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Ítem Formación de maestros, enseñanza y contextos pilares de la investigaciónen la UPN para la transformación social.Cely Rodríguez, Alexánder; Moreno Lache, Nubia; Lombana Martínez, Óscar Iván; Torres Pérez, Luis Guillermo; Garzón Barrios, Marina; Cifuentes Arcila, María Cristina; Hernández León, Yenifer Johana; Moreno Otero, Francis; Sandoval Osorio, Sandra; Tarazona Vargas, Liliana; Malagón Sánchez, José Francisco; Cruz Prieto, Alexandra; Vélez Latorre, Libia; Guerrero Reyes, Carolina; Durán Camelo, Víctor Hugo; Vanegas González, Jefersson Humberto; Salamanca Díaz, Sergio Andrés; Domínguez, Sonia López; Arenas Molina, Martha Aleida; Alarcón Castro, Guiomar; Mendoza Báez, Adriana Patricia; Hernández Aguilera, Lina Rocío; Quinche López, Clara Esperanza; Téllez Rico, Sandra Milena; Jiménez Giraldo, Adriana Lucero; Herrera Plata, Andrea Juliana; Ruiz Barrero, Olga Lucía; Martínez Chacón, Paula Andrea; Wilches Landínez, Diana Maritza; Martínez de Rueda, Sonia; Ibáñez Córdoba, Sandra Ximena; Ortiz Orjuela, Pablo Henry; Gómez-Aguilar, Dora Luz; Cedeño-Medina, Elcy Rocío; Esteban-Muñoz, Javier Andrés; López García, Nerinder Xiomara; Buenhombre Núñez, Daniel Steven; Ricaurte Peñuela, Jonny Stwar; Sandra Marcela Durán ChiappeEn esta obra se recogen los resultados de trece proyectosde investigación desarrollados entre 2021 y 2023 en laUniversidad Pedagógica Nacional, los cuales fueron socializadosdurante la “Semana de la Investigación” con carácterinternacional, celebrada en octubre de 2023. Los diversoscampos de estudio en los que se inscriben los trabajosinvestigativos configuran una suerte de identidad institucional,que se plasma en esta producción.De alguna forma, lo que investiga la comunidad de maestrosconstituye la gramática que permite leer y orientar laacción educativa y pedagógica. Así mismo, da lugar a lacomprensión y a la reflexión sobre la formación y la enseñanza,al tiempo que dota de sentido el hecho educativo,posibilita la construcción y la reconstrucción del saberpedagógico, contribuye a cualificar el oficio de enseñar ysit.a horizontes para la realización y renovación de la prácticaeducativa y pedagógica cotidiana.Ítem Concepciones e imágenes de ciudad.(Universidad Pedagógica Nacional, 2015) Cely Rodríguez, Alexánder; Moreno Lache, NubiaNowadays, the idea of city is considered a multifaceted institutional and social construction that goes beyond a simple homogeneous geographic space. In this vein, this publication represents a turning point in the process of understanding urban space, which has historically produced a series of changes, dynamics and interests that are closer to the relationships between the meanings and experiences of its inhabitants and their places. Based on this change of perspective, the reflections originated from this text make it possible not only to understand the diversity of specialties in the city, but they also provide valuable elements in and for the teaching and learning of these inhabited and livable spaces.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.