Pedagogía y Saberes

URI permanente para esta colecciónhttps://repositorio.upn.edu.co/handle/20.500.12209/5143

La revista Pedagogía y Saberes es una publicación semestral de la Facultad de Educación de la Universidad Pedagógica Nacional (Colombia), fundada en 1990 como un espacio para promover la discusión y difusión de estudios y reflexiones sobre la pedagogía y su relación con otros saberes y disciplinas como la didáctica y las ciencias de la educación. En cuanto proyecto editorial la revista se propone contribuir al fortalecimiento teórico y conceptual de la pedagogía, por lo cual busca constituirse en un escenario para la divulgación y encuentro de los desarrollos realizados en las distintas tradiciones y perspectivas nacionales e internacionales en el área. De esta manera busca servir de puente entre investigadores, profesores y estudiantes de la Universidad, de las Facultades de Educación y de las unidades académicas dedicadas a la investigación y formación de profesionales de la educación.

Examinar

Mostrando 1 - 20 de 691

Poststructural Perspectives in English Teaching in Rural Colombia.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Peláez Henao, Oscar A
Didáctica del conflicto armado en Colombia. Estado de la cuestión investigativa.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Ramos Pérez, Juan Carlos; Gamboa Mora, María Cristina
This paper presents a documentary review on the teaching and learning of the armed conflict in Colombia, prioritizing those studies that provide evidence on didactic knowledge in this field. The bibliographic overview is organized by considering the subjects of the research. Thus, after an introduction outlining various investigative perspectives on this issue, a methodological approach is proposed from three research traditions. The first refers to the students, their representations and knowledge about the war, and the outcomes of their learning. The second focuses on teachers, their approaches to teaching this issue, and their initial training. The third examines the curricular dimension, focusing on official policy and the contents and materials used for the teaching about the Colombian armed conflict. The review concludes by highlighting some certainties and the main gaps concerning the didactic knowledge related to the recent war in Colombia as an issue for school education.
Educar para la ciudadanía. Breve análisis sobre sus logros y ausencias en México y América Latina.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Romo Ramos, Marlene
To understand the complex political process of fostering citizenship, a socio-historical analysis is presented based on a review of specialized literature. This review helps us to illustrate the changes in notion of civic education in Mexico and Latin America, along with its achievements and limitations. Undoubtedly, the school is the most important space for building citizenship, as it integrates the first political community that prepares us for public life. Nonetheless, it also proposes the existence of pedagogical experiments, such as social movements, which build citizenship from non-institutional logics. Finally, we reflect on the importance of our countries being able to build a common ethical-political project and a concept of the person that can sustain it. this is aimed at opening a discussion about the future of education, school, democracy, and life itself.
Tres críticas a Kant y sus válvulas de escape para no repetir Auschwitz.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Vallejo Merino, Isabel Cristina
This reflective article, derived from research, alludes to Kantian theory to problematize those elements that could lead to the repetition of exclusionary practices such as those that occurred in Auschwitz. In this way, it present Kant’s ideas that could help prevent such genocides are presented, addressed through three criticismsBased on Michel Onfray’s book Eichmann’s Dream. First, the criticism of the philosopher for promoting the idea of “blind obedience” and his rejection of the right to rebellion is discussed. In response, it is argued that while ethical mandate involves adherence to laws, these are inspired by a republican form of government, not totalitarianism. Thus, Kant’s education should be oriented towards cultivating reason and criticism. Second, it is shown that dignity in a Kantian sense is not inalienable and has justified exclusionary practices resulting in exterminations. In response, it is argued that such dignity is not tied to social class and can be enhanced through education. Finally, the criticism of Kant’s “detached from reality” Idea is addressed. As an escape valve, the importance of education about the good, the beautiful, and the true is proposed. It is concluded that Kant remains relevant for pedagogically reflecting on contemporary issues, such as the potential repetition of Auschwitz.
Kant e Itard y la “educación” de un “niño salvaje”.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Patarroyo Rodríguez, Yeny Marcela
This article is a reflection arising from the analysis conducted in the thesis presented to obtain the Master’s degree in Educa-tion at the National Pedagogic University of Colombia. In 1799, in France, an 11-year-old boy was found in a wild state; those who found him referred to him as a“wild child” and later named him “Victor”. Jean Itard met this “wild child” and attempted to educate him, as unlike the scholars of his time who speculated that the child was a hopeless idiot, Itard recognized Victor as a normal child who, due to unknown circumstances, had not had contact with other humans. Around the same time, Kant’s Treatise on Pedagogy was published, in which some positions align with those of Itard: 1) both emphasize that early socialization is a required condition for the conception of rationality and subsequently morality in an individual; 2) like Kant, Itard rejects the existence of “innate ideas”; 3) both believe that care, discipline and instruction are necessary in the education of the subject (Kant as an idea, Itard in practice).
Estado del conocimiento científico sobre la danza en educación física.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Cuervo Zapata, Juan José; González Palacio, Enoc Valentín
The main objective of this research was to analyze the state of scientific knowledge of dance within the field of school physical education from 2015 to 2022. The methodological approach was anchored in a qualitative perspective, following the three phases for conducting a state-of-the-art proposed by Gómez Vargas et al. (2015). Additionally, a search of research articles was conducted in scientific databases such as Dialnet, Scielo, Web of Science, Ebsco, and Scopus, obtaining a total of 697 records. From these, 68 articles were selected for analysis, using a research analytical summary matrix (rai), designed by González Palacio (2019). The information was digitized in a Microsoft Excel 2021 database for descriptive analysis (quantitative aspects) and a mapping was done using bibliometric-semantic network construction tools such as vosviewer (Ding et al., 2014) and Atlas ti version 9. In conclusion, dance, viewed as a motor project, allows for considering a pedagogical intentionality at the corporal level during the process. This means that the steps are analyzed while seeking to imbue these actions with cognitive and expressive meaning for the individual involved in the act, as dance facilitates contact with a space and with other bodies.
La enseñanza de Lenguas Extranjeras: una breve cartografía.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Mendoza Arévalo, Eimys Margarita
The teaching of Foreign Languages (especially English) in Spanish-speaking territories often brings significant inherent cha-llenges, not only due to the importance of mastering it but also because, over the years, different proposals have been developed to make acquisition of essential knowledge easier and more effective. This reflective article aims to analyze the history of the foreign language teaching from a pedagogical perspective, considering the possibilities and the role the teacher plays in the process. The results of reflection highlight the variations that have occurred over time and the contribution that the teacher makes by observing tudent needs. Thus, the teacher plays a decisive role in the effective application of the methods used, whose usefulness largely depends on how the teacher uses them and the particular abilities of each student
Educación sociohumanística en las profesiones de salud en Colombia.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Oses Gil, Alejandro; Araque Castellanos, Franlet Rocío; Medina Ortiz, Oscar
Education should foster humanistic reasoning. A documentary research study was conducted on the socio-humanistic component in 199 current health curricula in Colombia, covering eight professional programs at various universities. The study evaluated the number of courses, percentage of credits, and their designations using database analysis. The socio-humanistic component is organized as follows: 38 % humanities courses, 27 % social sciences subjects, 3.8 % courses oriented towards arts and emerging categories, and 31.2 % subjects in communication, linguistics, oral and written expression. The results suggest that health programs integrate socio-humanistic training in a small proportion, and there is still a need to work on an integrative curriculum that combines disciplinary and socio-humanistic elements.
Discursos de inclusión universitaria en Chile: meritocracia e integración educacional.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Miranda Molina, Rafael
This paper derives from a doctoral research on affirmative action policies in Chilean higher education and their dominant dis-courses. In this context, three discourses are analyzed that allow the construction of a selective, yet inclusive, University. Drawing from an extensive documentary archive and interviews with university and governmental professionals connected to the Higher Education Access Program (pace), which is the main affirmative action policy, the study examines how equity quotas and leveling measures are linked as pathways to achieving equal opportunities. This interpretation, which positions the underprivileged/meritorious individual as the subject of intervention, is disseminated within the university through training processes aimed at potential professional subjects. It is a pedagogy of meritocratic inclusion that invites professionals and students to become proud agents of social justice. These results reveal how the dominant rationality of the selective university subverts criticisms about the reproduction of inequality by holding the working-class accountable for their own inclusion/exclusion, while also managing to position itself in university markets as an agent of social inclusion.
Reformas curriculares e as contribuições antropológicas na formação de pedagogas no Brasil.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Penteado Dourado, Ivan
In each curricular reform movement carried out within Pedagogy courses, a set of difficulties is noticeable in identifying objective criteria to define the fundamental aspects of the training of pedagogues. This theoretical and bibliographical research analyses the transformations proposed in documents that resulted in Brazilian curricular reforms, rescuing the main contributions of anthropological knowledge in the training of pedagogues in Brazil. Issues that anthropology as a social science has contributed to throughout its history will be recovered and presented here with the aim of providing clear, scientific, and objective criteria regarding the importance of including this discipline in the curricula of Pedagogy courses. As main conclusions, we identified a set of issues that supported its inclusion and permanence as a discipline throughout its legacy in specific discussions about culture, diversity, research methodology and its discussions about childhood, which allowed us to identify the countless fundamental developments in the reflection on pedagogical practices and the possibility of developing new research in the field of Anthropology of Education.
Investigación-formación-acción: descubriendo la experiencia pedagógica del Ser docente.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Ramírez Cabanzo, Ana Brizet
This article is the result of the “Teachers Dialogues, experience meetings from the pedagogical perspective” research, in which we analyze the stigma surrounding the role of being a child educator, as well as the weakening of their pedagogical training. From the methodological perspective of Research-Training-Action, dialogical encounters with active teachers take place to implement systematization processes of their experiences. Some of the major findings refer to the positioning of pedagogy as the essence of the experience of being a teacher, the role of narratives in the problematization of teaching practices, and how research and pedagogic innovation constitute routes of intellectual emancipation. The findings highlight the epistemological and conceptual elaborations achieved by the students to identify the places of enunciation of the pedagogical experiences in their different ways of textual documentation; the horizontal and collective reflexivity as a support of the pedagogical knowledge generated through the narratives of educational action when interacting as a “mirror pair”; and the approach to the understanding of notions in the teaching profession such as experience, knowledge and pedagogical practice. As a whole, these findings allow them to approach the debates inherent in their profession, and to critically redefine their ethical-political, social and cultural commitment as educators of the new generations, taking into account the realities of the country at the present time.
Marco normativo para la neoliberalización del trabajo docente universitario.
(Editorial Universidad Pedagógica Nacional, 2024-06-01) Vega Rodríguez, Magaly
With the incursion of neoliberal practices in universities, academic labour has undergone important transformations in the uni-versity field, based on normative frameworks that adhere to criteria different from those of an academic nature. This research article focuses on the implications of changes in higher education policies on the academic labour of university professors in Colombia. To this end, we review the context of the appearance of Law 30 of 1992, which governs and guides the functioning of higher education in Colombia, and Decree 1279 of 2002, which establishes the salary and benefits system for teachers in state universities. Based on the analysis of these normative documents, we explain the direct implications that these regulations have on university teaching labour. We conclude with a reflection on the neoliberal substratum of these educational policies, which have progressively been naturalized as imperatives of administrative and teaching actions in the university field.
¿“Formación integral”? Resemantización y vínculo con el pensamiento crítico.
(Editorial Universidad Pedagógica Nacional, 2024-07-01) Hernández Rodríguez, Juan Camilo; Castaño Trujillo, Cárol Viviana; Quiñones Bermúdez, Sebastián; Marín Cardona, Pablo Felipe
In recent decades, the term “comprehensive education” has become common in school and institutional environments. However, the confusions, ambiguities, and indiscriminate use of this concept have led to its trivialization. Therefore, this reflective article presents an exposition on how comprehensive education has been understood and how it should be approached according to its etymology and educational science theories. Subsequently, it proposes to relate the concept of “comprehensive education” with some models of critical thinking, as well as to expose its curricular articulation and mission functions of university educations.
Álgebra y argumentación: desafíos para la investigación en educación matemática.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Cortés Tunjano, Luis Omar; Toro Uribe, Jorge Andrés
This article is part of a larger study and aims to identify trends and challenges in school algebra and its relationship with argu-mentation processes in the field of research in Mathematics Education. The review was carried out in three moments: first, the information was searched in databases from 2010 to 2021; second, the information was classified and organized by applying inclusion and exclusion criteria; and third, the review was prepared by grouping the documents into five categories: characte-rization of the nature of algebraic reasoning, the relationships between argumentation and algebraic reasoning, the difficulties of students with mathematical language for the treatment of algebraic expressions, the representation aids for the development of algebraic reasoning, and the characterization of algebraic reasoning. From this review, some trends were established, such as the persistent dichotomy between the transition from arithmetic to algebra, the emergency zone of algebra, and the pedagogical knowledge of mathematics teachers. Additionally, certain challenges were identified, such as the need to propose research aimed at strengthening processes in students, such as communication, reasoning, and argumentation.
Retos para potenciar el inglés en la primaria rural colombiana.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Murcia Yalí, Jorge Heriberto
This article, which is the result of the author’s ongoing doctoral studies, analyzes the teaching of English as a Foreign Language (efl) in rural schools in Colombia and its conditions, which are, at the same time, opportunities and challenges. In this way, a historical review is made to illustrate significant events in the consolidation of English as a Foreign Language (efl)in the world, in Latin America, and in Colombia, as well as its relationship with Latin American development. Also, the article analyses the positioning of English regarding bilingual policies in the country and their impact on rural education. Based on the literature review and the author’s experience as a single teacher in rural schools, some of the challenges of teaching English in rural schools of the public sector in Colombia are discussed, in relation to teacher training in didactics, the need for greater communicative competence, and pedagogical and technological materials. Finally, it concludes with some ideas to address the mentioned challenges.
El currículo de ciencias : un instrumento educativo de carácter político.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Candela Rodríguez, Boris Fernando
In this reflection article, we considered that critical theories have given rise to the need to transform the conventional science curriculum into a critical one. This helps students to achieve critical scientific literacy for social and political action, which allows them not only to become aware of scientific and environmental problems, but also to design and implement action plans to build the most appropriate solution. In this curricular perspective, learners are considered young citizens who fight for what is just, good, and correct, as well as for environmentally sustainable development. Science education, from this critical theoretical framework, is assumed as a democratizing pedagogical scenario and a catalyst for individual development and social transfor-mation. To materialize this emancipatory curriculum, a teaching proposal must be designed and implemented that provides infants and young citizens with the opportunity to begin to build not only a scientific culture, but also a culture of sociopolitical action. In this sense, the learning activities that represent the contents of the natural and social-human sciences are sequenced through a model configured by the phases of modeling, practical guidance and application. This model allows students to move from an education focused on raising awareness of socio-scientific and environmental problems, to the planning, execution and evaluation of the socio-political actions necessary to solve these problems.
La gestión educativa desde instancias y procedimientos de control en Colombia, 2003-2016.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Arbeláez Barrero, Adriana; Ossa Montoya, Arley Fabio
This research article analyzes educational management in Colombia, in the country’s educational policy, as a device deployed, based on procedures and instances of social control in educational institutions, between the years 2003 to 2016. The problematization was carried out carried out at a methodological level, based on the archaeological and genealogical toolbox, from which arrangements, functionings, transformations, relationships and correlations of knowledge and power were made visible, in the procedures of planning, organization, direction, inspection, surveillance and assessment. In this framework, instances emerged, such as rationalities, forms of institutionalization, objectives, differentiation systems and instrumental modalities. The knowledgeof educational management materialized from a device that, not without tensions, achieved support in the communities of Educational Institutions at the Basic and Secondary level, through the power relations installed and developed to underpin educational transformations. intentionally constructed from educational policies. Thus, subjects and communities were configured that in this way were disciplined, normalized and controlled and at the same time increased from multiple forms of power. In this way, the writing describes the transformation experienced and makes visible various rhetorics that underpinned the educational quality policy established, not without resistance.
Entre la calidez y el debido proceso. Interacciones docente-estudiante en el aula de ciencias sociales e historia.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Arias Gómez, Diego Hernán; Amador Baquiro, Juan Carlos
This text reports on a research that focused on analyzing the practices of practicing teachers in the area of social sciences and history in basic and secondary education in Colombia. In particular, the analysis of the interactions between teachers and stu-dents in the classroom is presented, based on observations of three teachers in the city of Bogotá and responses to in-depth interviews with 24 teachers from Bogotá, Cali and Medellín. The importance that teachers give to the appropriate treatment of their students, the ways to get their attention, name them and celebrate their progress, as well as the way to handle unforeseen situations in their classes, are highlighted. The teachers in the area make use of a set of oral and gestural repertoires in their relationship with the students that each of them identify, and whose staging oscillates between the search for the student’s recognition and the care of the norm. The study of teacher-student interactions is a fundamental part of the dynamics of school knowledge and culture that vindicates the power of the knowledge and pedagogical practice that happens in the classrooms, with scope that transcends the desire to transfer disciplinary historical knowledge.
Educar y cuidar: percepción de profesionales de la Educación Infantil.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Almério Bistaffa, Vanilda Divina; Cássia Rondina, Regina de; Klein, Ana Maria
This research article explores the intertwined nature of caring and educating within Early Childhood Education, arguing for the necessity to move beyond the dichotomy and view these roles as inseparable in everyday school routines. The study investigates the perceptions of early childhood education teachers and daily care assistants (DCAS) regarding their roles in educating and caring for children aged 18 months to 3 years. Twenty-five professionals from three early childhood education centers participated, responding to an online questionnaire as the research tool. Findings indicate that while teachers are knowledgeable about Brazilian legislation on Early Childhood Education, they often overlook the significance of designing games with pedagogical intentions. Therefore, the study underscores the need for emphasizing this aspect within teacher training programs.
Metáforas sobre la existencia de la escuela.
(Editorial Universidad Pedagógica Nacional, 2024-01-01) Acevedo Vásquez, Leidy Daniela
This article reflects on the uses that some positions make of the factory and prison metaphor to develop a legitimizing discourse of the objection to the Colombian school, whose foundations, directions, effects and sources become the object of analysis. Thus, this study stems from the literature review that motivated a doctoral research oriented under the qualitative design, the hermeneutic paradigm, and the multiple case study approach. It is problematic that such discourse circulates lightly in the Colombian media as information directed, mainly, to teachers and educational directors, under naturalizations that are established in the common sense of many, since silence and not discussion or deliberation despite the harmful impact that such a tirade against the school has on the teaching profession, on educational praxis and on school dynamics. This work delves into how these metaphors explain the historical conditions of the emergence and functioning of this social institution and proposes the study of the school experience as a fertile path in the search for references, metaphors, images, and figures that allow re-imagining other possible narratives for the understanding and revitalization of their senses of existence

Examinar

Envíos recientes