Examinando por Materia "Pedagogy"

Mostrando 1 - 20 de 34
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    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.
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    Abajo del puente se canta y se baila al son de la salsa
    (Universidad de San Buenaventura, Cali, 2019) Solarte Rodríguez, Lina Marcela; Viáfara Sandoval, Harold
    This work process begins with observations, conversations and visits of different characters, examining the main sources of the history of salsa, Cali, dancers and dancers. Different research sources were interviewed, web consultations, shows, talks where it was possible to highlight a methodological documentation, documentary and experiences with the same names of people in this topic. We are 8 students achieving a saber objective on the pedagogy, training, culture and education that encompasses salsa in their lives.
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    Adaptación de aulas y creación de prototipo para el desarrollo de aprendizajes polivalentes en el programa de Arquitectura de la Universidad de San Buenaventura Cartagena para el año 2020
    (2020-10-20) Quintana Dávila, Jesús David; Puello Mendoza, Víctor Manuel
    The flexibility and adaptability of the spaces promote the development of learning in which the performance level of the students is increased by means of the adequate spatial quality generated by said desired flexibility. The text focuses on the importance of this change and the search for the ideal space for educational learning, based on spatial analysis and the current conditions where the different knowledge of architecture is imparted, thus detecting deficiencies in the quality of these spaces, through the participatory action methodology, which leads to proposing design strategies, to strengthen and increase spatial and educational quality, taking into account the cutting-edge educational context for its use as a reference in the application of the aforementioned concepts ; In this way, a multipurpose design model can be obtained, adjusting to what was stated in said research.
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    Aprender a construir y reconstruir desde una mirada investigativa en los espacios de educación superior
    (Universidad de San Buenaventura - Cali, 2016-01) Pineda Moreno, Yenny Patricia
    El propósito de este artículo es presentar una mirada renovada sobre la producción de conocimiento científico desde el campo de las ciencias sociales y humanas y su incidencia en los procesos de formación en los espacios académicos, particularmente universitarios. Se propone indagar acerca de los procesos educativos como esferas permeadas por una cultura en la que sus participantes, más que observadores pasivos, sean constructores activos de ella. En este sentido, se abordarán los planteamientos propuestos mediante el análisis de algunas inquietudes sobre la incidencia de los procesos de investigación social y su articulación entre academia, conocimiento y cultura.
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    Compromiso de la educación con el entorno social
    (2015) Álvarez Cortés, Mayra Alexandra; Martinez Caicedo, Yenifer Andrea; Arias Carmen, Julián Humberto
    In this pedagogy and social educative theory, it is very important to give reasons about how every classroom becomes an open space of practices of socialization, intervention, accompanying, helping and transformation of practices, beginning with social, cultural, educative, epistemological, sociological, axiological, ontological, and dialogical dimensions, determinant factors of the educative formation, which it is desired to develop beginning with the knowledge of the context, the experiences, the daily routines, emotional, affective, attitudinal, creative and cognostive features. All of this, mediated for the dialog, the interaction, the identity, the recognition of the others and what exists everywhere, facing new situations, by means of the teacher practice who receives the individual in his/her new role, as an integral project of life.
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    Concepciones de pedagogía, práctica pedagógica y maestro en la licenciatura en pedagogía infantil de uniminuto
    (Universidad de San Buenaventura - Cali, 2015) Palomeque Quiñonez, Yamileth; Rosero Prado, Ana Lucía
    The training that a student in the Degree of Child Pedagogy allows getting a professional degree. In this learning process, there are concepts that are being building up and they are so far of coherence between theory and practice. Beginning with the Reflexive hermeneutics, it’s going to try to make a debate about: the professor as an intellectual, the pedagogy as his knowledge, the pedagogical practice as an exercise of regular reflection, because these are the avatars that are established in the training; interconnect them in the practice: the school, it’s a great challenge.
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    Configuración de la formación de un sujeto lector crítico hipertextual de mediaciones tecnológicas
    (Universidad de San Buenaventura - Cali, 2017) Bernal Ceballos, José Ignacio; Saldaña Duque, Reina
    The aim is through a brief pedagogical reflection, understand and interpret the matter on the conditions that shape the formation of a subject critical reader in the hypertextual scenarios of technological mediations. According to the above, it is necessary: First, give a brief account of the history of the Formative reflection. Second, understanding some of the constituent problems present in educational settings and emergencies that make up the subject critical reader. Third, identify the aspects inherent to the discourse of hypertext and technological mediations in the field of training. Too finally give answer to the question, ¿is there a critical stance of the reader in the technological mediation and hypertext?
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    Discapacidad, un abordaje desde lo social
    (Universidad de San Buenaventura - Cali, 2018) Roldan Suarez, Daniela; Viáfara Sandoval, Harold
    The present work makes reference to the different approaches that will correspond to the realization of a research work, which will deal with how people in a situation of disability are able to adapt to the social reality that today society offers them, getting their disability does not correspond to a limitation, if not, rather to the opportunity to think about their abilities. Following the above approach, the idea of looking at the life experiences of some people who participated in the Paralympics of London and Brazil (2012-2016) was born to analyze those purposes by which we can say that disabilities are no longer a limitation for be a great advantage in certain situations of everyday life. However, not only were these stories taken into account, but also of other people to whom perhaps we have them in front of us and we do not realize who they are and how they live.For this work also took into account documents that give reason for some pedagogical elements that allows people with disabilities and especially children aged 2 to 10 years to adapt to social realities that the same society currently offers them
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    Acceso abierto
    ¿Diversidad-inclusión vs transformación?
    (Editorial Bonaventuriana, 2007) Soto Builes, Norelly
    El presente artículo aborda las comprensiones sobre diversidad y diferencia que emergen en la investigación doctoral denominada: La atención educativa de niños, niñas y jóvenes considerados con necesidades educativas especiales: Una mirada desde la integración y desde la inclusión; en ésta investigación se presentan: a.) las posturas teóricas y pragmáticas que asumen los actores de las instituciones donde se hizo el presente estudio, b.) la relación establecida entre éstos y las “propuestas” de integración e inclusión, entendidas aquí como: “ las posibilidades de inclusión de los que están en el “sin lugar” para que puedan participar, dicho lugar sería la escuela.
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    Acceso abierto
    Educabilidad, formación y antropología pedagógica: repensar la educabilidad a la luz de la tradición pedagógica alemana
    (Universidad de San Buenaventura - Cali, 2011-07) Runge Peña, Andrés Klaus; Garcés Gómez, Juan Felipe
    El presente texto tiene la intención de reflexionar sobre como los conceptos al ser descontextualizados y peor aún al ser traducidos pierden su esencia. En este caso se pone en duda el significado que tradicionalmente se le ha dado a la palabra Bildsamkeit que en español se tradujo como educabilidad en vez de formabilidad. Una palabra que hace referencia a la capacidad antropológica del hombre de transformarse internamente mediante acciones pedagógicas externas. Esta aclaración pone en evidencia como la antropología pedagó- gica e histórica tiene en el concepto formabilidad un antecedente que se remonta a los trabajos del alemán Helbart.
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    Educación física y sus contribuciones desde la pedagogía y la didáctica en la formación como proyecto de vida o cultivo de sí en el niño escolar
    (2019) Moreno Usuga, Diana Carolina; Martínez Zapata, Maria Fernanda; Arcila Escobar, Juliana; Martínez Uribe, Bairon; Muñoz Cano, Roberto Carlos
    Objective: to recognize how physical education contributes from its pedagogy and didactics to training as a project of life or cultivation of itself in childhood, qualitative methodology through a documentary review, which provides the opportunity to know the environment and study the reality of education physical. Results: school physical education is considered fundamental in the life of human beings, because all the referents investigated are promulgated the importance that this has, in addition their methodologies and practices contribute positively in the growth of the child in school , through discovery by itself, it generates new alternatives that provide its future with different virtues such as responsibility, leadership, cooperation, integral growth and interpersonal relationships, which greatly helps a positive formation, both physical and mental. Conclusion: physical education is an area that from its methodologies and practices allows to think about life project for children through didactics, training and pedagogy, this helps the child to answer questions such as: who is, what does he want, where goes and other unknowns that occur throughout life
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    Los espacios pedagógicos en Colombia y su relación con los conceptos articuladores de la pedagogía vistos desde la antropología pedagógica e histórica
    (Editorial Bonaventuriana, 2007) Álvarez Torres, Jair Hernando
    La reflexión alrededor de otros aspectos de la pedagogía diferentes a la enseñanza o el aprendizaje cada vez toma más fuerza para pensar la existencia y definición del hombre. Pero en este caso, se busca reflexionar desde la antropología pedagógica e histórica frente al tipo de hombre que puede formar y educar la escuela, a partir de la construcción de sus espacios pedagógicos haciendo un breve recorrido por la arquitectura como campo disciplinar y artístico, donde se generan ciertas reflexiones frente a la funcionalidad de los espacios construidos como manifestación cultural de una época.
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    Acceso abierto
    Estrategias pedagógicas para identificar el trabajo infantil en los estudiantes de las instituciones educativas de la comuna 13 de la ciudad de Cali.
    (Universidad de San Buenaventura - Cali, 2018) Hernández Acosta, Esmeralda; Moreno Upegui, Natalia; Rocha Castillo, Verónica; Álvarez López, Mario Alberto
    The theme that brings together the people involved in the construction of this document is child labor, seen from a pedagogical perspective, that is, the teacher has pedagogical tools that allow him to identify if a child is in a possible situation. Child labor situation. It should be noted that the construction of this project would be carried out in the 13th commune of the city of Santiago de Cali, where we have identified several factors that may become a possible risk of child exploitation, such as extreme poverty, forced displacement, and the structure of extended families. , compound and single parent families where the number of children covers a significant number within the structure of the house hold and the economic income could be below the basic needs to be met. There are also homes where the view on the concept of child and the concept of early childhood education are different from those currently in the field of education have been developed by different authors who will be cited throughout the document. Therefore, results of interviews applied to teachers of some educational institutions in the commune will be shown at the end of our project. Throughout this thesis that has already begun to expose, was found in discussions argued by different authors or information sources on child labor. Just as there is also a collation of the legal framework in relation to the topic addressed with early childhood. On the other hand, there is a conceptual follow-up on childhood and child labor. We will also find, among other things, pedagogical strategies to be managed by the teacher to identify possible cases of child labor.
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    El florecimiento de sí “mí” a través de la educación artística: una posibilidad de pedagogía hospitalaria en el aula escolar
    (2016) Pérez Velásquez, Doris Marcela; Ospína Álvarez, Teresita
    This Project talks about the possibility of set up Artistic and cultural Education as therapeutic mediation formation for those students that suffering from disease situations and come back at the classroom after long period’s hospitalization. Additional to this, it was proposed Hospital Pedagogy with intention of doing the school a place of welcome, one opportunity for the ailing child school everyday life enjoyment through creative activities that favoring the deployment of its freedom expression, creation, imagination in an atmosphere of tranquility that it allows being, feel and relate to the other.
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    Los fractales del horror: prácticas pedagógicas del exterminio
    (2017-04) Scarpetta Ortiz, Diego Andrés; Hincapié García, Nelson Alexander
    In this documented research the importance of the practices of cohesion, discipline and punishment in social structures throughout the history of the West was reviewed; This allowed us to make readings of social practices which state the existence of dominion and power over life from the time of the Greek Polis, the Roman Empire, medieval societies, enlightened societies, disciplinary societies, post-industrial society, Surveillance and control in the current digital age; Points of encounter were established between the different societies and their actions of control over the body at an organic, emotional level of thought, which allowed exposing concepts from various philosophical, social and human positions.
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    Horizontes productivos : pedagogías al aire libre
    (2020) Gómez Gómez, María Camila; Orozco Obando, Jackeline; Zapata Salazar, Laura Carolina; Villa Montoya, Felipe
    With the objective of responding to the deficit of educational equipment that has the village of Abreo, located in the northwestern area of the municipality of Rionegro Antioquia, the project “Productive Horizons”, Promotes for the inhabitants of the sector, environmental education strategies and care of resources natural, through a "light architecture" 1 and open to the immediate environment, to complement and improve the existing school. The proposed spatial addition is defined through two variables: The first is a critical analysis of the regulations of NTC 4595, which govern the design and construction of educational infrastructure in Colombia; and the second corresponds to the incorporation of the spatial strategies of the rural school in Colombia. Thus, the architectural proposal reinterprets the formal and technical aspects of paradigmatic projects on education issues during the twentieth century, to support an architecture attentive to the spatial tradition of our culture, without neglecting the new challenges presented by the current problems of the municipality. The idea is developed based on these problems and in order to mitigate them in this rural area of the municipality of Rionegro, improving pre-existing educational equipment and complementing it through activities that integrate and benefit a certain population in the area, through preservation of cultural identity such as horticulture and floriculture, to teach students the proper procedures to perform and complementing these learnings with technical activities that add to basic education and generating in the educational entity living spaces that provide benefits to The entire population
  • Publicación
    Acceso abierto
    Horizontes productivos : pedagogías al aire libre
    (2020) Gómez Gómez, María Camila; Orozco Obando, Jackeline; Zapata Salazar, Laura Carolina; Villa Montoya, Felipe
    With the objective of responding to the deficit of educational equipment that has the village of Abreo, located in the northwestern area of ​​the municipality of Rionegro Antioquia, the project “Productive Horizons”, Promotes for the inhabitants of the sector, environmental education strategies and care of resources natural, through a "light architecture" 1 and open to the immediate environment, to complement and improve the existing school. The proposed spatial addition is defined through two variables: The first is a critical analysis of the regulations of NTC 4595, which govern the design and construction of educational infrastructure in Colombia; and the second corresponds to the incorporation of the spatial strategies of the rural school in Colombia. Thus, the architectural proposal reinterprets the formal and technical aspects of paradigmatic projects on education issues during the twentieth century, to support an architecture attentive to the spatial tradition of our culture, without neglecting the new challenges presented by the current problems of the municipality. The idea is developed based on these problems and in order to mitigate them in this rural area of ​​the municipality of Rionegro, improving pre-existing educational equipment and complementing it through activities that integrate and benefit a certain population in the area, through preservation of cultural identity such as horticulture and floriculture, to teach students the proper procedures to perform and complementing these learnings with technical activities that add to basic education and generating in the educational entity living spaces that provide benefits to The entire population
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    Acceso abierto
    Igualdad de género en el ámbito escolar: una apuesta coeducativa para construir relaciones de equidad entre niños y niñas
    (2019-10-24) Pacheco Gambín, Berena Inés; Pájaro Guzmán, Elizabeth del Carmen; Jiménez Montealegre, Edna Isorin
    The present work consists of an analysis about gender equality in the scholar ambient, by means of a coeducational approach that allows building equity relationships between girls and boys from the Institución Educativa San Francisco de Asís, sede Hijos del Agricultor. It is important to establish that coeducation is a way to promote integral processes of coexistence that contribute to create equality practices, respect and gender equity. Furthermore, it is in the interest of this work to set up the teacher’s position in relation with his/her pedagogic practice and the mechanisms that he/she uses to ensure gender equality and equity in the classroom, likewise, to determine the gender violence expressions (language, attitudes, gestures, socialization spaces, among others) present in boys and girls of the 3rd grade classroom of the IESFA. This investigation has a qualitative character and inserts into the gender studies genre, it tries to describe and to explain to what extent does violence that occurs between boys and girls in the scholar centers, originates by the predominance of unequal power relations that historically and culturally have marked a patriarchal and androcentric order, that at the same time, the school as an educational apparatus, continues to reproduce it and legitimate it through methodologies and pedagogies tied to race, class and gender stereotypes.
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    Implicaciones pedagógicas de la literatura infantil en el desarrollo de las habilidades del pensamiento científico en los niños y las niñas. Un aporte al Club Sabatino Pequeñines de la Universidad de San Buenaventura
    (2020) Andrade Sossa, Jenny Fernanda; Murcia Zapata, Paula Andrea; Naranjo Gaviria, Ángela María
    The importance of developing scientific thinking skills in children is now recognized as it allows them to solve problem situations in their daily experiences. Early childhood public policy recognizes in children the potential to explore, to communicate, to recognize-recognition of the world in which he lives and provides the basis for his integral development from a development and learning purpose that recognizes childhood in its essence and gives it its place in the family, society and the state; promotes leadership activities (literature, art, play and recreation), to generate spaces necessary for its development. This paper explores the pedagogical implications of children’s literature in the development of skills
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    La lectura y la escritura en la formación del sujeto
    (Universidad de San Buenaventura Cali, 2019) Orozco Useche, José David; Gómez Vargas, Stephany; Saldaña Duque, Reina
    Its pretend through this prom work make an approximation to the pedagogy reflection and the impact of the reading and writing in the subject formation, trying to understand and elucidate the elements that configure the interpretation of texts in the scenario of critical reading, in this case configured from the father figure through the analysis and the contrast of two literary texts. In the previous relation, it is needed to depart from the historical development of the writing and reading from the beginning, and staring from there can realize an approach to the procedure of the reading comprehension and argumentation through the writing. Subsequently it is involve to understand some of the rooted problems of the different educative scenarios and the subject necessities that is assume such as students with relation to the reader-writer process, for next board the methodology of the literary analysis, through the “critic method based in polysystems for the analysis of the narrative text” suggested by the doctor Marlene Arteaga, with the literary texts “oblivion. A memoir” of the author Héctor Abad Faciolince and “letter to father” by Frank Kafka through the work proposal, that allows a bigger approach to the students with the lecture and the writing process.