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URI permanente para esta colecciónhttps://repositorio.upn.edu.co/handle/20.500.12209/3429
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Ítem Pedagogías en común. Claves de una investigación abierta, colectiva y situada(2025-11-18) Vaca Garzón, Ami Katherin; Lizarazo Rodriguez, Ana María; Rodríguez Murcia, Víctor Manuel; Bocanegra Avellaneda, Dilan Alexander; Mosquera Mateus, Libardo; Hernández Vásquez, Brayan David; Hormaza, Lorena; Varela Barreto, Eliana; Chacón Chacón, Adriana; García-Ramírez, Carolina; Gordillo Zambrano, Dángely; Guavita Mancera, Karen Juliette; Rozo Sandoval, Claudia; Guido Guevara, Sandra; Silva Liévano, Edilson; Lucía Rojas, Sandra; Zamudio, Blanca Inés; Quintero, Cindy Johana; Pertuz Bedoya, Carol; Villanueva Bustos, Alejandro; Aguia, Andrea; Gómez Ortiz, Tatiana; Panqueba Cifuentes, Jairzinho Francisco; Guerrero Reyes, Carolina; Ruíz Palomares, Gabriela; Cruz Prieto, Alexandra; Vélez Latorre, Libia; Díaz, José Emilio; Correa Olarte, Ibette; Sánchez Rodríguez, Carmenza; Guevara Ramírez, René; Téllez Rico, Sandra Milenta; Jiménez Giraldo, Adriana Lucero; Arias Pinzón, Alexandra; Ibarra Rodríguez, Juan Carlos; Quiñones Quiñones, Angélica; Gómez-Aguilar, Dora L; Rodríguez Hernández, Blanca F; de Oliveira Sousa, Raquel; Pinilla Díaz, Alexis Vladimir; Catalina Campuzano RodríguezThis book captures the vibrant pulse of educational research at the National Pedagogical University. Pedagogies in Common is an invitation to consider research as an open, collective, and situated exercise: open to the multiple forms of knowledge circulating within and beyond the school; collective because it is constructed through dialogue among academic communities, teachers, and local areas; and situated because it recognizes that all knowledge arises from specific contexts, shaped by histories, bodies, and social realities.Ítem Mi segunda piel. Memoria visual de los/las hinchas del fútbol capitalino(2025-05-30) Villanueva Bustos, Alejandro; Quitián Roldán, David LeonardoÍtem Apuntes para la historia de los sociolugares.(2024-12-30) Páramo Bernal, PabloThis book offers a deep and multidimensional analysis of spaces for social encounters throughout history. These “socioplaces”—bars, taverns, snack bars, social clubs, among others—are examined as settings where cultural practices, identities, and community dynamics that have shaped the social fabric of diverse societies converge. The author highlights the social, psychological and cultural aspects that shape these spaces, exploring how rules, roles and human interactions give them meaning. In addition, their role in social learning is emphasized, as places where everyday experiences are translated into the construction of links and cultural exchange. However, the text does not fail to point out the exclusions inherent in these environments, particularly towards young people and impoverished sectors, which opens a debate on social inequality in the accessibility of these spaces. Altogether, this book invites us to reflect on the historical and contemporary importance of socioplaces as engines of interaction, culture and social cohesion, presenting itself as essential reading for students of history, sociology, anthropology, psychology and pedagogy.Ítem Qué geografía aprender. Qué geografía enseñar(2024-12-30) Cely Rodríguez, Alexánder; Moreno Lache, Nubia; Castellanos Sepúlveda, Luis Felipe; Lombana Martínez, Óscar Iván; Álvarez Naranjo, Juan CamiloThe teaching of geography continues to face significant challenges in school and social contexts, being perceived as mechanical and memoristic knowledge, which limits its relevance in current education. This book reflects on the incorrect conceptions that marginalize geography in curricula and on its impact on the lack of knowledge of space and socio-spatial justice. The need to integrate contemporary paradigms in geographic teaching is raised, overcoming traditional approaches and strengthening critical and spatial thinking in students. The publication arises from the research ""What geography to learn, what geography to teach? A reading of school geography in Bogotá"", structured in four chapters, addresses bibliometric analysis, curricular reflections, findings on teaching practices and proposals to improve teacher training. With the support of the Geopaideia group and national and international academic networks, this work seeks to consolidate a critical and pertinent school geography, promoting a citizenry committed to understanding and caring for geographic space. It is an essential resource for educators and communities interested in strengthening the teaching of this discipline in classrooms.Ítem Aportes para la formación científico ambiental. Análisis desde la ambientalización curricular(2024-12-30) Parga Lozano, Diana LinethThis book constitutes a valuable contribution to the reflection on the integration of the environment in the training of science teachers, particularly in the area of chemistry. Based on a doctoral thesis developed at the Paulista State University (Unesp), Brazil, the text addresses the foundations and principles that underlie the curricular proposals oriented towards scientific training with an environmental focus. The work analyzes how the curricular contents are environmentalized in chemistry teacher training programs in Colombia, taking as its axis national policy documents, academic plans of three selected universities and the trends identified in the country's higher education. Furthermore, it contrasts these practices with a desirable conceptual framework, providing a critical diagnosis and guidelines for the design of more comprehensive and sustainable programs. Due to its methodological rigor and interdisciplinary approach, this book is an indispensable reference for researchers, teachers and policymakers interested in the greening of educational processes in Latin America.Ítem Evaluación y educación. Miradas críticas(2024-12-30) Galazzi, Laura; Berisso, Daniel; Carmona Rojas, Madisson Yojan; Sánchez Rodríguez, Carmenza; Prada Dussán, Maximiliano; Castañeda Mosquera, Lila Adriana; Díaz Ballen, José Emilio; Benavides Cortés, Angie Linda; Anijovich, Rebeca; Cappelletti, Graciela; Fuentes-Mejía, Cristina; Gutiérrez Mora, Esther; Carmenza Sánchez Rodríguez"This book offers a deep reflection on instrumental approaches to evaluation and their implications in contemporary education. Edited by the Philosophy, Society and Education Research Group (Gifse) and the Critical Table of the National Pedagogical University, this work critically analyzes how evaluation policies, linked to standardization and learning results, have influenced pedagogical processes. Structured in three parts, the text addresses philosophical, political and legal perspectives, questioning the neutrality of evaluation practices and exposing their effects on university autonomy and the reproduction of inequalities. It also analyzes the evaluation of learning outcomes and its tensions with the recognition of differences, and proposes a formative evaluation that recognizes diversity in the classroom. This publication is an invitation to rethink evaluation as a transformative practice, committed to the purposes of education and meaningful learning, becoming indispensable for researchers, teachers and managers interested in critical and inclusive education."Ítem María Montessori Mujeres en la educación y la pedagogía. Cátedra Doctoral 16(2020-12-30) Rubio Gaviria, David; Prada Dussán, Maximiliano; Durán Chiappe, Sandra Marcela; Peroni, Tiziana; Manjarrés Carrizalez, Dora; Sánchez Reyes, Lesly Alexa; Torres Puentes, Elizabeth; Giral Ospina, Bayron Hernán; Cardona Granada, Connie; Della Casa, Alessandro; Robaszkiewicz, María; Vargas Arbeláez, Esther-Juliana; Lockmann, Kamila; Welti, María Elisa; Mojica Romero, Pedro Alejandro; David Rubio Gaviria; Maximiliano Prada Dussán; Sandra Marcela Durán ChiappeThis book presents an in-depth reflection on Montessori pedagogy and the legacy of María Montessori, in the context of an academic effort to recognize influential women in educational history. In commemoration of the 70th anniversary of Montessori's death, the National Pedagogical University dedicated an academic year of the Doctoral Chair in the Interinstitutional Doctorate of Education to her figure. The work addresses the historical relevance of Montessori not only as an innovative pedagogue, but also as one of the pioneering women who challenged gender barriers in an educational context dominated by men. The first part focuses on Montessori's work, presenting contemporary studies on her influence on inclusive education, children's cognition, and the philosophical principles of her thought. The second part explores contributions from other prominent women in the educational field, such as Martha Nussbaum and Olga Lucía Zuluaga. Through an exhaustive analysis, the text delves into the fundamental principles of the Montessori method, such as autonomy, respect and observation, placing them within the historical and social context that marked its time.Ítem Apuntes para la historia de los sociolugares.(2024-12-30) Páramo Bernal, PabloThis book offers a deep and multidimensional analysis of spaces for social encounters throughout history. These “socioplaces”—bars, taverns, snack bars, social clubs, among others—are examined as settings where cultural practices, identities, and community dynamics that have shaped the social fabric of diverse societies converge. The author highlights the social, psychological and cultural aspects that shape these spaces, exploring how rules, roles and human interactions give them meaning. In addition, their role in social learning is emphasized, as places where everyday experiences are translated into the construction of links and cultural exchange. However, the text does not fail to point out the exclusions inherent in these environments, particularly towards young people and impoverished sectors, which opens a debate on social inequality in the accessibility of these spaces. Altogether, this book invites us to reflect on the historical and contemporary importance of socioplaces as engines of interaction, culture and social cohesion, presenting itself as essential reading for students of history, sociology, anthropology, psychology and pedagogy.Ítem Aprender sobre argumento: ideas para profesores de matemáticas(2025-05-30) Perry, Patricia; Molina, Óscar; Camargo, Leonor; Samper, Carmen; Vargas, ClaudiaÍtem Pasados contrahegemónicos y las voces de las infancias indígenas(2025-05-30) Aguilera Morales, Alcira; Velandia Pérez, Cielo AndreaWhat history is taught to Indigenous children? This book proposes a response from the voices and struggles of Indigenous peoples, with a profound and critical look at the teaching of history in community settings. Throughout four chapters, the authors weave together educational experiences from Cauca that revitalize collective memory, reclaim ancestral worldviews, and rewrite the historical narrative from their own knowledge. Based on processes led by the Regional Indigenous Council of Cauca, the book highlights pedagogies born from the territory, oral tradition, and the legacies of leaders such as Quintín Lame and La Gaitana. Far from repeating official history, the schools, through their Community Education Projects, reconstruct a narrative that strengthens cultural survival, spirituality, and the struggle for autonomy. This book is a political, pedagogical, and cultural commitment that invites us to rethink the place of childhood, of Mother Earth, and of memory as an axis of resistance. A call to read and experience history from the heart of the people, where the future germinates.Ítem Experiencias otras de aproximación a los saberes y construcción de sentidos.(2020-12-30) Chacón Chacón, Adriana; García-Ramírez, Carolina; Naranjo, Ana Catalina; Quintero, María Salomé; Adriana Chacón Chacón; Carolina García-RamírezOther experiences of approaching knowledge and construction of meanings explores transformative pedagogical initiatives in the Department of Languages of the National Pedagogical University. From a decolonial and intercultural perspective, it questions the traditional and hegemonic structures of higher education, proposing the integration of emotions and narratives as other ways to rethink the teaching and learning processes. The text rescues significant experiences that arise from moments of academic abnormality, community struggles and alternative proposals inside and outside the university. Through a narrative methodology, the book details five stories that highlight the potential of emotions, memory and dialogue in the construction of knowledge, making visible resistance to academic oppression. These experiences include the revitalization of the Muysca language, the dialogue of knowledge between teachers and research teachers with the knowledge of different indigenous peoples, and alternative pedagogical spaces that connect with students as systemic beings. This work is an invitation to reimagine education as a sensitive and collective space, capable of articulating the cognitive, the emotional and the political in search of epistemic justice, social justice and cultural transformation.Ítem Diversidad e inclusión en educación(2025-05-16) Guido Guevara, Sandra; Manjarrés Carrizalez, Dora; Camargo Uribe, Ángela; Soler Martín, Carolina; Posada, Jorge; Rozo, Claudia; Benavides, Angie; Torres Rincón, Sonia Mireya; Hederich Martínez, Christian; Rivera Lam, Mailing; Delgado Polo, Eduardo; Abello Camacho, Diana Margarita; León Corredor, Olga Lucía; Martínez Cárdenas, Elba Azucena; Muñoz Villate, Weimar; Castro Miguez, Luis Alexander; Castaño Cuéllar, Norma Constanza; Vélez Latorre, Libia; Scarpini, Mariangela; Ángela Camargo Uribe; Sandra Guido Guevara; Dora Manjarrés CarrizalezContemporary education has been challenged by cultural diversity, gender studies and different ways and rhythms of learning. Their recognition and pedagogical approach constitute a challenge for both research and teacher training, within the framework of an education that questions homogenization, discrimination, exclusion, racism and ethnocentrism. Hand in hand with diversity, concepts such as inclusion, disability and social justice and their relationship with pedagogy have been the object of study according to different places of enunciation and in multiple areas such as language; social, human and natural sciences; and cultural and gender studies. In this sense, current inclusion and equity policies at the global, national and regional levels have urged the educational community to respond to this diversity of perspectives, identities, needs and abilities, so that every student, without exception, is recognized, can participate and learn.Ítem Entre las exigencias de calidad y las condiciones de desigualdad : formación inicial de profesores en Colombia.(2024-12-20) Arias Gómez, Diego Hernán; Díaz Flórez, Olga Cecilia; Garzón Barragán, Isabel; León Palencia, Ana Cristina; Rodríguez Ávila, Sandra Patricia; Valbuena Ussa, Édgar OrlayÍtem Metodologías y prácticas para la historia intelectual(2024-12-20) Tena Camporesi, Alberto; Rodríguez, Jaime; Arango, Andrés; Palti, Elías J.; Canavese, Mariana; Ríos Gordillo, Carlos Alberto; Quijano Velasco, Francisco; Linares Londoño, Óscar Javier; Samacá Alonso, Gabriel David; Sosa Fuentes, Sylvia; Vázquez García, Francisco; Castaño Duque, Gildardo; Zuluaga Quintero, Diego Alejandro; Moreno Pestaña, José Luis; Costa Delgado, Jorge; Reguera Mateo, Marcos; García-Durán, Pedro; Sosa Fuentes, Sylvia; Granados, Aimer; Bello, Kenya; Estrella González, Alejandro; Hernández Castillo, Diana; Hernández Avalos, Gloria; Delgado, Omar; Ríos Gordillo, Carlos Alberto; Sánchez León, Pablo; Araujo, Alejandro; Alberto Tena Camporesi; Jaime Rodríguez; Andrés ArangoThis book is the result of a deep process of learning and reflection on intellectual history, developed at the Seminar on Methodologies for Intellectual History and Philosophy at the Universidad Autónoma Metropolitana Cuajimalpa. Through an international collaboration, the authors and editors have woven a collective dialogue that crosses disciplinary and geographical boundaries. Far from being a traditional didactic manual, this work proposes a behind-the-scenes look at the practices and tools that shape the field of intellectual history. Readers will find here a map of the main currents, key concepts and methodological approaches that allow us to understand how research in this vast field is articulated. In its three sections, the book offers an introduction to the most relevant schools and traditions, breaks down operational tools for research, and explores interdisciplinary experiences that invite reflection on the limits and possibilities of the field. It is an essential work for those who, from curiosity and rigor, seek to understand the structures that sustain intellectual thought in its complexity. It is an invitation to learn, debate and collectively build a deep and didactic look at intellectual history.Ítem Familia y escuela: oportunidad de formación, posiblidad de interacción(2024-12-20) Manjarrés Carrizalez, Dora; León González, Elvia Janneth; Gaitán Luque, AndrésÍtem Estilos educativos parentales Influencias en la construcción de un proyecto de vida autónomo(2024-12-20) Manjarrés Carrizalez, DoraÍtem Ella Artículo femenino(2024-12-20) Garzón Garzón, José DomingoThis work poses a challenge to contemporary conversations about the relationship between gender and identity: how many women fit into one pronoun? Its writing began in 2008 at the invitation of the Colombian mezzo-soprano Martha Senn, and was completed in 2009 thanks to an Iberescena scholarship, Ella is a work that proposes a pendulum movement between tradition and its resignation. It starts from the myth of Ariadne to display the female character in at least seven characters. Theseus, just one. The need for the multiplication of the female character is the contemporary gesture: there is no longer just a thread that unites the destiny of Ariadne with Theseus.Ítem Del acontecimiento social al acontecimiento poético Tránsitos y relatos del conflicto armado colombiano(2024-12-20) Rodríguez Bautista, Diana MarcelaAs a result of a series of questions raised by her artistic experiences, in the relationship woven between Colombian theater, the armed conflict and the construction of memories, the author reflects on how the various artists of the performing arts (directors, actors, actresses, playwrights) have lived the political violence and, through different angles, delves into the implications of their poetic bets. Thus, using the resource of art-biography (biographical accounts born from artistic creation), this text identifies, through the narration of experiences, different transits through the memory of the armed conflict in Colombia; this tool is chosen because it allows the understanding of creative acts, political bets and aesthetic decisions. From the social event to the poetic event moves between the possibilities provided by historical studies, the construction of unofficial memories, cartographic elaborations and theatrical studies with a political perspective. In this way, in a universe of micropoetics, compiled in three books and in which life experiences converge, knowledge and poetic memories, personal and collective, are constructed, carrying with them the potential of the word that heals and creates other possibilities.Ítem Corposíntesis Una apuesta pedagógica por el cuerpo como territorio de reexistencia(2024-12-20) Bautista Fajardo, JudithÍtem El cerrado espesor de las tinieblas(2024-12-20) Fonseca, John Henry