Examinando por Materia "Estudiante"

Mostrando 1 - 14 de 14
  • Publicación
    Acceso abierto
    A fuerza de escuela: imágenes de la escuela a través de una experiencia docente
    (2017) Castaño Peláez, Juan Fernando; Ospina Álvarez, Teresita
    The present text is born of the pedagogic reflection that happens in a teaching experience, which has occurred into a constant movement, for the situations that give place to the life in the school, to the relations restored with the students, and to the ways that give place to think about “other ways” of doing presence inside the educational Institution called School. The above mentioned experience will be narrated in three moments, namely: The present as Pretext, to Resign or to Re-enunciate the voice of the teacher, and the teacher inventor: Three moments that are constituted in evocative ways of approaches and perceptions across which the teacher is assuming for proper account its experiences, the forms in which he decides to be in the classroom: as life history, like action in movement, like possibility of change. For such an effect, there will appear words that are proper, words of others that personify in themselves affinities, across authors like Mélich (1994), Masschelein (2014), and Ranciére (1998), who with its echoes accompany, the voices of those that have made opportunities and challenges possible, for the present pedagogic reflection. It is a question then of counting; of setting in words, the experience of a meeting, or as Larrosa (2001) says, a reunion with the infancy, that is to say, when the meeting with the infancy makes us think and translate this thought in words, then perhaps what we do is a philosophy, although we do not know it. “Nothing of what is quoting continuously the infancy is true; only this it is what, her meeting again, the account”. The infancy as figure of event, of movements and of changes.
  • Publicación
    Acceso abierto
    El cuerpo en los lenguajes expresivos como acontecimiento transformador de sí
    (2016) Monsalve Monsalve, Nataly; Ospina Álvarez, Teresita
    In this paper the body in the expressive languages as a self-transformation event, is configured from an experiential investigation, where the body is the central axis. Initially the interaction of the students with the body was observed, and then came the need to observe the own body (teacher apprentice) and how transformations are possible from the art and its languages. This investigative work it is divides into five parts: justification, contextualization of the experience, methodology, problematization and proposal, conclusions and contribution, all of them will be develop in the coming pages.-- Línea de Investigación: educación artística, cultural y patrimonio.-- Área: educación.-- Tema: los lenguajes expresivos como acontecimiento transformador de sí
  • Publicación
    Acceso abierto
    El diccionario como objeto de estudio y herramienta didáctica en la enseñanza de la lengua
    (Editorial Bonaventuriana, 2007) Ciro, Lirian Astrid
    En nuestro medio el diccionario sólo es considerado como un libro útil que permite solucionar las principales dudas sobre la definición y la escritura de una determinada palabra, por ello en el presente texto, desde una perspectiva teórica, se propone evidenciarlo no sólo como una herramienta esporádica de solución de dudas, sino como un potencial objeto de estudio y como herramienta didáctica continua que permite no sólo consultar la definición de una palabra, sino demás aspectos lingüísticos, conllevando esto a una toma de conciencia sobre el uso de la lengua y, más importante aún, alcanzar la comprensión de los elementos lingüísticos
  • Publicación
    Acceso abierto
    Diseño de estrategias de enseñanza del inglés y estilos de aprendizaje. Un estudio basado en los estudiantes de la Institución Educativa Olga González Arraut de la ciudad de Cartagena.
    (2017-10-10) Rodríguez Bejarano, Angie Alexandra; Chamorro Morales, Jairo; Oliveros Torres, Martha Cecilia
    This document shows the results of a descriptive research that seeks to design English teaching strategies based on the learning styles from fourth and fifth grade students at Olga González Arraut School in Cartagena de Indias. This project was designed taking into account the shortcomings found in the English teaching strategies used by the teachers who are not truly English teachers. Fourth and fifth grade students were chosen to be applied a survey in the first school period in 2017 year. The students who were given a survey to determine their preferences and learning styles were randomly chosen. Besides, classroom observations and analysis of students were made. They were analyzed to describe the strategies used by teachers, and student attitude. The Likert scale was applied to English teachers. At the end, these results led to the design of a variety of strategies and techniques in accordance with the proposals
  • Artículo
    Acceso abierto
    Una educación artística ¿para qué?: una perspectiva desde las artes plásticas.
    (2011-11-21) Pardo Sotomayor, Maribel; Soto Urrea, Wilson Hernando
    Educación artística ¿para qué? Es un proyecto de investigación de carácter documental, orientado a partir del método arqueología del saber, de Michel Foucault. Desde el cual se desarrolla el rastreo y análisis de documentos, como restos arqueológicos para formular el objeto de estudio para argumentar los siete capítulos que hacen parte de la descripción así: Educación artística ¿para qué? Hace un breve recorrido por la historia de la educación artística en Colombia; Para saber, explicita las tres grandes manifestaciones de las artes pláticas: figurativas, no figurativas y conceptuales; Para considerar, permite observar la caracterización de las artes plásticas en el ámbito escolar; Para pensar, hace un acercamiento hacia las teorías del desarrollo cognitivo desde las practicas educativas en artes plásticas; Para percibir, permite visibilizar lo visible e invisible de la educación de las artes plásticas; Para imaginar, muestra la educación artística en un contexto escolar, que parece estar inmerso en las tecnologías; Para cuestionar, es el encuentro de las convergencias y divergencias rastreadas durante el ejercicio y desarrollo de este documento: Educación Artística ¿para qué? Entre ellas: La valoración de la educación artística en el contexto escolar y social; La interdisciplinariedad que permiten los saberes de las artes, con otros ámbitos del conocimiento; El aporte a formar hábitos responsables frente al uso adecuado de los avances tecnológicos; Los cuestionamientos que se hacen desde la plástica a las situaciones y problemas que vive la sociedad; el aporte al desarrollo cognitivo, a afinación y configuración de la subjetividad estética del estudiante y al desarrollo humano.
  • Publicación
    Acceso abierto
    La empatía como herramienta para desarrollar el pensamiento crítico
    (2022) Giraldo Salazar, Jose Manuel; Jaramillo Valencia, Bairon; Sedes::Medellín::Grupo de Investigación Estudios Interdisciplinarios Sobre Educación [ESINED] (Medellín)
    El propósito de este trabajo fue analizar la forma en que la empatía del maestro facilita el desarrollo de un pensamiento crítico en la asignatura de Economía de las estudiantes del grado décimo del Colegio Palermo de San José en Medellín. Con relación al método, esta investigación —de corte cualitativo y hermenéutico— se realizó con 12 estudiantes de entre 15 y 17 años, cursantes del grado decimo y la asignatura de Economía. En primer momento, se realiza una observación no participante de dos sesiones en la clase, luego se llevan a cabo entrevistas no estructuradas a cada una de las participantes, y finalmente un análisis documental, todo con el fin de resolver la pregunta problema de cómo influye la empatía del maestro en la formación de un pensamiento crítico. Sobre los resultados y discusión, esta investigación arrojó varias novedades respecto a las categorías tratadas: Empatía y Pensamiento Crítico, haciendo énfasis en la importancia que supone conocer el contexto y gustos de los estudiantes; asimismo, la mayor parte de las respuestas de las unidades de análisis coincidieron en que este aspecto era fundamental para ellos al momento de estar o no conectados con el área, y en consecuencia con el docente que la imparte.
  • Publicación
    Acceso abierto
    Escuela, poder y resistencia : reflexiones sobre la práctica pedagógica
    (2018) Álvarez Taborda, Leidy Yulie; María Nancy, Ortiz Naranjo
    The following article is a construction of meanings and understandings of some themes and tasks present in the daily life of the teacher and the school. It is worth mentioning some: the exercise of power and knowledge, tensions in the way of exercising it, the figure of the teacher as authority, perspective of desire, dialogue, among others, which sometimes contradict or degrade the teaching practice in a transcendental manner without Pay close attention. A narrative research is proposed from personal experience, which, as suggested by Antonio Bolívar Botía (2002), must be realistic, authentic and coherent, (p. 15). This research starts from the approach to the school through the teaching practice in different contexts of the city and a dialogue from the construction of meaning with authors relevant to the subject.
  • Publicación
    Acceso abierto
    Hábitos, técnicas de estudio y rendimiento académico en estudiantes de una institución educación a nivel superior
    (2021-03-05) Mendoza Benitez, Andrea Vanessa; Uribe Monsalve, Vanessa; Pérez Cabrera, Eugenia
    This article aims to develop a theoretical review from the selection and organization of a set of texts and electronic documents related to study habits, study techniques and academic performance in university students, taking into account that habits and techniques are tools or resources that allow students to activate and develop their learning. Objective: To review the scientific evidence on study habits, techniques and academic performance in higher education students. Methodology: A search for information was conducted in different databases (Google Scholar, BASE, scienceDirect, Scielo, Taylor & Francis, ERIC, and Innovare), therefore, only specialized journals in the field of health and education were searched, in which, by using the descriptors chosen as a search strategy, several studies were found in Spanish and English language that addressed the subject of study techniques and habits, highlighting the application of exclusion and inclusion criteria that were taken into account for the search of articles. Results: From the bibliographic search, 10 articles were obtained in which it was possible to demonstrate that three quarters of the researches used found significant differences between the academic performance of higher education students who did or did not practice study habits and techniques. Conclusion: The importance of the review could be evidenced, due to the need to strengthen and evaluate study habits and techniques in students in order to optimize the teaching and learning processes developed in school contexts and thus avoid desertion
  • Publicación
    Acceso abierto
    La interacción escolar y algunos modos comunicativos en un aula de clases
    (Universidad de San Buenaventura, 2016) González Molina, Shirley; Marmolejo Rojas, Omar; Molina Fernández, Guisela; Mallarino Flórez de Pahde, Claudia
    This paper presents the emergence of a methodical work on the interaction -teacher school student- and some of their communication in a classroom In this case, was taken as allegorical figure the story Where the Wild, to weave the discursive framework that displays a textual structure of six chapters highlighting the biographical convergence of authors around the teacher-student relationship and the development of it through the deployment of a methodical that focuses on making a comprehensive look at a selected class at a time crucial for the establishment of communicative interaction (teacher-student) as the beginning of the school year in the first moments of a school day. For this purpose 11 authors present their visions of communicative interaction in school both explicitly and implicitly were held. Of these three thoughtful axes present are identified transversely in his works (power relations in the classroom, setting the self-student / be-master and communication in the classroom) that intertwine with the conceptual factors theory human communication of Watzlawick, being these that are taken as reference to define the criteria selected classroom observation.
  • Publicación
    Acceso abierto
    Lugar del núcleo familiar en la decisión de continuidad del proceso formativo del estudiante bachiller
    (2013) Varón Sandoval, Zuleima; Mallarino Flórez de Pahde, Claudia
    Este proyecto de investigación tuvo como objetivo determinar el lugar que ocupa el núcleo familiar en la decisión del joven bachiller de continuar con el proceso de formación, como parte de su desarrollo humano. Este estudio se trabajó en dos fases: en la inicial, se esbozaron distintas ideas sobre la población de estudio: su familia y su proceso formativo. En la segunda fase, se indagó sobre la influencia de la familia en la decisión de continuar con el proceso formativo. En los resultados, se encontró que un porcentaje mayoritario de familias desea que sus hijos continúen la educación superior, pero no se evidenció un proceso de respecto a los verdaderos potenciales del bachiller para la selección de una alternativa de formación.
  • Publicación
    Acceso abierto
    Percepciones declaradas por los estudiantes y profesores sobre las vivencias/experiencias de la misión y visión de la USB- Medellín
    (Editorial Bonaventuriana, 2016) Arroyave Giraldo, Dora Inés; Moreno López, Verónica; Sánchez Sánchez, Luis Fernando
    El siguiente texto presenta los resultados sobre el estudio, en torno a las percepciones declaradas por los estudiantes y profesores sobre las vivencia/experiencias de la misión y visión de la Universidad de San Buenaventura-Medellín (Colombia). La metodología utilizada fue mixta. El muestreo fue aleatorio estratificado. La técnica utilizada fue la encuesta, estructurada con 20 ítems, distribuidos en las tres categorías de análisis (Misión, Visión y Dimensiones de la Pedagogía Franciscana).
  • Publicación
    Acceso abierto
    Relación entre las concepciones de evaluación de las pruebas externas con la evaluación propuesta en el PEI de la Institución Educativa Presbítero Luis Eduardo Pérez Molina y Colegio Cooperativo Simón Bolívar en el municipio de Barbosa (Ant.)
    (2016) Rengifo Úsuga, Sneyder Edilberto; Morelos Viloria, Juan Ramiro; Chaverra Sánchez, Silvia Celeny; Pérez Avendaño, Gloria Stella
    This document relates an intinerary by different models and regulation that have base on the assessment conception of learning in the basic and middle education in the colombian context; in this intinerary a special recognition is done to the importance given to external tests, to a relating level as well as the assessment systems of the educational institutions Presbitero Luis Eduardo Pérez Molina and Colegio Cooperativo Simón Bolívar in Barbosa a town in antioquia. This research is developed from a documental approach motivated by the correspondence that there is between regulations and the way they are recognized in the researched institutions and the coherence among the components in the area of academic and pedagogical gestion. This analysis let us identify the relationship between the conceptions of internal assessment in the mentioned institutions and the external tests and how the analysis of results contributes to the qualification of academic processes. It is desired to investigate the line of internal and external assessment that take us to grow up in and for life itself from diagnosis, formative, democratic, integral and summary aspect. Grupo de Investigación: Interdisciplinario de Estudios Pedagógicos (GIDEP). -- Línea de Investigación: Pedagogías Críticas. -- Área: educación. -- Tema: evaluación del aprendizaje.
  • Publicación
    Acceso abierto
    Seminario Taller LEAC – Ediarte S.A. Un viaje para vivir la experiencia
    (2018) Giraldo Herrera, Carlos Mauro; Ospina Álvarez, Teresita
    This text is a metaphor that describes relevant aspects of my becoming as a future Bachelor of Artistic Education, to pass on enriching experiences as a student, which led me to do my pedagogical practices in Ediarte S.A publishing house and in turn narrate in those experiences those lived in the work of researcher of the Artistic Workshop Seminar carried out between this company and the San Buenaventura University. This is the approach of this work as that voice that tells something that nobody has ever told, to give life to a process from the image and word. It's the story of a journey through time, made by a young university student who, in his walk through unknown places, sought the necessary wisdom to help him make the right decisions to face the challenges that were presented to him. At the beginning of his journey the fear of leaving his known world overwhelmed him, since it implies getting out of control and leaving his comfort zone, but as the journey progressed and It was taking a reason and a sense, he found that wisdom that impelled him to new moments where he learned that fear made him doubt and this was no more than an invention of his mind. With no other tools than a notepad, a pen, the open mind and the willing heart undertook a wonderful journey that taught him to know himself
  • Publicación
    Acceso abierto
    Vos(z) de maestro : prácticas narrativas para construir definiciones del rol docente
    (2018) Soto Mejía, Luz Dary; Vélez Alzate, Zulima Andrea; Castaño Peláez, Juan Fernando
    To narrate the current school, in the voice of the teachers who have lived and built it from other meanings, allows us to listen from their experiences, the way they have given way to a transformation in different spheres: to talk about the professional, personal, pedagogical the teacher requires him to change his ways of conceiving the school, the classroom, the ways of inhabiting it, of interacting with it and of living it as a principle of relationship, word and action. To affirm that the school is then, the place where the students, their parents, families and other people who could intervene in the educational act agree, is to compromise the vision of the "educational" and how all together create a tissue full of knowledge, experiences, experiences that enrich, exchange and increase other possibilities of training, learning and transformation that results in a space brimming with meanings. In this sense, the experiences, experiences, situations and narratives that are typical of teachers in practice, allow through the text, move from the naturalness of its meaning, from the spontaneity of the facts that being real, are weaving "other" ideas of conceiving school, teacher and education. Through the development of the text, there are some categories that emerge through what we can consider a spontaneous conversation, quiet, simple and language in terms of what each one has built as a life project: Education, Classroom, Student, Teacher , they are some of them, that as they are listened to, they reflect and they write, they weave what for research is called "participant observation" that for the case of the experience that is narrated here, it will be, rather, "observant participation". Thus, the present text shows the multiple ideas of what a teacher means to speak of himself in recognition of his work, his history and his projection in a common space that without being judged, finds the reality outside the theory said for the books