Examinando por Materia "Alteridad"

Mostrando 1 - 16 de 16
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    Acceso abierto
    La alteridad como condición de posibilidad para una cultura de convivencia pacífica: un relato desde la experiencia de tres instituciones públicas en Armenia
    (Universidad de San Buenaventura - Cali, 2018) Gil Arcila, Juan Pablo; Arias Carmen, Julián Humberto
    The present work of knowledge problematizes the issue of coexistence and its relevance not only for the educational community, but for any social context. School coexistence is understood from the perspective of Humberto Maturana as that fundamental process to transform education and humanity, through its daily doing, thinking and feeling. The way of investigating coexistence was based on the interpretation of three fundamental elements of analyses: Otherness and the place of the other, ethics and tolerance, and the social representations and narrative of the school conflict in public schools of the city of Armenia. The idea of culture of otherness in coexistence is leveraged by Emmanuel Lévinas and Humberto Maturana at the theoretical level, authors who address the concepts of otherness, recognition and relationship and who refer to other notions commonly used in school jargon such as conciliation, tolerance for difference and mutual respect. The research question that mobilized the exercise is: How does the role of school counsellors make otherness visible to generate a culture of peaceful coexistence in three public schools in the city of Armenia? And the methodological part of the work is based on the idea of the authors Nelly López and Irma Sandoval on the use of narratives through unstructured focused interviews as a technique for this qualitative research. Three fundamental elements were considered for the analysis of this work: the theory put forward, the interviews carried out and the survey to 4.051 students made by the Secretary of Education in Armenia. The narratives were constructed from the work with four school counsellors and a teacher member of the coexistence committee, in three institutions. Among the results found, the relevance of different emerging socio-effective factors that occur during a school day and which automatically permeate the behavior and thinking of the subjects participating in an educational community. Finally, it points out the need to continue investigating the issue of coexistence, which becomes a determining factor for a student to enhance their personal, cultural, academic and social skills in order to contribute to the construction of the school as a scenario of harmony between interpersonal relationships and a meeting of knowledge and academic concerns.
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    El Alterius como principio para la ética de la alteridad
    (Universidad de San Buenaventura - Cali, 2011-07) Rojas Cordero, William
    Este artículo busca comprender el pensamiento metaético de Emmanuel Levinas según las perspectivas de una posible ética universalista. Además, pretende significar y resignificar algunos de los principales postulados de sus teorías éticas. Para ello, en primer lugar se presenta el fundamento etimológico del alterius. En segundo lugar, se muestra una posible relación entre las teorías éticas levinasianas con otros filósofos como Foucault y Ricoeur. En tercera instancia, se presta atención a la crítica del “ahí” heideggeriano versus el “hay” levinasiano. Y por último, se analiza la ética desde el lenguaje y la poesía bajo la mirada que Levinas tiene sobre Maurice Blanchot.
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    Acceso abierto
    Autenticidad y cuidado de la existencia. Una lectura de alteridad en ser y tiempo
    (2013) Díaz González, Wilson Alberto; Muñóz González, Diana María
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    Acceso abierto
    Concepciones de alteridad y las prácticas de reconocimiento del otro en la relación pedagógica (educador – educando)
    (2019) González Oviedo, Leidy Carolina; Arias Orozco, Edgar de Jesús
    The otherness is the recognition of the other by the other given the need for interaction and communication that is established in the human being. Within the environments in which the otherness is developed the formal teaching is found, where there is an interaction between two individuals: educator and student. This interaction is recognized as generator element of transformations, approaches and connections between what is known, taught, learned and, the vital relevance, between what tris and is perceived. From this perspective, it is necessary to reflect about the notion of otherness that the educator has - understanding him as a formative subject and conscious of the other in a more specific way – as well as, his educational practices. The place of analysis in which these deliberations are developed is the classroom, given that it is the place where the interactions takes place, and given the role that the school has in relation with the recognition, formation and critical thinking, I recognize and recognize the other as foundation of my experience and my social being, cultural, among others. The research develops a socio critical paradigm that is based on the problem statement and the methodological design. The methodology is qualitative, given the interest in exploring the perspectives that configure the subjects with respect to their experiences, by interpreting the productions of meanings and feelings that the members of a social group display in their interactions for our case in the scholar environment. This research was conducted in the Santo Domingo Savio Institution (Segovia, Antioquia) with students from grades 5 to 10.
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    Condiciones y configuraciones de la formación del sujeto educando en tiempos presentes
    (2010) Ocampo Upegui, Nidia Patricia; Buitrago, Beatriz Lorena
    La universidad hoy le apunta a una formación de saberes y disciplinas particulares con características culturales, políticas y cívicas, que llevan a preguntarse si las relaciones que allí se tejen, propician espacios de diálogo entre los sujetos educandos y educables y despiertan una necesidad de conciencia, una movilidad desde la configuración del mundo con el otro. A partir de la relación entre lo etho-político, investigativo y epistémico, como características particulares de la universidad no como institución sino como categoría, se analizaran las actuales condiciones y configuraciones del sujeto educable frente a su formación como trayecto vital, en su permanente afán de transformarse o dejarse transformar por la sociedad. Éstas características se mueven en medio de tensiones e interrelaciones de poder entre los sujetos en ese deseo de formación que permitan reconocer cómo se configura la idea de universidad y la idea de formación en tiempos presentes. Éste horizonte de sentido, espera comprender cómo logra sostenerse, regularse y movilizarse la apuesta política de los discursos instituidos que mantienen anquilosadas las prácticas y modelos de la institucionalidad y más que transformar el modelo educativo, pensar en las posibilidades de movilidad del sujeto educando y educable generando actitudes que permitan confrontar esos procesos instituidos. La apuesta, hecha, pretende pensar las posibilidades del sujeto educando y educable y generar exigibilidad desde ellos como sujetos de formación, en la tensión entre lo instituido y la expectativa que tienen de la Universidad.
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    Acceso abierto
    La crisis de la parresía: posverdad, política educativa e interacción social
    (2019-10-22) González Cuentas, Sabas Enrique; Garzón Galindo, Pilar
    The intention of this work is to analyze the way in which social interaction has been presented within specific fields and moments in Colombia. From a type of interpretive hermeneutical research as a documentary observation, it develops its impact in the framework of education, the modifications that such interaction has undergone and, in a way, from these changes in the contexts in which they are presented today, have become the breeding ground conducive to observe the disappearance of certain customs traditionally called healthy, that is, those relationships based on honesty, the value of the word, speaking with the truth and acting in accordance with principies that would ideally frame the aforementioned relationships, which have given way to the so-called post-truth.
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    Acceso abierto
    Emergencias ontológicas que posibilitan el reconocimiento del sujeto desde las identidades narrativas de sus familias
    (2018) Gómez Arias, Claudia Patricia; Quiroga Ríos, María Fernanda; Buitrago Echeverri, Beatriz Lorena
    The human condition implies a constellation of variables and conditions of possibility that make of its nature something unknowable, even to someone who thinks from its own subjectivity, therefore, the question of the knowledge of the self and the Other are considered as a task of the subject from its relationship with its own self and with the radically Other. This relationship of knowledge turns in something more complex when signification networks about what is own are been stablished, and also about what is identical which eliminates and exclude what is different, this seems to be a natural process due to the control means that use the identification and the genesis of the problematic of the impossibility of living with what is different; in this panorama, cruelty and exclusion are normalized. The present work of knowledge tackles the mentioned questionings through narrative identities and the horizon of sense of authors who have addressed this issue serving as a preamble to guide the following proposal: the coexistence from diversity through hospitality and the place of encounter.
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    Empatía y alteridad en Mariátegui: una lectura de los 7 ensayos
    (Universidad de San Buenaventura - Cali, 2013-07) Cruz Rodríguez, Edwin
    Este trabajo estudia las concepciones de alteridad presentes en los 7 Ensayos de interpretación de la realidad peruana, de José Carlos Mariátegui y expone una representación compleja de la alteridad que distingue entre varios otros (el otro de la herencia colonial, el chino, el negro, el indio) y las diversas formas de relacionarse con ellos. Mariátegui opera una ruptura en la forma como se representa la alteridad en la América Latina de la primera mitad del siglo XX y mediante un gesto de empatía intenta ponerse en los zapatos del otro indígena, para desde allí hacer un diagnóstico de la realidad peruana y construir un proyecto que rescata lo autóctono y lo proyecta hacia el futuro.
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    La formación de la pedagogía de la memoria para posibilitar la experiencia de alteridad en la escuela
    (2019) Moreno Guerra, Angélica Yorlady; Jiménez Villa, Juan Camilo
    The research makes a tracking of those theories that help to strengthen an understanding about how through the pedagogy of memory one can have an experience of alterity. For this are established the notions: memory, pedagogy, pedagogy of the memory, victim, state, society, formation, experience and alterity. With these a reflection arises around: why build memory in the school? The research is developed in the key of a documentary-interpretative investigation with which the analysis of texts is offered as a basis for the construction of a reflection on the theory. Consequently, throughout the work, some hypotheses are raised that question the forms and foundations of reflection on memory. Thus, the research aims to open the conceptual field of the pedagogy of memory in Colombia from the understanding of the importance of including within the school an ethical commitment to memory with which the historical narrative of the nation is transformed.
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    Formación en valores en grado cero: Institución Educativa Antonio Villavicencio.
    (2013-08) Ramírez Martínez, Jacqueline; Cano Dedios, Johana Marcela; Pinzón Arias), María Isabel; Ortega Valencia, Piedad
    Esta investigación pretendió indagar en la Práctica de Valores de niños y niñas de grado Cero a partir de las comprensiones y las prácticas sobre valores que orientan los docentes y padres de familia de grado Cero, con la finalidad de hacer un reconocimiento de sus repertorios en la formación en valores de la I.E.D Antonio Villavicencio. Además se pretende diseñar una propuesta pedagógica en la formación de valores en ambientes de aprendizaje.
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    Acceso abierto
    Implicaciones del reconocimiento de la alteridad en el abordaje terapéutico de niños diagnosticados con autismo temprano de Kanner
    (Universidad de San Buenaventura - Cali, 2017) Arango Pabón, Myriam Audrey; Pinto Niño, Leonor Cecilia
    This research consists of a monograph on the implications of the recognition of otherness in the therapeutic approach of children diagnosed with Kenner’s Syndrome. It is contrasted by different positions and research regarding autism and peculiarities for which a child diagnosed with it passes through. Knowing that children are most likely to be affected by Kenner’s Syndrome, mostly affecting their intellectual level generating a big impact on their social and emotional development which is key to building communication and recognition for internalization and the evolutionary process.In this research is essential to talk about how otherness face recognition through a link in a therapeutic relationship, which is key to be able to provide children diagnosed with autism one place, and recognition before their world and social context is generated. As part of the question, an attempt to reflect about psychotherapeutic approach with children that have the following characteristics: poor or limited social skills, retiring children, not being able to relate a fluid language and/or unable to look into someone’s eyes when spoken to. In the course of this research, it is recognized the how, why and what is important to know to recognize the identity of those children from their condition when diagnosed with Kenner’s Syndrome; they are deprived of interacting as an equal with others.
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    Ipseidad, otredad y alteridad, como una apuesta y aporte para reconocerla diversidad humana
    (Universidad de San Buenaventura-Cali, 2017) Gómez Trujillo, Patricia; Mejía Escobar, Bibiana Magaly
    This proposal is based on relating several epistemological constructs that start from the motivations of constructing our subjectivity with relation to itself, to the other and the others; These links correspond to the philosophical concepts of ipseity, otherness and otherness, as a bet and contribution to recognize human diversity, which from the educational would correspond to the socio-affective and citizen competences.The work of knowledge is done from the field of higher education, specifically from the educational programs that form the new generations of teachers, to propose a reflection on the way we continue to educate from and to homogeneity, when diversity is what converges in classrooms. The epistemic dialogue is made with thinkers such as Carlos Skliar, Paul Ricoeur, Emmanuel Lévinas, and Dussel, who have made important contributions to the relationship of education with the three principles that are the cornerstone of the proposal. The method has allowed these concepts to be a pretext to open the dialogue with trainers trainers in the contexts of higher education, through workshops, surveys and interviews, which allowed the generation of a reasoned reflection on their pedagogical work as a commitment Political ethics, in the sense of understanding that the teaching praxis is marked by values that transcend euphemisms and anti-values such as stereotypes, racism, discrimination, exclusion, in order to bet on the diversity of identities, the Interculturality, inclusion, visibilizing the other from different human dimensions and to ensure that we are citizens who care for, shelter, value and respect the other, which may be a contribution to improve coexistence, participation and learning in any educational field .
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    No violencia y regulación social: una lectura crítica de la ética de la liberación.
    (2015-05) Silva Sanabria, Juan Carlos; Losada Cubillos, Jhon Jairo
    El presente trabajo se propone establecer, de acuerdo a los principios levinasianos, las circunstancias en que Enrique Dussel desatiende los límites entre la justicia y la ética al proponer la coacción legitima como mediación de control social y, en consecuencia, proponer los mecanismos de regulación social coherentes con los principios fundantes de la Ética de la Liberación.
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    Nos-otros: una posibilidad de gerenciar en educación
    (2014) Castaño Orozco, Diana Patricia; Cortés Carmona, Diana Marcela; Vélez Murcia, Beltsy Janeth; Muñoz Gaviria, Diego Alejandro
    El presente artículo da a conocer una propuesta para llevar a cabo procesos de gerenciamiento a partir de una visión humanista de la educación, tomando como referentes conceptuales los planteamientos de autores como Emmanuel Lévinas, quien propone la ética como filosofía primera, al considerarla como aquello que vincula a ser humano con lo otro, con el otro, desde el reconocimiento de nuestra propia condición humana, en esta misma línea se toman los planteamientos de Melich, Barcena y Skliar, quienes apoyados en Lévinas, presentan un discurso educativo y pedagógico en donde se concibe al ser humano como eje primordial del proceso de enseñanza aprendizaje, entendiendo sus diferencias como retos y posibilidades dentro del contexto educativo. Para finalizar se da una articulación entre ética, educación, pedagogía y gerencia, como posibilidad para transformar la realidad actual de la educación.
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    Acceso abierto
    Reflexiones en torno al papel del maestro en el aula frente a niños niñas y adolescentes desplazados, en la Institución Educativa Veinte de Julio de Cali
    (Universidad de San Buenaventura-Cali, 2017) Labrada Machado, Jiobany; Álvarez López, Mario Alberto
    This work of knowledge is developed from the desire to reflect on exciting themes of education, which call for the reform of thoughts and new looks of the teacher in the face of academic work with children and adolescents who have been subjected to forced displacement. There are many concerns that arise during the time of the pedagogical experience; With them, the felt need to increase the reasons of the educational world, specifically those emerging in the classroom. Among the demands currently in education is the application of new mechanisms for the intervention of the teacher as teacher, along with the student as a purchasing entity of knowledge applications for the cognitive and conceptual development of learning and teaching, in response to the environment and Its current context. The purpose of this work of knowledge shows in its interior the dwelling of teachers and learners in the territory of the classroom, established from the roots - uprooting - involving the mixture of cultures that coexist and coexist in the classroom daily for reconstruction Of connections or vital ties that strengthen the pedagogical, formative and didactic methods from the recognition of the other, in the other, front of the human condition.Finally, through this work of knowledge we try to make a provocation, challenge, and invitation to the reader to reflect around the different questions proposed along the same and present yours, so that the open character is evident And dialogical of this investigation.
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    La religión como praxis de liberación y sus aportes al desarrollo humano
    (Universidad de San Buenaventura - Cali, 2011-01) Zapata Otálvaro, Henry
    Este artículo tiene una doble finalidad: realizar una aproximación a la religión como praxis de liberación y mencionar algunos aportes de las culturas teológicas al desarrollo humano.