution to the void found both in genre and topic