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Ítem La autobiografía como posibilidad para crear una obra pedagógica.(Editorial Universidad Pedagógica Nacional) Martínez Cano, PaulaThis 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.Ítem Creer o comprender: el desafío de la ciencia en tiempos de incertidumbre.(Editorial Universidad Pedagógica Nacional, 2024-05-30) Esquivel Silva, Diego YesidThis 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.Ítem La formación del educador infantil desde la experiencia de acompañamiento en la práctica pedagógica.(Editorial Universidad Pedagógica Nacional) Gómez Bohórquez, Pilar Tatiana; Ramírez Bonilla, GerardoThis 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.Ítem 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 LizethThe 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.Ítem ¿La pandemia nos regresó a la escuela tradicional?.(Editorial Universidad Pedagógica Nacional) Vergara Rodríguez, Gloria SofíaSocial 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.Ítem Metacognición y desarrollo de competencias de lectoescritura y pensamiento crítico en estudiantes de segundo grado.(Editorial Universidad Pedagógica Nacional) Velasco Lasso, Marisol; Bernal Urrego, Cindy Yurany; Castiblanco Puentes, Iván Felipe; Mejía Loaiza, Elquin Eduar; Conejo Carrasco, FranciscoThis qualitative research article of exploratory and descriptive scope was oriented to analyze the relationship between metacognition and the development of literacy and critical thinking skills in second-grade students from three educational institutions in the rural and urban sectors of the departments of Huila and Bogotá, Colombia. The main instruments were a student observation grid and a semi-structured interview with teachers. The research used open coding, recurrences identification, labeling and ranking of emerging and final findings, with a presentation of results through descriptive statistics as analysis techniques and procedures. It was evident that, by enhancing their capacity for strategic thinking, metacognitive awareness, and self-reflection, students develop more effective higher-order thinking processes. These process allow them to recognize the addressing ways for the contents with the capacity for analysis, reasoning, and inference.Ítem Narrografías, técnicas para la investigación con niños y niñas.(Editorial Universidad Pedagógica Nacional, 2024-05-23) Chaverra Álvarez, Yurany Marcela; Leyton Agudelo, Gustavo AndrésThis 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.Ítem La comunidad dividida: las alternativas educativas ante el racismo en Michoacán, México.(Editorial Universidad Pedagógica Nacional) Colin Huizar, AlbertoThe purpose of this research article is to document and analyze some of the educational strategies used by a group of teachers as tools for the elimination of racism in an indigenous elementary school in Michoacán, Mexico. Based on educational research with an ethnographic and historical approach, the main social, political, and cultural problems faced by teachers and students in the community of Atapan were examined, with the aim of building an alternative school dynamic to the state model and promoting a series of actions to address the different forms of racial discrimination in the local context. These school practices, located in the indigenous educational system, are developed in a field of socioeconomic differentiation produced by the socio-spatial configuration of the community and the effects of racist ideologies projected by the national States in the schooling processes, a situation that hinders the development of ethnicity in the school and prevents the deployment of alternative education promoted by the unionist teachers.Ítem El acompañamiento formativo de las semillas de vida con los y las sabedoras nasas.(Editorial Universidad Pedagógica Nacional) Tumbo García, Berta Lucy; Useda Sánchez, Hamilton; Ramos Pacho, AbelardoThe reality in which we are gives us possibilities to face it walking with the ancestral knowledge of the original peoples or we only let ourselves be carried away by a narrow, flat, and clean trail built by a few who rule the world and are leading it to the imminent destruction of all human life. Therefore, the dialogue of knowledge in resistance collects elements of the path traveled between the ancestral pieces of knowledge of the Nasa people together with the seeds of life of the Ancestral Territory of the people Nasa Sa’th Tama Kiwe. The journey was made in communion with the cosmic energies and the spirits of Mother Earth but complemented in tension with the families that are losing the possibility of forming autonomously the children who begin their life cycle in the Territory. Thus, we have found ourselves sitting by the fire and chewing coca to share the word, to reflect and project ways to accompany the breeding of our seeds of life, from ancestral knowledge and those sentipensamientos we intend to share about the experience of living in a community.Ítem La formación literaria en primaria: el arte de lo posible.(Editorial Universidad Pedagógica Nacional) Pérez Guzmán, JesúsThis 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.