Nodos y Nudos

URI permanente para esta colecciónhttps://repositorio.upn.edu.co/handle/20.500.12209/4765

Nodos y Nudos es una publicación de la Universidad Pedagógica Nacional, de carácter semestral, surgida en 1995 en el marco del programa Red de Cualificación de Educadores en Ejercicio, con el propósito de contribuir a la formación de maestras y maestros en ejercicio a partir del intercambio y el reconocimiento de sus propias prácticas y su relación con sus saberes, sus deseos, sus posturas éticas y políticas.

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Mostrando 1 - 20 de 562

Análisis de las decisiones de los profesores de matemáticas en tiempos de pandemia.
(Editorial Universidad Pedagógica Nacional, 2024-05-09) Rocha Salamanca, Pedro Gerardo; Ruiz León, Jenny Liliana; Mateus Aguilera, Leidy Nataly
This article presents an analysis of the main problems faced by mathematics teachers and the solutions they provided when situations arose due to the shift to remote learning during the Covid-19 pandemic, from 2019 to 2021. The information collected is based on narratives in which three stages are identified: beginning, development, and conclusion. In the beginning stage of the narratives, five groups of obstacles in remote teaching are identified, including technological problems and gaps, lack of interaction, family interferences, and assessment. In the development stage, a transformation of the categories into others named external agents, assessment, family intervention, and insufficient explanation is observed. The narratives show the consequences of the use of technology, the importance of integrity and family support, as well as the teacher’s adaptation to the students’ needs. The five observed solutions to the problems in the conclusion stage are related to family, technological resources, responsibility, assessment, and learning outcomes. The article is part of the research project titled “Decisions in the Face of Uncertainty Situations of Mathematics Teachers During the Pandemic” developed by professors Diana Gil, Pedro Rocha Salamanca, and Fernando Guerrero Recalde from the Universidad Distrital.
Creer o comprender: el desafío de la ciencia en tiempos de incertidumbre.
(Editorial Universidad Pedagógica Nacional, 2024-05-30) Esquivel Silva, Diego Yesid
This article ends up being a review of an experience in the classroom, which exposes convincingly the idea that it is possible to establish a closer relationship between the teacher and the group of students when the learning environment focuses on identifying concerns and motivations, and the teacher has the ability to observe and address their tasks with purpose and relevance. Thus, the project has been developed with the 9th level (7th grade) in the Experimental Pedagogical School (epe) in the science class is presented. A process built in each session is configured around the question of belief and trust in science to later enrich the project by linking the experience lived during the pandemic, reflecting on and analyzing the impact this public health crisis moment had on the conception of science through the philosophy and history of science.
Narrografías, técnicas para la investigación con niños y niñas.
(Editorial Universidad Pedagógica Nacional, 2024-05-23) Chaverra Álvarez, Yurany Marcela; Leyton Agudelo, Gustavo Andrés
This research article presents the pedagogical strategies used as techniques and instruments in a research proposal, which posed the question: What are the school narratives during and after the Covid-19 pandemic of primary school children at the Colombia Educational Institution and the Efe Gómez Educational Institution in the department of Antioquia? Its objective was to understand the school narratives through the graphic, written, and oral expressions of children. The research was developed from a qualitative perspective, the hermeneutic approach, the biographical narrative method, and the fieldwork progressed with pedagogical strategies (called narrografías). The results of this research were analyzed based on the principles of Ricoeur’s interpretative theory (1976, 2003) cited by Escalante (2013), which outlines three stages of analysis: 1. naive reading of the narrative, 2. structural analysis, and 3. comprehensive understanding (interpretation of the whole). Consequently, it was possible to recognize other understandings and meanings that children establish, different from adults. In the results, they narrate the importance of school and their everyday spaces for playing, being autonomous, and being free to share with their peers, representing a challenge for teachers.
Las TIC como herramientas pedagógicas para la educación sexual infantil en escenarios no convencionales.
(Editorial Universidad Pedagógica Nacional, 2024-06-12) Gómez Duarte, Shirley Vanessa; Contreras Sierra, Angélica Lucía
This research aimed to analyze how ict can influence the teaching-learning processes of early childhood sex education, focusing on the concepts of values, culture of rights, and sexuality in unconventional educational settings in Soacha, Cundinamarca. Through the Mobile Classroom, an itinerant space for pedagogical practice, educational and formative environments were created using multimedia devices to enable comprehensive education.The study was based on legal and theoretical foundations provided by organizations such as Unicef, Unesco,men, and icbf. Using a qualitative approach with a socio-critical paradigm and an action-research design, data were collected through participant observation, field diaries, and questionnaires. The descriptive analysis revealed that the use of ict in these environments facilitates the understanding and acceptance of early childhood sex education, promoting values, rights, and a better understanding of sexuality.
Pazatiempo y las prácticas pedagógicas de las estudiantes de licenciatura en Educación Infantil.
(Editorial Universidad Pedagógica Nacional, 2024-06-03) Contreras, Angélica Lucía; Lagos Romero, Elizabeth; Moreno Patiño, Karen Lizeth
The Distance Learning Degree program in Early Childhood Education at Soacha University Centerof the Minuto de Dios University Corporation, has implemented the social project “Pazatiempo” within its practices. This project aims to strengthening the childhoods of Soacha by consolidating social support networks for their protection, reducing some of the problems they face, through pedagogical strategies contextualized to their realities were applied. Additionally, it allow the program’s students to develop skills specific to early childhood educators. This implementation took place during the 2022-2 and 2023-1 periods in districts 1 and 6 of the municipality, involving 57 infants children and 9 elderly adults. The Logical Framework methodology was used, for its application, ensuring that its structuring is relevant to the community’s needs and that students, through praxeology, develop reflective processes, to consolidate their skills as early childhood educators.
Restaurar la escuela
(Editorial Universidad Pedagógica Nacional, 2024-05-30) Bonilla Muñoz, Marco Antonio; Bonilla Muñoz, Marco Antonio
This research work highlights the prominent role that the school plays in the lives of students who live in contexts where exposure to conflicts derived from illegalities is an expression of social inequalities. It also proposes a change in the premises with public programs and public policies that aim to address conflicts through schools are usually conceived. In this sense, it is suggested to think about programs and policies that, instead of making schools responsible for remedying conflicts, address the effects that conflicts have on them and focus on eliminating the inequalities that permeate them. This is to allow the school to contribute to conflicts through the educational process itself. This is a case study focused on a public secondary school in the Metropolitan Region of Buenos Aires, Argentina.
Prácticas restaurativas: tendencias, vacíos epistemológicos y reflexiones para su comprensión en el ámbito educativo.
(Editorial Universidad Pedagógica Nacional) Rea Rubiano, Eliana Sofía
This review article offers a national and international overview of the state of academic discussion around restorative practices in the educational field. Within this framework, it presents conceptual clarifications on the category of restorative practices, followed by thematic, epistemological, and methodological trends; it concludes with analytical reflections based on some identified epistemological gaps. The inquiry period corresponds to the years 2018 – 2022. The information search was conducted in databases of indexed journals in the field of Social Sciences, taking into account research that applied qualitative methodologies involving school children and youth. It is concluded that, analyzed in their formal sense, there is robust scientific evidence supporting the benefits of formal restorative practices; however, it is necessary to approach them from perspectives that allow for a deeper understanding of the informal restorative practices constructed in the school space.
La formación literaria en primaria: el arte de lo posible.
(Editorial Universidad Pedagógica Nacional) Pérez Guzmán, Jesús
This research article seeks to account for the didactic conditions that allow to materialize a view of literature as an aesthetic experience that contributes to literary education. To achieve this purpose, a qualitative investigation was conducted between 2019 and 2023, based on the Educational Action Research method, using data collection techniques such as field notes and focus groups. This study allowed us to conclude that, for this view to take a concrete form in reality, it is necessary to transform conceptions, to apply a didactic configuration different from the usual one, to select literary works according to the students’ interests and preferences, to turn different spaces into learning environments, and to develop strategies that enable an aesthetic encounter between the students and the book.
Del estándar y el lineamiento: ¡es la era de avanzar!
(Editorial Universidad Pedagógica Nacional) Sáenz Pinzón, Maided Alexandra
Through the exercise of reflection, it is identified that the processes of teaching of reading and writing need to connect more with what is proposed by the National Ministry of Education in the Estándares Básicos de Competencias del Lenguaje (language competencies standards) and the Lineamientos curriculares (curricular guidelines),which aim at the development of the communicative competence. Hence, through the qualitative analysis of activities applied to high school students at Liceo Nacional Agustín Nieto Caballero High School, IED, such as the writing of a letter, news, and the creation of a podcast, there is an invitation to apply methodological strategies where the emphasis is on language, and speech, in order to strengthen textual comprehension and production. Thus, it is possible to demonstrate the importance of designing activities from a dialogic stance, which starts from the minimal units of discourse to its overall context within specific contexts.
La autobiografía como posibilidad para crear una obra pedagógica.
(Editorial Universidad Pedagógica Nacional) Martínez Cano, Paula
This reflective article is based on research that focused on autobiographical writing as a teacher and, with it, the possibility of building knowledge for school. The purpose of this study is to present, in proximity to other knowledge such as philosophy and literature, a reflection on how teachers can create pedagogical artwork for the school. Thus, the question about my experience as a high school teacher and teacher trainer is fundamental, as my thinking and writing itself allow for the construction of school literary knowledge; a genuine way of arranging the elements and fundamental rules that make a teacher capable of transforming the lives of her students based on the reflection and care of her practice, represented in love and respect for teaching.
¿La pandemia nos regresó a la escuela tradicional?.
(Editorial Universidad Pedagógica Nacional) Vergara Rodríguez, Gloria Sofía
Social interactions were disrupted during the pandemic; therefore, we focus on providing answers to curricular demands and forget one of the main objectives of school: relating to others. Thus, contact with students was limited to receiving e-mails containing their completed assignments, making it very difficult to establish a teacher-student relationship like before the pandemic. Socialization within the school context transformed into a discursive space where the student had no participation, becoming a passive agent expected only to submit assignments on time and be obedient. Therefore, the teacher, unintentionally, became the sole actor deciding about the academic process, and their opinion turned into almost absolute law and truth, evoking aspects of the traditional school. This is the reason why after the health emergency, the academic process must tend towards providing students with tools that facilitate the creation of encounter and interaction spaces that promote tolerance towards the difference.
Estrategias educativas desarrolladas por docentes rurales de Colombia y México durante el cierre de escuelas derivado de la covid-19.
(Editorial Universidad Pedagógica Nacional) Juárez Bolaños, Diego; Venegas Martínez, Jocelin
The objective of this article is to identify the strategies developed by rural teachers in Colombia and Mexico during the period of school closures resulting from the covid-19 pandemic. The data comes from a survey conducted in 2020 with 58 teachers in Colombia and 194 educators, including educational figures involved in rural education in Mexico. The results indicate that, faced with limited internet connectivity and the absence of technological devices, rural teachers implemented a series of strategies, including printing materials with their own resources and providing in-person support to rural students. In Mexico, educational programs broadcasted on open television channels were utilized by 40% of the surveyed teachers. However, in the case of Colombian teachers, the use of educational TV programs was nearly nonexistent.
Aproximación a los núcleos de aprendizaje prioritarios de lenguas extranjeras en Argentina.
(Editorial Universidad Pedagógica Nacional) Caamaño, Adriana; Calvete, Marcela
The current Priority Learning Cores (PLC) in the education system of the Argentine Republic were developed by the National Ministry of Education, as well as the Federal Council of Culture and Education with the purpose of promoting the integration of the educational system in a country marked by extremely heterogeneous contexts. This task is undertaken in order to develop a common project, which has organized teaching in schools throughout the country. Therefore, this paper aims to explore the PLC that underpin the teaching of foreign languages at the different educational levels in Argentina. In this way, we are interested in examining the theoretical foundations and language conceptions that guide the teaching and learning processes of foreign languages within the school environment, considering the diversity of situations that characterize our educational system.
La escuela en contingencia: reflexiones sobre educación en tiempos de emergencia pedagógica.
(Editorial Universidad Pedagógica Nacional) Sánchez Reyes, Lesly Alexa
This reflective article describes the relationships woven around the school in the context of the syndemic caused by covid-19. In this way, it proposes an interpretation of these practices through the lens of history and pedagogy, highlighting that the transformations demanded of the school today are not new and, therefore, require alternative ways of thinking about it. For that reason, the text addresses the emergence of the school as an event in modernity, the tensions in light of current demands, the reorganization of pedagogical practices in settings mediated by new technologies, as well as the role of the teacher in affirming and enhancing life. Based on these reflections, the school is considered as a space for encounter, creation, and experimentation of possible ways of inhabiting a world in times of crisis.
La formación del educador infantil desde la experiencia de acompañamiento en la práctica pedagógica.
(Editorial Universidad Pedagógica Nacional) Gómez Bohórquez, Pilar Tatiana; Ramírez Bonilla, Gerardo
This article is the result of the experience acquired for years in the process of accompanying those who by decision and conviction assume the responsibility of educating the youngest children. It seeks to highlight the pedagogical practice as an element that favors the training process of early childhood educators, starting from the identification and understanding of the social realities in which they are immersed in their work and how this recognition invites them to articulate coherently the construction of their knowledge with those aspects that surround childhood. Similarly, it is intended to provide elements to re-signify the teaching work by giving a privileged place to research, which will enable an intrinsic transformation of their practice, as well as of the contexts in which children are present; linked to this, to understand the need to reflect and systematize the pedagogical experience to achieve significant developments with children from the teaching and learning processes. Finally, we will reflect on the role of the guidance teacher, as an active agent who jointly builds with the teachers in training their path toward professionalization.
Entre caminos y veredas emergen las voces de las maestras en formación.
(Editorial Universidad Pedagógica Nacional) Galindo Galindo, Rosa María
This article collects the approaches created within preservice female teachers in and from the practicum of Children Education Undergraduate Studies at the Universidad Pedagógica Nacional in La Calera, Cundinamarca (Colombia) in two moments: Firstly, from fundaments practicum developed at Gimnasio Campestre Los Arrayanes, whose reflections permitted us to lecture on: “Pedagogic practicum from the voices of preservice female teachers in Children Education Studies”2; and secondly, from further practices developed presently in a pandemic context at the Children Development Center (cdi) and San Cayetano rural school where the pedagogic proposal: A Pedagogic Navigator for Children in La Calera has been constructed, and where some workshops with families of three hamlets in the municipality: El Triunfo, El Hato, and La Aurora have taken place.
La práctica pedagógica: consideraciones críticas a propósito de las pruebas Saber Pro para licenciados.
(Editorial Universidad Pedagógica Nacional) Cuesta Moreno, Óscar Julián; Reyes Galindo, Rafael
The article analyzes the statements on teaching, training, and evaluation present in these guides and documents of the Framework of Reference for Educational Sciences for the Saber Pro test presented by teachers in training. As a result of the analysis, it is evident that these concepts are addressed in a limited way in these documents but, above all, that they displace pedagogical knowledge to a minor place. Hence, the text provides pedagogical conceptualizations for teaching, training, and evaluation, explicitly defending pedagogy as a conceptual field and, in this line, claiming the social recognition of the teacher. Consequently, the article argues that pedagogical practice allows the vindication of the teacher, but above all, it is a key epistemological tool for the training of graduates.
La práctica pedagógica en la formación de educadores infantiles de la Universidad Pedagógica Nacional.
(Editorial Universidad Pedagógica Nacional) Gómez Mendoza, Yolanda
This article contains a reflection about the experience that emerges from the pedagogical practice of early childhood educators at the Planetarium of Bogotá. These assertions are based on documentation and systematization exercises conducted in the practice setting in recent years and suggest: the suitability of the professional role that is configured in practice, the practical-formative research relationship, the high influence of the pedagogical practice in the growing influx of children, and consequently, in the interaction with girls and boys. However, a greater understanding is still required about the subrogation of pedagogical practice respect to the alphabetical-argumentative coding in the educational and communicative processes in the Planetarium. Also, a better sense of importance about the pedagogical knowledge produced in practice. Consequently, the practice is projected with the intention of assuming the weaknesses indicated and reaffirming the potentialities that make it an original experience.
La práctica pedagógica: una oportunidad para resignificar el conflicto interpersonal en básica primaria.
(Editorial Universidad Pedagógica Nacional) Soto Toro, María Lucero; Pérez López, Eduardo José; Aguilar Rosero, Diana Alejandra
This article seeks to present the training experience of practicing teachers in the framework of the pedagogical practice conducted in the last year of the bachelor’s degree in Elementary Basic Education. The pedagogical practice implied an investigative exercise that allowed an approach to the understanding of the interpersonal conflict from the voices of the children of two official educational institutions of the Municipality of Medellín, this experience contributed to the resignification of the teaching profession of the teachers in exercise and the reflection of the place of the pedagogical practice in the formation of teachers.
Una reflexión sobre la práctica en educación preescolar.
(Editorial Universidad Pedagógica Nacional) Molina Cano, Leidy Johana; Rodríguez Gómez, Hilda Mar
Pedagogical practice in preschool education is influenced by the determinations made by public policy documents and by a set of imaginaries that run through educational institutions. Based on concrete experiences, we present some categories that encompass perceptions and beliefs about the profession and the knowledge of preschool teachers which, from the authors’ perspective, oscillate between a utopian messianism, the idea of assistance and care and an intellectual underestimation of the pedagogical knowledge of preschool teachers. In these categories, we find that there is contempt for knowledge and mistrust in the intellectual capacity of the teachers; theoretical foundations and analysis of everyday school life are deemed unnecessary; there is confusion of roles (between the mother and the teacher) which makes care a precarious practice and not a political exercise, and teaching a mockery, a false manoeuvre. In order to account for these choices of practice, we make a normative journey that allows us to situate this educational level in a web of desires, wishes and training perspectives in order to propose the idea of a practice that, in line with the context, is an ethnographic instrument for pedagogical action.

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