La revista virtual Hexágono Pedagógico es una publicación científica de los Programas de Licenciaturas en Pedagogía Infantil y en Educación Especial con Énfasis en Pedagogía de la Integración. Fue creada en el año 2010 como medio de difusión de la producción científica derivada de proyectos de investigación e innovación en los campos educativo y pedagógico. Las publicaciones no tienen costos y está abierta a la comunidad científica de las ciencias sociales, ciencias humanas y ciencias de la educación. https://doi.org/10.22519/issn.2145-888X
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
Educoidentity: development of a pedagogical approach from successful practices in the Caribbean Region
The integration of cultural identity into education presents challenges, especially in the Caribbean Region of Colombia, due to the lack of inclusive policies and coordination among government entities. However, its incorporation is key to preserving cultural heritage and fostering social cohesion. This essay analyzes two successful educational experiences—"Bullerengue Porteño" in Córdoba and "Cabildo Normalista" in Cartagena—to demonstrate how education can serve as an effective means for transmitting cultural identity. From the study of these cases, pedagogical and practical strategies were identified that have strengthened students’ sense of belonging. The Educoidentidad pedagogical approach is based on Freire’s Pedagogy of Dialogue, which fosters critical awareness; Schön’s Critical Reflection, which encourages questioning stereotypes; Vygotsky’s Social Construction of Knowledge, which emphasizes collaborative learning; Piaget’s Constructivism, which promotes active exploration; and Ausubel’s Meaningful Learning, which connects new knowledge with prior experience. In its practical application, this approach includes cultural events, workshops, art and creative expression, interviews, oral storytelling, field research, and the exploration of cultural sites. The combination of oral tradition and written documentation, along with participation in festivals, has strengthened students’ sense of belonging. The main conclusion is that Educoidentidad, by merging theory and practice, facilitates meaningful and lasting learning, connecting students with their cultural heritage and preparing them for its preservation and promotion.
Copyright (c) 2026 Cledys José Romero Ortega, Yolima Alarcón Vázquez http://creativecommons.org/licenses/by/4.0
Teacher training and its impact on the teaching-learning processes
This paper embraces four years of research dedicated to the acquisition, use-appropriation and development of reading and writing skills; two linguistic capacities that are considered core axes of the development of the person, the society, the economy and, of course, a family. This entails their influence on the development of a country and the need to adequately train teachers to undertake their commitments correctly. Based on this, we propose actions that promote both skills, considering scientific and technological advances that guarantee that teachers ensure the aforementioned appropriation and incorporation of students with diverse abilities. The methodology used in the development of these investigations was the qualitative approach and the holistic perspective of action research. Based on a total participating population of 648 children and youth, main findings underline the value of the training that teachers must have, throughout the first grades of primary school, with the aim of preventing and, if needed, acting in situations such as those coming out after training reading, writing and reading comprehension skills.
Copyright (c) 2026 Gladys Molano Caro, Alejandro Carmona Sandoval, Yair Andrés Salgado Hernández http://creativecommons.org/licenses/by/4.0
EVALUACIÓN DE IMPACTO DEL CENTRO DE LECTURA Y ESCRITURA EN ESTUDIANTES DE CURN
Reading and writing are necessary skills in higher education, critical thinking, and disciplinary training. The Reading and Writing Center (CLyE) is an institutional initiative to support reading and writing practices among university students. Method: This corresponds to an empirical-analytical, quantitative paradigm with a pre- and post-quasi-experimental design with intact groups for an intervention with reading and writing workshops. The sample consisted of 122 students, with two experimental groups and one control group. An instrument called “Categories of Reading Comprehension Analysis” was designed. Results: Significant differences were found in the experimental groups between the pre- and post-measurements in three specific critical reading skills, while in the control group only the first skill was found. Conclusions: It is necessary to continue developing actions aimed at strengthening reading and writing skills in university students.
Copyright (c) 2025 Emilia Marcela Palomino, Vilma Gonzalez Ferro, Viana Ángela Bustos Arcón, Leonardo Rafael Mass Torres http://creativecommons.org/licenses/by/4.0
The University as Ideology. Between Knowledge and Power Battles in the 21st Century
The University is the symptom of Ideology. It is a particular symptom of the global disease imposed and spread by neoliberal capitalism. The University of the XXI Century is the ideological virus that has managed to ramify and incorporate the processes of ideologization in societies, it is a cradle and a space of colonization of subjectivities. It is for this very reason that we must defend the University as an Institution, because it is the place that par excellence could begin to operate as the nuclear and central gear of new emancipatory proposals. The University today is in crisis, the dominant logics within the university have become violent, competitive and overwhelming for human subjectivity, involving various identity and existential transformations that cross the human condition. The University today represents a place par excellence for the analysis of the psychological, emotional and experiential repercussions of the individuals of the 21st century. The University as an ideology is an ideological labyrinth where a parallel and subterranean intoxication takes place. We have the duty and responsibility to reflect and seek new forms of transformation for our universities for what they mean in the construction of the horizon of humanity. Our history, memory is in dispute in this field.
Copyright (c) 2025 Nicol Barria-Asenjo http://creativecommons.org/licenses/by/4.0
The Zone of Proximal Development in the Teaching and Learning of Symbolic Logic: The Case of the Emiliano Zapata Preparatory School, BUAP-Mexico
The aim of this paper is to demonstrate the effectiveness of Zones of Proximal Development as a methodology for teaching, learning, and disseminating symbolic logic in upper secondary education. Symbolic logic is a fundamental philosophical discipline that contributes to the development of mathematical and verbal reasoning skills. However, students have diverse learning opportunities, making it necessary to implement strategies that enhance their ability to independently tackle problematic situations related to the mentioned competency areas.
Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0
Ethnic Diversity and Education: Recognition in Colombia's 1991 Constitution and Law 70 of 1993
This paper addresses the recognition and promotion of ethnic diversity in Colombia, with a focus on the Afro-Colombian community and its educational impact. It examines the historical and legal framework from the Constitution of 1991 to Law 70 of 1993, considering their effect on preserving Afro-Colombian cultural identity and establishing a multicultural state. The article includes a comparative analysis of the 1886 and 1991 constitutions, highlighting changes in the conception of the state and fundamental rights. It explores the legal protection of cultural rights, particularly under Law 397 of 1997, and its relevance in Law 70 of 1993 for safeguarding the rights of the Afro-Colombian population. The implementation of the Afro-Colombian Studies Chair is discussed, focusing on its role in promoting cultural diversity and educational awareness, alongside challenges and conclusions regarding its impact on Colombian society and education.
Copyright (c) 2025 Ana Balvina Mogrovejo Ebrahim http://creativecommons.org/licenses/by/4.0
This article aims to describe the effect of artificial intelligence (AI) in education, based on the 21st-century education proposed by UNESCO (2021). The study is the result of qualitative documentary research. The method used to analyze the data was phenomenological. The corpus was conformed by 25 scientific articles published in Spanish, during the years 2020 and 2024, in academic magazines. The categories to select the data were the title of the article, the summaries, and the conclusions. The analysis of the data was developed using a matrix containing the following categories: advantages, disadvantages, and IA effects on education. The information obtained was analyzed linguistically using the informatic tool Word It OUt. The results showed that the IA has a positive effect on education; more advantages than disadvantages were observed in the corpus. Keywords: artificial intelligence, education, scientific papers, advantages, disadvantages.
Copyright (c) 2025 adith GOMEZ, Jesús David Flórez Sanabria http://creativecommons.org/licenses/by/4.0
PODCAST:support tool in the literal comprehension of texts of elementary school students
The literal level in text comprehension allows students to extract the explicit information found in it. This article seeks to be a reflection on the effects of the podcast on the progress of the literal level of the students of the sixth grade of the Gabriel García Márquez Educational Institution of the Alto Mirador settlement of the city of Neiva, department of Huila. The mixed approach was assumed with a type of descriptive study under a quasi-experimental design without a control group, For this reason, techniques such as pre-test (without the use of podcast) and post-test (with the use of podcast) were integrated, and implementation of the podcast with its respective rubric and field analysis. The pre-test results show difficulties in extracting main ideas, character characteristics, word meaning, while, in the post-test, the students obtained favorable results in actions carried out by the characters and their characteristics, with the presence of some improvements. in identifying main events and ideas. Indeed, the Podcast does contribute to strengthening the literal comprehension of text and its use allows increasing attention when listening. The pedagogical implications and educational virtues of the podcast for future research are discussed..
Copyright (c) 2024 Hexágono Pedagógico http://creativecommons.org/licenses/by/4.0
Tensions in the Educational Practices of Engineering Teachers: An Approach from the Mediation of Pedagogical Knowledge
The teacher as an actor of social change, immersed in the continuous changes that education has, influenced by countless practices and social relationships, generates pedagogical knowledge that is necessary to know, understand and study because it shows how the teacher is competent to take action within his specific scenario and in a resolving function in situations of tension in his practice. Therefore, his actions are not deliberate, they are thought out and mediated by a criterion and judgment, by a knowledge, always in benefit of resolving and overcoming adverse situations in the classroom, in favor of the formative process from his educational practice. This article aims to understand how the pedagogical knowledge of engineering teachers can mediate tensions in their educational practice, the methodology used was based on the analysis of the information collected through interview and survey techniques to 12 teachers of engineering programs in the Colombian Caribbean. Among the results, the self-recognition of engineering program teachers as education professionals who understand their role and dignify their knowledge, which does not contradict the specificity of their knowledge, is examined. Likewise, as conclusions, it is possible to glimpse that higher education institutions can have a new vision to rethink their quality processes from the new perspective of the analysis that involves knowing, reviewing and reflecting on the tensions that are seen in educational practice and there will undoubtedly be an opportunity for improvement in the teaching-learning process, and finally the recognition for pedagogical knowledge and/or a feeling of knowledge (of the teacher) to recognize themselves as such.
Pre-service teacher training in four Autonomous Communities in Spain
This article presents an analysis of the pre-service teacher education policies of four Autonomous Communities in Spain: Andalusia, Catalonia, Madrid and the Basque Country. Methodologically, it is a multiple-case study, developed through the application of various data collection techniques. In this case, the analysis derived from the regulations and curricula of a selection of universities in these autonomous communities is presented. The analysis is carried out at three levels: Macro-State, Meso-Autonomous, and Micro-Institutional. The content analysis followed a deductive-inductive-deductive logic, starting from the following categories: a) functions and responsibilities attributed to teachers, b) linkage between FDI and research, and c) training for participation in the discussion, definition, and development of educational policies and programs. The results of the analysis show a certain tendency to give teachers a greater role in the regulations, both at the State level (macro) and in the selected Autonomous Regions (meso). However, two aspects should be highlighted: 1) this role is incipient and needs greater precision, clarity, and scope in the regulations; and 2) this role is not reflected at the institutional level (micro) in the curricula.
Copyright (c) 2024 Héctor Monarca, María Sol Rodríguez-Tablado http://creativecommons.org/licenses/by/4.0
The School Nursery as a Pedagogical Strategy: A Literature Review
This study implemented a qualitative systematic review to map the current state of knowledge on school nurseries as pedagogical tools. Through an analysis of literature published between 2019 and 2024, two major trends were identified in Latin America: the promotion of environmental awareness and the development of competencies. It was found that these spaces are not only used to plant flora but also to promote citizens’ commitment to the environment. The integration of theory and practice promotes active and meaningful learning in secondary education, fostering the development of cognitive, socio-emotional, and practical skills. Moreover, school nurseries have the potential to transform educational institutions into more sustainable learning communities. However, the research identified weaknesses in integrating the school nursery as a pedagogical strategy within the curriculum, as well as the need for further studies exploring the long-term impact of this resource and its ability to generate lasting behavioral changes. In conclusion, school nurseries are positioned as innovative pedagogical strategies with great potential to transform education and contribute to sustainable development goals and environmental awareness
Copyright (c) 2024 Leonardo Mauris, Carmen Castellano, Sandra López http://creativecommons.org/licenses/by/4.0
Impact of Physical Infrastructure on the Teaching-Learning Process of Children Aged 2 to 5 at the Child Development Center in La Plata, Huila
This study analyzes the impact of physical infrastructure on the teaching-learning process of children aged 2 to 5 in a Child Development Center (CDI) in La Plata, Huila. Using a qualitative approach and teacher interviews, the research examines the conditions of the CDI, identifying deficiencies in the infrastructure that negatively affect children's cognitive, emotional, and social development. The study highlights the importance of adequate spaces to enhance educational quality and provide a safe and stimulating environment that fosters integral learning.
Copyright (c) 2024 Nataly Madero Pama http://creativecommons.org/licenses/by/4.0
Playful-pedagogical graphomotor strategies based on activities with superheroes for transitional girls to strengthen their pre-writing.
This project is considered necessary to give opinions and solutions to the recognized difficulties in graphomotor development and prewriting, graphomotor skills is a certain strategy to develop basic skills for the initiation of prewriting in girls from 3 to 5 years old, based on the development of basic graphomotor processes, such as: Conservation of the trace, perception of the use of instruments and the development of motor skills. The graphomotricity is a base prior to the prewriting, which supposes the entertainment for the realization of basic movements that are part of the correct directionality and strokes of the letters, this allows to avoid anomalies after the prewriting such as: The inverted turns, the direction and pressure of the pencil, using playful strategies as an interactive and dialogic teaching method stimulated for him ingenious and pedagogically consistent use of methods, exercises, and established didactic games to achieve significant learning in knowledge, skills or social competences , this is defined as the resources used by teaching agents to promote better learning. The activities that are carried out in a shared way with other children allow the girls to internalize the thought and behavioral structures of the society that surround them, taking ownership of them. It is important for girls, especially at the initial level, that they begin an adequate management of graphomotor skills because the development of prewriting capacity depends on it, since a child who develops adequate graphomotor skills will not have subsequent problems for prewriting. It could also be said that play is an instrument for student teaching-learning, which leads to reflection in various contexts according to the influence and relationships provided by didactics and pedagogy to strengthen the training processes that they generate in students. educational environments, increasing the possibilities of student use, taking into account the guiding activities, which are: The game, art, literature, and exploration of the environment. The theoretical reference on which the following report is based corresponds to that of Karl Groos, to highlight the relevant role that play has in the development of capacities and abilities that will allow the child to function independently in adult life, being the game a kind of pre-exercise of mental functions and instincts.
Copyright (c) 2024 Rosa Angélica Castro Miranda, Laura Daniela Londoño Liñán, Ana Milena Guzmán Padilla, Clemencia del Consuelo http://creativecommons.org/licenses/by/4.0
Memorias Congreso Internacional DiverEduTec 2022
Copyright (c) 2024 Emmanuelle Gutiérrez y Restrepo, Clemencia del Consuelo http://creativecommons.org/licenses/by/4.0
Improving reading skills in the subject of English through the digital tool Be (the)1: Challenge in tenth grade students of the Fe y Alegría Las Américas Educational Institution in the city of Cartagena de Indias
This research project is aimed to improved reading skills in English through the digital platform Be (the) 1: Challenge in 10th graders at Institución Educativa Fe y Alegría Las Américas in Cartagena de Indias city, which was developed under a qualitative focus along with the Pedagogical Action Research. Four stages were implemented and they are 1) the diagnostic in which the data collection was done through a survey with a test ( Pre Test) designed with Google forms gadgets with the purpose to identify the appropriate level of vocabulary and reading comprehension skills students should have; 2) the design and deployment, these phases were carried out following the results gained from the diagnostic phase, which let us plan a lesson sequence with a variety of interactive activities and, from the implementation of several activities in the digital platform Be (the) 1: Challenge supported by the Nearpod digital resource, during this moment, the observation was taken into account as a way to register the experience students had in a Classroom Journal used as instrument; 3) and finally, the evaluation phase, in which the output test (Post Test) was taken by the students in order to assess students´ improvement at Inferential Reading Level. It concludes that the use of the digital platform Be (the) 1: Challenge as a strategy to teach English improves significantly, not only at the reading process, but also in other aspects such as motivation, autonomy, attitude and learning performance.
Reading comprehension; vocabulary; digital platform Be (the) 1: Challenge; motivation; inferential reading.
Copyright (c) 2024 http://creativecommons.org/licenses/by/4.0
Traditional games, a factor that incide the development of intercultural skills
The work arises from some difficulties that the students presented to interact, respect, accept, tolerate people who are from different cultures, which has resulted in some feeling intimidated, singled out, with low self-esteem, evidencing a tense environment. The following research question was formulated: How are intercultural competencies strengthened in eighth grade students of the Libertad Rural Educational Institution, in San Onofre, Sucre, through traditional games as pedagogical strategies? Establishing as an objective: to understand how through traditional games, as a pedagogical strategy, intercultural competences are strengthened in eighth grade students. The research is qualitative with action research design, AI. The population under investigation is made up of 32 students. An interview questionnaire was designed and applied to teachers and one to students. It was concluded that many of the students are not sympathetic, nor do they show affection, nor are they in solidarity with their classmates or people from culturally different backgrounds. they also do not agree with working as a team with colleagues from other cultures. In addition, they do not consider important or value their peers from other cultures. For their part, teachers promote intercultural values, solidarity, the use of non-discriminatory language in the classroom. Most teachers state that they rarely use traditional games to promote intercultural skills among students.
Culture; interculturality; intercultural skills; traditional games.
Disciplinary Reading and Writing for the Strengthening of Critical Thinking in Higher Education Students
This article shows the progress of the research exercise related to the creation of an emerging disciplinary reading and writing program for the strengthening of critical thinking in university students. In this sense, it was proposed, in principle, to characterize the levels of critical thinking in students new to higher education; The characterization of teaching praxis in relation to the didactic assumptions that support the processes students' academic reading and writing; The identification of the factors that allow the configuration of an emerging disciplinary reading and writing program, for the strengthening of critical thinking. To achieve them, the Research-Action-Educational (IAE) method will be applied. In this way, the research exercise will lead to the construction of an emerging program that is committed to the transformation of teachers' practices for the strengthening of teachers' practices.
reading; disciplinary writing; didactics and critical thinking.
Educational conditions and situations of the Venezuelan migrant population and Colombian returnees in the city of Cartagena de Indias D. T. y C. 2022.
The present article aims to outline the educational situations and conditions faced by Venezuelan migrant families settled in the city of Cartagena and Colombian families returning from Venezuela who are registered with the University Network for Comprehensive Care and Monitoring of Migrants - UNCCMM. The research provides a descriptive approach to these educational situations and conditions faced by Venezuelan migrant families in the city of Cartagena, revealing the obstacles that prevent children and adolescents from accessing the Colombian education system or facing difficulties in accessing it effectively. This highlight structural problems in guaranteeing the universal right to education, as well as situations faced by Venezuelan migrants, providing insights for further research on educational exclusion, xenophobia, or aporophobia experienced by this migrant population in the city of Cartagena.
Migration; Education; Social Exclusion; Families.
Affect and motivation in second language learning
Affect and motivation are determining elements in learning a second language because they contribute to adopting solid behaviors towards the achievement of the students’ objectives. Numerous previous studies underline the holistic and situational nature of both concepts, thus assuming the effect that the actors, the contents, the technology and the culture have on them and on the training work. Following this same approach, the main objective of this study was to analyse how the educational environment influences the expectations and motivation of students during their process of learning a second language. To do this, university students of a second language, from two different cultures, were surveyed, both in face-to-face and virtual environments. The sample consisted of students of Education and Phonoaudiology bachelor degrees, in face-to-face modality in Bogotá, Colombia, as well as of Translation and Interpreting bachelor degrees, in the virtual modality, in Spain. The paper is organised as follows: we present the conceptual bases of learning that underline the importance of affect and motivation for its achievement; then, the methodology used in the study and, finally, the results of our research. The results highlight the importance of the educational environment in the expectations of the students. In the same way, a different behaviour of the motivational factor is observed according to the modality of study and higher expectations of the students, in virtual modality, related to the obligations that the teaching staff must fulfill to guarantee quality teaching. However, affect remains an essential element in both training environments, a catalyst for student motivation throughout their training. The methodology through which the study was conducted is qualitative, following the action-research approach.
Keywords: affect; motivation; languages teaching; higher education; online learning.
From TICs to TEPs: unveiling children's co-protagonism
This work shows the importance of the use of technologies to create new learning environments that open the social gaze and deconstruct the hegemony of expert knowledge, fostering participatory citizenship through childhood, as the builder of a democratising society. The creation of the PYPU application seeks to meet the UN's proposals for sustainable development, creating a quality education that addresses inclusion and equity. Therefore, this research shows how educational governance is created and its relationship with citizenship, and then delves into digital environments, addressing the technologies of empowerment and participation, culminating in the development of the PYPU application project, which is aimed at children with intellectual and hearing disabilities as a space for the development of children's co-protagonism.
Technologies of Empowerment and Participation; Digital Applications; Educational Governance; Citizenship; Child Co-protagonism.
STEM in secondary education: an opportunity to close the Science & Tecnology gender gap in higher education
In this article, a state of the art of STEM education is demonstrated when it is used as a pedagogical approach tool that has the purpose of promoting vocations in science and technology in high school students. However, one of the main objectives to investigate is focused on the gender gap that exists in the scientific field, because in various studies it has been shown that there are many more men than women exercising scientific disciplines, so the main approach It should be noted that the application of STEM education also fulfills the functionality of reducing the existing gender gap in the world of science and technology. The information collected will make it possible to determine and analyze the images, challenges and opportunities that the teaching of science and technology has in pre-university education, as well as the importance and the requirement of the educational community for adequate and effective training, as well as to achieve greater gender parity in the aforementioned disciplines.
STEM; secondary education; gender gap; science and technology; university education.
Factors related to the presence of mathematics anxiety in school arithmetic lessons
We present the results of a study on factors associated with the presence of Anxiety about mathematics in mathematics classes in primary basic education. The methodological approach was that of state of the art. It was found that, Anxiety about mathematics is an educational and clinical problem of cross-cultural nature and omnipresent in the mathematics classroom, so it should not be confused with a psychiatric disorder; It can affect both students and teachers, especially when the affective component is loaded with negative emotions in front of the teaching-learning process of mathematics. In the case of teachers, it is possible that their self-efficacy decreases considerably causing anxiety about mathematics, a problem that will probably be inherited from their students, who will experience phobia for mathematics, which in turn will generate a reduction in achievement. The results in this study constitute a call to researchers to contribute with case studies, systems of categories of analysis based on theoretical approaches, systems of emerging categories based on situated studies, systems of research methodologies, among others. We are facing a scenario that calls for research and interdisciplinary cooperation of researchers in education and mathematics education.
Math anxiety; affective domain; cognitive domain; classroom practices; Learning school arithmetic.
Copyright (c) 2023 http://creativecommons.org/licenses/by/4.0
Productive Projects: A Challenge in Rural Education for the Educational Community
The rural world builds certain characteristics that set a pattern within Colombian education. The context that the teacher faces, as well as the student in the rural area is totally different from that of the urban area. In this sense, it is pertinent to identify the most relevant elements of the rural area in order to explore various strategic actions that can be leveraged to promote and generate new knowledge that benefits future local, regional and national development. To comply with this, this document presents a study of the rural environment that the educational community is faced with in the exercise of teaching-learning. In addition, it reflects on one of the strategies that involves the agricultural sector as the main stage for the development and implementation in rural educational institutions; seeking in this way that students can strengthen their knowledge and the application of their ideas in the environment in which they operate daily.
school, rural, agriculture, productive projects
Copyright (c) 2022 http://creativecommons.org/licenses/by/4.0
Knowledge management framework for the development of digital competencies of IES teachers.
The purpose of this article is to describe the process of designing a knowledge management framework aimed at developing digital skills for teachers of Higher Education Institutions (HEIs). The framework is a conceptual structure that allows visualizing, organizing, relating and articulating the elements aimed at managing the knowledge obtained by HEI teachers from the use of information and communication technologies (ICT). The article presents the theoretical references that support the framework, the stages that were followed to design the framework and the results obtained so far.
Copyright (c) 2023 Juan Carlos Guevara Bolaños, Gloria Andrea Cavanzo Nisso http://creativecommons.org/licenses/by/4.0
Developmental Didactics: a strategy for the teaching-learning of English in schoolchildren in Ibagué-Colombia
This scientific article is the result of qualitative research on the teaching of English in elementary school at the San Isidro from Ibagué-Colombia institution. Bilingualism (Spanish-English) is a State policy that was made visible and committed to the academic community. This decision responded to the demands of contemporary society from globalization, the opening of an economy without borders, intercultural communication, scientific-technological advances and, particularly, the imposition of communicative development in foreign languages. Despite the fact that the Ministry of National Education-MEN has tried to respond to the foreign language-English initiative since the Bilingualism strategy, the basic English standards and the adoption of the Common European Framework of Reference for the Languages-CEFR, the deployment and the pedagogical and methodological-didactic orientations for teaching-learning in institutions of higher education, secondary and with greater unevenness in primary have been insufficient; because the results are far from the proposed goals. The San Isidro Institution is immersed in this problem of low levels of English in the primary students and teachers. To solve the problem and transform the object of study, the objective was to propose a didactic strategy that contributes to improving the teaching-learning of English in 5th grade students. Solutions were established after recognizing the educational needs of the population through the design and application of a developing didactic strategy based on playful workshops. After its application for the promotion of communicative competence (interlingual and intercultural processes) it demonstrated its effectiveness based on its contents, which allows it to be a theoretical and methodological foundation for preparation in the english language from a developer perspective focused on playful activity. based on the basic standards and guidelines of the CEFR
Strategy, developer didactics, bilingualism, primary school students, CEFR.
Copyright (c) 2023 Edwin Heberth Ruíz García, María Elena Rivas Arenas http://creativecommons.org/licenses/by/4.0
History of colombian education: A genealogical-archaeological analysis of the configuration of the subjects (teachers and students)
The history of education has been the scene of struggles and power games that pursue the configuration and delimitation of what should be understood by the subjectivity of teachers and students: in all cases, in order to legitimize economic, political, religious and philosophical structures. In this regard, the country's public education system has been a powerful corrective and disciplinary instrument to mold the citizen desired by the structure. However, a purely historiographic study to determine the ups and downs of the main events, names, decrees and institutions that were forging what is now known as the Colombian education system is not enough to understand the discourses that established the boundaries of what should or should not be accepted as the role of the teacher and the student. That is why this study followed the methodological guidelines of the archaeological-genealogical research of the French philosopher Michel Foucault. In this context, it is mentioned as results, firstly, that the formation of boys and girls, in its genesis, was given by the need to give a soul to the newly discovered Indian; therefore, the first instructor was the doctrinal priest whose functions consisted of teaching both the language to the barbarian; like catechesis to man without God. Secondly, the following transformations that public instruction underwent had as their object the service of governmentality. Either to consolidate the colony, or to propagandize the republic; The aim was always to train the body and consciences of the citizens. Thus, the resignification of the purposes of education must begin by establishing epistemological bases that redesign the role of teachers and students.
Analogical analysis; archaeological analysis; history of education; teacher and student.
Copyright (c) 2023 Leonardo Alberto Mauris De la Ossa http://creativecommons.org/licenses/by/4.0
The historical thinking in the preschool children of the Education Institution Majestuoso Ariari through the narration of experience of the inhabitants of their people on the history of the Ariari river
This research proposal involves the preschool students of the Educational Institution named Majestuoso Ariari. Being the objective of the study the development of historical thought, from which the students understand the link between the past and the present starting from their own context. This study was approached by means of the historical narratives related by the grandparents and great-grandparents. To answer the research question, “Can the narration of history of the Ariari River by the villagers develop historical thinking in the preschool children of the Majestuoso Ariari Educational Institution?” a Didactic Unit was applied, an innovative proposal with which it was sought to develop historical thinking in preschool students; The strategy allowed students and teachers to link the family in the teaching and learning processes of history in a different way, favoring the development of historical thinking in the students.
Historical thought; historical narrative; didactic unit; preschool; context.
Copyright (c) 2023 Paola Marcela Peña Delgado http://creativecommons.org/licenses/by/4.0
Synergy between the university and the productive sector: a response to training needs
The following work describes the diagnostic stage in the synergy model of the Universities with external productive sectors within the YachaY Project, which is developed in a collaboration network between Latin American and European Universities. One of the main focuses of interest in the topic of synergy is the feedback to the study plans and programs for updating professional profiles according to the demands of a globalized world, with up-to-date job skills, digital skills at an advanced level and skills. soft that determine attitudes for competent professional development.
University connection; business synergy; job skills.
Copyright (c) 2023 Norma Candolfi Arballo, Yessica Espinosa, Emmanuelle Gutiérrez y Restrepo http://creativecommons.org/licenses/by/4.0
Voice and ancestry in Matitas, La Guajira: the house-school as a reference for functional literacy
The purpose of the study was to dis cover up the colonialities of being and knowledge underlying educational practice developed at the time of the home-school of the historical evolution of education in Matitas, La Guajira, which perpetuate assemblages of a functional literacy, at the same time that they make it possible to neglect the logics of being, to inhabit and knowing belonging to the afromatiteros and wayuu groups existing in the place. For this intention, we former an inter-ethnic team, made up of Afro and Wayuu experts, Afromatitera ethnic authorities, teachers and institutional directors to carry out a doubly reflexive ethnographic process from the perspective of Gunter Diez (2011), which allowed the lugarization of the meanings immersed in the voices, behaviors and corporalities of those who have experienced education. From the latter, it was possible to clarify how the educational institution, from its beginnings, was erected as a scenario of identity, epistemic and cultural concealment in the town.
Functional literacy; home-school; invisibility; lugarization; place
Pedagogical Mediation for the Strengthening of Critical Thinking
The aim of this article is to show the results of a research exercise done by a team of professors of the Language Center of Pontificia Bolivariana University, Monteria, Campus. They organized a set of reading strategies oriented towards the development of critical thinking skills. They were addressed from Facione´s (2007) theoretical proposal to determine its relevance. Those strategies were applied to students who just entered to high education programs. The descriptive and correlational methods, from a mixed approach, were utilized. Besides, a multivariate analysis was used to observe the interrelation among the variables, due to the fact that they needed to be studied simultaneously. For pedagogical mediation, five strategies were implemented in relation to critical thinking skills. The findings showed a real and a critical view of performance in terms of critical thinking and reading comprehension.
Critical thinking; skills; reading; writing; proficiency; competence
Copyright (c) 2023 Lida Mercedes Pinto Doria, Dalis del Carmen Vergara Guerra, María Guadalupe García Castañeda, Dayan Ariadna Guzmán Bejarano, Enyel Manyoma Ledesma http://creativecommons.org/licenses/by/4.0