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type FilaIdicador = [id: string, nombre: string, descripcion: string, subindicadores?: Subindicador[]]; type FilaSubindicador = [id: string, nombre: string, idIndicadorMadre: string]; -let datosEmpiezanEnFila = 0; -let filasProcesadas = 0; -let conteoFilas = -datosEmpiezanEnFila; -let totalFilas = Infinity; -let filasPreprocesadas = false; +const archivo = './datos/base_produccion_ academica_anonimizado_V25_090924.xlsx'; -export async function procesarIndicadores(archivo: string, hoja: string, lista: Indicador[]): Promise { +export async function procesarIndicadores(): Promise { const flujo = await getXlsxStream({ filePath: archivo, - sheet: hoja, + sheet: 'Diccionario de Indicadores', withHeader: true, ignoreEmpty: true, }); return new Promise((resolver) => { let numeroFila = 1; + let contadorIds = 1; + const lista: Indicador[] = []; flujo.on('data', async ({ raw }) => { - const fila = raw.arr as FilaIdicador; - const nombre = fila[1].trim(); - const slug = slugificar(nombre); - - const existe = lista.find((elemento) => elemento.slug === slug); - - if (!existe) { - const respuesta: Indicador = { - id: +fila[0], // revisar si es número - nombre: nombre, - slug: slug, - descripcion: fila[2] ? fila[2].trim() : 'no hay descripción', - }; - - lista.push(respuesta); - } else { - console.log(`En fila ${numeroFila} hay indicador con nombre ${nombre} que ya existe con ID ${existe.id}`); + const [nombre, definicion] = raw.arr as FilaIdicador; + + if (nombre) { + const nombreProcesado = nombre.trim().replace(/[\n\r\s\t]+/g, ' '); + const slug = slugificar(nombreProcesado); + const existe = lista.find((elemento) => elemento.slug === slug); + + if (!existe) { + lista.push({ + id: contadorIds, + nombre: nombreProcesado, + slug, + definicion: definicion ? definicion.trim() : '', + }); + + contadorIds++; + } else { + console.log(`En fila ${numeroFila} hay indicador con nombre ${nombre} que ya existe con ID ${existe.id}`); + } } numeroFila++; }); flujo.on('close', () => { - // Aquí ya terminó de leer toda la tabla - totalFilas = conteoFilas; - - if (!filasPreprocesadas && totalFilas === filasProcesadas) { - filasPreprocesadas = true; - // construirRelacionesDePublicaciones(); - } - resolver(lista); }); @@ -63,21 +55,18 @@ export async function procesarIndicadores(archivo: string, hoja: string, lista: }); } -export async function procesarSubindicadores( - archivo: string, - hoja: string, - lista: Subindicador[], - listaIndicadores: Indicador[] -): Promise { +export async function procesarSubindicadores(indicadores: Indicador[]): Promise { const flujo = await getXlsxStream({ filePath: archivo, - sheet: hoja, + sheet: 'Contenidos P.A', withHeader: true, ignoreEmpty: true, }); + return new Promise((resolver) => { let numeroFila = 1; let contadorIds = 1; + const lista: Subindicador[] = []; flujo.on('data', async ({ raw }) => { const fila = raw.arr as FilaSubindicador; @@ -93,7 +82,7 @@ export async function procesarSubindicadores( const indicadorMadre = slugificar(fila[0].trim()); - const existeIndicador = listaIndicadores.find((obj) => { + const existeIndicador = indicadores.find((obj) => { return obj.slug === indicadorMadre; }); @@ -112,7 +101,7 @@ export async function procesarSubindicadores( lista.push(respuesta); } else { console.log( - `El subindicador ${nombre} con indicador ${existeIndicador.nombre} en fila ${numeroFila} ya existe con nombre ${existeSubIndicador.nombre} e indicador ${listaIndicadores.find((obj) => obj.id === existeSubIndicador.indicadorMadre)?.nombre}` + `El subindicador ${nombre} con indicador ${existeIndicador.nombre} en fila ${numeroFila} ya existe con nombre ${existeSubIndicador.nombre} e indicador ${indicadores.find((obj) => obj.id === existeSubIndicador.indicadorMadre)?.nombre}` ); } } else { @@ -124,12 +113,20 @@ export async function procesarSubindicadores( }); flujo.on('close', () => { - // Aquí ya terminó de leer toda la tabla - totalFilas = conteoFilas; + lista.forEach((subI) => { + const indicadorId = subI.indicadorMadre; + const indicadorI = indicadores.findIndex((obj) => obj.id === indicadorId); - if (!filasPreprocesadas && totalFilas === filasProcesadas) { - filasPreprocesadas = true; - } + if (indicadorI >= 0) { + if (!indicadores[indicadorI].subindicadores) { + indicadores[indicadorI].subindicadores = []; + } + + indicadores[indicadorI].subindicadores?.push(subI.id); + } else { + console.log(`No existe el indicador con ID ${subI.indicadorMadre}!`); + } + }); resolver(lista); }); diff --git a/aplicaciones/procesador/fuente/procesador.ts b/aplicaciones/procesador/fuente/procesador.ts index b31946e..4668b99 100644 --- a/aplicaciones/procesador/fuente/procesador.ts +++ b/aplicaciones/procesador/fuente/procesador.ts @@ -1,8 +1,20 @@ +import { chulo, guardarJSON, logAviso } from './ayudas'; +import { procesarIndicadores, procesarSubindicadores } from './indicadores'; import procesadorColectivos from './procesadorColectivos'; import procesadorPublicaciones from './procesadorPublicaciones'; async function inicio() { - await procesadorPublicaciones(); + /** Extraer diccionario de indicadores */ + const indicadores = await procesarIndicadores(); + /** Extraer subindicadores y crear relaciones con indicadores */ + const subindicadores = await procesarSubindicadores(indicadores); + + guardarJSON(indicadores, `indicadores-produccionAcademica`); + console.log(chulo, logAviso('Procesados indicadores')); + guardarJSON(subindicadores, `subIndicadores-produccionAcademica`); + console.log(chulo, logAviso('Procesados subindicadores')); + + // const publicaciones = await procesadorPublicaciones(); // await procesadorColectivos(); } diff --git a/aplicaciones/procesador/fuente/procesadorColectivos.ts b/aplicaciones/procesador/fuente/procesadorColectivos.ts index 5c1d3e5..8fcfe0f 100644 --- a/aplicaciones/procesador/fuente/procesadorColectivos.ts +++ b/aplicaciones/procesador/fuente/procesadorColectivos.ts @@ -1,7 +1,7 @@ import { getXlsxStream } from 'xlstream'; import slugificar from 'slug'; //import { emojify } from 'node-emoji'; -import { separarPartes, ordenarListaObjetos, guardarJSON, logAviso, chulo, procesarLista } from './ayudas'; +import { ordenarListaObjetos, guardarJSON, logAviso, chulo, procesarLista } from './ayudas'; import { ElementoLista, ListasColectivos, @@ -12,7 +12,6 @@ import { ElementoListaIndicadores, CamposColectivos, } from './tipos'; -import { procesarIndicadores, procesarSubindicadores } from './indicadores'; const archivoColectivos = './datos/base_colectivos_y_ambitos_anonimizado20240902.xlsx'; const hojaCol = 'Diccionario Indicadores'; @@ -66,8 +65,6 @@ const listas: ListasColectivos = { }; export default async () => { - indicadoresProcesados = await procesarIndicadores(archivoColectivos, hojaCol, indicadoresCol); - /* subindicadoresProcesados = await procesarSubindicadores( archivoColectivos, hojaSubindicadoresCol, diff --git a/aplicaciones/procesador/fuente/procesadorPublicaciones.ts b/aplicaciones/procesador/fuente/procesadorPublicaciones.ts index f3e372b..3293952 100644 --- a/aplicaciones/procesador/fuente/procesadorPublicaciones.ts +++ b/aplicaciones/procesador/fuente/procesadorPublicaciones.ts @@ -1,9 +1,7 @@ import { getXlsxStream } from 'xlstream'; import slugificar from 'slug'; -//import { emojify } from 'node-emoji'; -import { separarPartes, ordenarListaObjetos, guardarJSON, logAviso, chulo, procesarLista } from './ayudas'; +import { separarPartes, ordenarListaObjetos, guardarJSON, procesarLista } from './ayudas'; import { - ElementoLista, ListasPublicaciones, CamposPA, DefinicionSimple, @@ -12,11 +10,6 @@ import { Subindicador, ElementoListaIndicadores, } from './tipos'; -import { procesarIndicadores, procesarSubindicadores } from './indicadores'; - -const archivoPA = './datos/base_produccion_ academica_100724.xlsx'; -const hojaPA = 'Diccionario de Indicadores'; -const hojaSubindicadoresCol = 'Contenidos P.A'; type FilaProduccionAcademica = [ id: number, @@ -42,9 +35,6 @@ const campos: CamposPA = [ { llave: 'subindicadores', indice: 10 }, ]; -const publicaciones: Publicacion[] = []; -const indicadoresPA: Indicador[] = []; -const subindicadoresPA: Subindicador[] = []; let indicadoresProcesados: Indicador[] = []; let subindicadoresProcesados: Subindicador[] = []; @@ -57,39 +47,7 @@ const listas: ListasPublicaciones = { subindicadores: [], }; -export default async () => { - indicadoresProcesados = await procesarIndicadores(archivoPA, hojaPA, indicadoresPA); - subindicadoresProcesados = await procesarSubindicadores( - archivoPA, - hojaSubindicadoresCol, - subindicadoresPA, - indicadoresProcesados - ); - await procesarProduccion(); - - subindicadoresProcesados.forEach((subI) => { - const indicadorId = subI.indicadorMadre; - const indicadorI = indicadoresProcesados.findIndex((obj) => obj.id === indicadorId); - - if (indicadorI >= 0) { - if (!indicadoresProcesados[indicadorI].subindicadores) { - indicadoresProcesados[indicadorI].subindicadores = []; - } - - indicadoresProcesados[indicadorI].subindicadores?.push(subI.id); - } else { - console.log(`No existe el indicador con ID ${subI.indicadorMadre}!`); - } - }); - - guardarJSON(indicadoresProcesados, `indicadores-produccionAcademica`); - - console.log(chulo, logAviso('Procesados indicadores')); - guardarJSON(subindicadoresProcesados, `subIndicadores-produccionAcademica`); - console.log(chulo, logAviso('Procesados subindicadores')); -}; - -async function procesarProduccion(): Promise { +export default async (): Promise => { const archivo = './datos/base_produccion_ academica_anonimizado_V25_090924.xlsx'; const flujo = await getXlsxStream({ filePath: archivo, @@ -100,12 +58,10 @@ async function procesarProduccion(): Promise { let numeroFila = 2; let datosEmpiezanEnFila = 0; - let filasProcesadas = 0; - let conteoFilas = -datosEmpiezanEnFila; - let totalFilas = Infinity; - let filasPreprocesadas = false; return new Promise((resolver) => { + const publicaciones: Publicacion[] = []; + flujo.on('data', async ({ raw }) => { const fila = raw.arr as FilaProduccionAcademica; const id = fila[0]; @@ -121,12 +77,9 @@ async function procesarProduccion(): Promise { const indicador = fila[9] ? fila[9].trim() : ''; const subindicador = fila[10] ? fila[10].trim() : ''; - conteoFilas++; + const publicacion = procesarFila(raw.arr, numeroFila); + publicaciones.push(publicacion); - if (numeroFila > datosEmpiezanEnFila) { - procesarFila(raw.arr, numeroFila); - filasProcesadas++; - } // Llenar listas procesarLista(dependencia, listas.dependencias); procesarLista(tipos, listas.tipos); @@ -148,12 +101,7 @@ async function procesarProduccion(): Promise { flujo.on('close', () => { // Aquí ya terminó de leer toda la tabla - totalFilas = conteoFilas; - - if (!filasPreprocesadas && totalFilas === filasProcesadas) { - filasPreprocesadas = true; - construirRelacionesDePublicaciones(); - } + construirRelacionesDePublicaciones(publicaciones); guardarJSON(publicaciones, 'publicaciones'); guardarJSON(listas, 'listas'); @@ -164,16 +112,15 @@ async function procesarProduccion(): Promise { throw new Error(JSON.stringify(error, null, 2)); }); }); -} +}; -function procesarFila(fila: string[], numeroFila: number) { +function procesarFila(fila: FilaProduccionAcademica, numeroFila: number): Publicacion { const tituloPublicacion = fila[5] ? fila[5].trim() : ''; const autores = fila[1]?.includes(';') ? separarPartes(fila[1], ';') : [fila[1]?.trim()]; const subindicador = fila[10] ? fila[10].trim() : ''; if (!subindicador) { console.log(`No hay subindicador en ${numeroFila}`); - return; } const subindicadorProcesado = subindicadoresProcesados.find((obj) => { @@ -221,8 +168,7 @@ function procesarFila(fila: string[], numeroFila: number) { const validacion = validarValorMultiple(fila[campo.indice], listas[campo.llave], campo.llave); if (validacion) respuesta[campo.llave] = validacion; }); */ - - publicaciones.push(respuesta); + return respuesta; } function procesarListaIndicadores(indicador: string) { @@ -281,7 +227,7 @@ function imprimirErratas( } // Ver haciendocaminos procesador.ts 240 -function construirRelacionesDePublicaciones() { +function construirRelacionesDePublicaciones(publicaciones: Publicacion[]) { for (const lista in listas) { ordenarListaObjetos(listas[lista as keyof ListasPublicaciones], 'slug', true); } diff --git a/aplicaciones/www/estaticos/datos/indicadores-produccionAcademica.json b/aplicaciones/www/estaticos/datos/indicadores-produccionAcademica.json index b411656..58110f8 100644 --- a/aplicaciones/www/estaticos/datos/indicadores-produccionAcademica.json +++ b/aplicaciones/www/estaticos/datos/indicadores-produccionAcademica.json @@ -1 +1 @@ -[{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."},{"id":2,"nombre":"AGRESIÓN ESCOLAR","slug":"agresion-escolar","descripcion":"Este indicador temático agrupa las investigaciones y reflexiones sobre la agresión escolar, también conocida como Bullying. Ésta se refiere a comportamientos donde un estudiante o un grupo de estudiantes ejerce violencia física, verbal o psicológica de manera repetitiva hacia otro estudiante. También puede manifestarse de diversas formas, como intimidación, exclusión social, difamación, y puede tener consecuencias negativas significativas en la salud mental y emocional del receptor de la agresión. La prevención y abordaje de la agresión escolar implican promover un entorno educativo seguro, fomentar la empatía y establecer políticas y medidas para intervenir y prevenir situaciones de intimidación. La concientización y la colaboración entre estudiantes, educadores y padres son clave en la lucha contra la agresión escolar."},{"id":3,"nombre":"BIENESTAR UNIVERSITARIO","slug":"bienestar-universitario","descripcion":"El indicador temático Bienestar Universitario se enfoca en optimizar la experiencia integral de los miembros de la comunidad universitaria. A través de un equipo interdisciplinario, se busca fortalecer el potencial individual frente a los desafíos y cambios universitarios. Este indicador se materializa mediante acciones específicas que contribuyen a construir un entorno inclusivo, fomentar el sentido de pertenencia y fortalecer las relaciones humanas, promoviendo así el bienestar general en la institución. Bajo este indicador se agrupan publicaciones de carácter académico, de opinión e informativo relacionada con el Bienestar universitario.","subindicadores":[1,2]},{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."},{"id":5,"nombre":"CONECTIVIDAD","slug":"conectividad","descripcion":"La Conectividad se refiere al acceso efectivo a la infraestructura tecnológica y a la red de internet, posibilitando la interacción, colaboración, intercambio de información y acceso a procesos educativos en modalidad remota. La conectividad adecuada es esencial para fomentar la equidad en el acceso a la educación y aprovechar plenamente las oportunidades que la tecnología proporciona. La producción académica asociada a este indicador aborda cuestiones fundamentales relacionadas con ampliación de la conectividad, sus impactos en la educación, así como estrategias para superar las brechas digitales y garantizar una participación inclusiva en entornos educativos virtuales."},{"id":6,"nombre":"CONSTRUCCIÓN DE CONOCIMIENTO","slug":"construccion-de-conocimiento","descripcion":"El indicador temático Construcción de Conocimiento se define como el proceso dinámico en el cual las personas adquieren, organizan y desarrollan una comprensión profunda de conceptos, habilidades, información y experiencias. Este proceso implica la participación activa del individuo, conectando nuevos aprendizajes con experiencias previas, reflexionando críticamente y aplicando el conocimiento en contextos diversos. La producción académica vinculada a este indicador se enfoca en explorar las dimensiones reproductivas, críticas y epistémicas de la construcción de conocimiento, abordando preguntas fundamentales sobre el porqué, el cómo, el dónde, el cuándo y el quiénes de un proceso específico con el objetivo de hacerlo accesible y significativo para otras personas o la sociedad en general.","subindicadores":[3]},{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","descripcion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes.","subindicadores":[4,5]},{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."},{"id":9,"nombre":"DIDÁCTICA","slug":"didactica","descripcion":"Este indicador temático abarca la producción académica relacionada con la didáctica en diversas disciplinas y ámbitos educativos. La Didáctica es la disciplina que se encarga del estudio y la reflexión sobre cómo enseñar y aprender de manera efectiva en distintos contextos educativos. Incluye aspectos como la planificación de clases, la evaluación del aprendizaje, el diseño de materiales y la implementación de metodologías innovadoras. Esta disciplina se centra en los métodos, estrategias, técnicas y enfoques utilizados para optimizar la comprensión y el desarrollo de habilidades en los estudiantes. La producción académica recopilada abarca investigaciones, estudios empíricos, análisis teóricos y propuestas metodológicas que exploran la didáctica desde múltiples perspectivas y áreas de conocimiento.","subindicadores":[6]},{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales.","subindicadores":[7,8,9,10,11,12,13,14,15,16]},{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales.","subindicadores":[17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49]},{"id":12,"nombre":"EDUCACIÓN \nPOST COVID-19","slug":"educacion-post-covid-19","descripcion":"El sub-indicador temático Educación Post-COVID se refiere a la transformación y adaptación del sistema educativo como respuesta a la pandemia por COVID-19. En este sub-indicador se agrupan reflexiones y estrategias sobre cómo superar los desafíos surgidos durante la crisis sanitaria, la integración de aprendizajes digitales, el fortalecimiento del sistema educativo y la promoción de la equidad en el acceso a la educación. La producción académica relacionada con este indicador aborda temas como la implementación de tecnologías educativas, modelos híbridos de enseñanza, el bienestar emocional de los estudiantes y la redefinición de políticas educativas para garantizar una educación de calidad en el nuevo panorama post-pandémico."},{"id":13,"nombre":"EDUCACIÓN\nPÚBLICA","slug":"educacion-publica","descripcion":"El indicador temático Educación Pública se centra en el análisis y estudio del sistema educativo financiado y dirigido por el Estado, con el propósito de asegurar un acceso igualitario a una educación de alto nivel sin distinción alguna. Incluye la producción académica que examina la equidad educativa, la inclusión social, la gestión y políticas educativas, el financiamiento de la educación, la autonomía de las instituciones públicas, la evaluación de la calidad educativa, así como la formación y las condiciones laborales de los docentes en escuelas y universidades públicas. Esta producción académica abarca investigaciones, estudios comparativos entre sistemas educativos públicos, y evaluaciones de programas y proyectos relacionados con la educación pública."},{"id":14,"nombre":"EDUCACIÓN\nTECNOLÓGICA Y TIC","slug":"educacion-tecnologica-y-tic","descripcion":"El sub-indicador temático Educación Tecnológica y TIC engloba la producción académica relacionada con la reflexión sobre las Tecnologías de la Información y la Comunicación (TIC) en el ámbito educativo. Este sub-indicador abarca discusiones sobre la educación técnica y tecnológica en diversas disciplinas y contextos, reflexiones sobre la integración de las TIC en la enseñanza y el aprendizaje, el uso de herramientas tecnológicas en el proceso educativo, el desarrollo y la innovación tecnológica en el contexto educativo, el impacto de la tecnología en la educación y el análisis de las implicaciones de las TIC en el ámbito educativo."},{"id":15,"nombre":"EDUCACIÓN\n VIRTUAL","slug":"educacion-virtual","descripcion":"El sub-indicador temático Educación Virtual engloba la producción académica que se enfoca en la implementación y el estudio de metodologías, estrategias y recursos educativos en entornos virtuales de aprendizaje. Esta categoría abarca documentos relacionados con el diseño de cursos en línea, el desarrollo de contenidos educativos digitales, el uso de plataformas de aprendizaje virtual, la evaluación de la efectividad de la educación en línea, la formación de docentes para la enseñanza virtual, y la integración de tecnologías de la información y comunicación (TIC) en el proceso educativo. También incluye investigaciones sobre el impacto de la educación virtual en el aprendizaje, la participación estudiantil y la accesibilidad educativa."},{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas.","subindicadores":[50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,65]},{"id":17,"nombre":"ESCUELA NUEVA","slug":"escuela-nueva","descripcion":"Escuela Nueva es un indicador temático que concentra la producción académica relacionada con este enfoque pedagógico. La Escuela Nueva es un modelo educativo que busca transformar la enseñanza, fomentando la participación activa de los estudiantes, la personalización del aprendizaje y el trabajo colaborativo. Aquí se incluyen investigaciones, análisis y reflexiones que exploran la implementación, impacto y desarrollo de la Escuela Nueva en diversos contextos educativos."},{"id":18,"nombre":"ESTRATEGIAS DE ESTUDIO","slug":"estrategias-de-estudio","descripcion":"El indicador temático Estrategias de Estudio, comprende investigaciones y reflexiones centradas en el análisis, diseño y aplicación de enfoques efectivos para el proceso de aprendizaje. Las producciones académicas bajo este indicador ofrecen información sobre cómo las estrategias de estudio pueden influir en el rendimiento académico, la retención de conocimientos, el desarrollo de habilidades de aprendizaje a lo largo de la vida y la permanencia. Los estudios incluidos exploran la eficacia de diversas técnicas de estudio, consideraciones pedagógicas y prácticas docentes para fomentar el uso efectivo de estrategias de estudio e investigaciones que contribuyen a la comprensión y aplicación de estrategias para optimizar el proceso de enseñanza-aprendizaje en diversos contextos educativos."},{"id":19,"nombre":"ESTUDIOS INTERCULTURALES","slug":"estudios-interculturales","descripcion":"El indicador temático Estudios Interculturales se enfoca en la producción académica relacionada con la interculturalidad en contextos educativos. Este indicador abarca investigaciones y reflexiones que tienen como objetivo comprender y fomentar el diálogo entre diversas culturas. Desde estrategias para la inclusión cultural hasta el análisis de políticas educativas que promueven la diversidad, se recopilan contenidos que exploran los retos, la convivencia y el enriquecimiento mutuo entre diferentes grupos étnicos, lingüísticos o culturales en el ámbito social y educativo.","subindicadores":[66]},{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo.","subindicadores":[67]},{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional.","subindicadores":[68,69,70,71]},{"id":22,"nombre":"INNOVACIÓN ACADÉMICA","slug":"innovacion-academica","descripcion":"El indicador temático Innovación Académica engloba la producción académica enfocada en la creación y aplicación de innovaciones en el ámbito educativo. Incluye investigaciones, análisis, reflexiones y experiencias sobre nuevas metodologías de enseñanza, tecnologías educativas, modelos pedagógicos innovadores y todo lo que contribuya al mejoramiento constante de los procesos de enseñanza y aprendizaje, adaptándose a las exigencias y dinámicas sociales actuales."},{"id":23,"nombre":"INTERNACIONALIZACIÓN DE LA EDUCACIÓN","slug":"internacionalizacion-de-la-educacion","descripcion":"Este indicador se centra en el estudio y análisis de la movilidad estudiantil y académica, la colaboración interinstitucional a nivel global, la adopción de estándares y prácticas internacionales en la educación, así como el impacto de la globalización en los sistemas educativos. También incluye aspectos como el desarrollo de programas educativos internacionales, la internacionalización del currículo y la formación de ciudadanos globales."},{"id":24,"nombre":"ORGANIZACIONES ESTUDIANTILES","slug":"organizaciones-estudiantiles","descripcion":"El indicador Organizaciones Estudiantiles, se centra en analizar y comprender la contribución y el impacto de estas organizaciones en el contexto educativo, social e individual. Este indicador agrupa investigaciones y reflexiones que exploran las organizaciones lideradas por estudiantes. Este indicador, aborda temas relacionados con la participación estudiantil en la formulación de políticas educativas y en la configuración del entorno educativo."},{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento.","subindicadores":[72,73,74,75,76,77,78]},{"id":26,"nombre":"PEDAGOGÍA\nINNOVACIÓN PEDAGOGÍA","slug":"pedagogia-innovacion-pedagogia","descripcion":"El indicador de Innovación Pedagógica se enfoca en la aplicación de enfoques, estrategias y metodologías innovadoras en el ámbito de la enseñanza. Este indicador engloba investigaciones, reflexiones, propuestas y experiencias relacionadas con la innovación pedagógica. Incluye la creación de nuevos modelos de enseñanza-aprendizaje, la introducción de tecnologías emergentes en el aula, el desarrollo de proyectos educativos creativos, la adaptación de prácticas pedagógicas a situaciones particulares como la pandemia, y otras iniciativas que impulsan la mejora continua en la calidad y efectividad de la enseñanza."},{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."},{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad.","subindicadores":[79,80,81,82]},{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación.","subindicadores":[83,84,85,86,87,88]},{"id":30,"nombre":"UNIVERSIDADES PÚBLICAS","slug":"universidades-publicas","descripcion":"El indicador temático Universidades Públicas, se enfoca en la recopilación de investigaciones y análisis que abordan aspectos específicos relacionados con las instituciones de educación superior de carácter público. Este indicador agrupa producciones académicas que exploran la misión, el impacto social, los retos y las oportunidades de las universidades públicas.","subindicadores":[89]}] \ No newline at end of file +[{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","definicion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."},{"id":2,"nombre":"AGRESIÓN ESCOLAR","slug":"agresion-escolar","definicion":"Este indicador temático agrupa las investigaciones y reflexiones sobre la agresión escolar, también conocida como Bullying. Ésta se refiere a comportamientos donde un estudiante o un grupo de estudiantes ejerce violencia física, verbal o psicológica de manera repetitiva hacia otro estudiante. También puede manifestarse de diversas formas, como intimidación, exclusión social, difamación, y puede tener consecuencias negativas significativas en la salud mental y emocional del receptor de la agresión. La prevención y abordaje de la agresión escolar implican promover un entorno educativo seguro, fomentar la empatía y establecer políticas y medidas para intervenir y prevenir situaciones de intimidación. La concientización y la colaboración entre estudiantes, educadores y padres son clave en la lucha contra la agresión escolar."},{"id":3,"nombre":"BIENESTAR UNIVERSITARIO","slug":"bienestar-universitario","definicion":"El indicador temático Bienestar Universitario se enfoca en optimizar la experiencia integral de los miembros de la comunidad universitaria. A través de un equipo interdisciplinario, se busca fortalecer el potencial individual frente a los desafíos y cambios universitarios. Este indicador se materializa mediante acciones específicas que contribuyen a construir un entorno inclusivo, fomentar el sentido de pertenencia y fortalecer las relaciones humanas, promoviendo así el bienestar general en la institución. Bajo este indicador se agrupan publicaciones de carácter académico, de opinión e informativo relacionada con el Bienestar universitario.","subindicadores":[1,2]},{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","definicion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."},{"id":5,"nombre":"CONECTIVIDAD","slug":"conectividad","definicion":"La Conectividad se refiere al acceso efectivo a la infraestructura tecnológica y a la red de internet, posibilitando la interacción, colaboración, intercambio de información y acceso a procesos educativos en modalidad remota. La conectividad adecuada es esencial para fomentar la equidad en el acceso a la educación y aprovechar plenamente las oportunidades que la tecnología proporciona. La producción académica asociada a este indicador aborda cuestiones fundamentales relacionadas con ampliación de la conectividad, sus impactos en la educación, así como estrategias para superar las brechas digitales y garantizar una participación inclusiva en entornos educativos virtuales."},{"id":6,"nombre":"CONSTRUCCIÓN DE CONOCIMIENTO","slug":"construccion-de-conocimiento","definicion":"El indicador temático Construcción de Conocimiento se define como el proceso dinámico en el cual las personas adquieren, organizan y desarrollan una comprensión profunda de conceptos, habilidades, información y experiencias. Este proceso implica la participación activa del individuo, conectando nuevos aprendizajes con experiencias previas, reflexionando críticamente y aplicando el conocimiento en contextos diversos. La producción académica vinculada a este indicador se enfoca en explorar las dimensiones reproductivas, críticas y epistémicas de la construcción de conocimiento, abordando preguntas fundamentales sobre el porqué, el cómo, el dónde, el cuándo y el quiénes de un proceso específico con el objetivo de hacerlo accesible y significativo para otras personas o la sociedad en general.","subindicadores":[3]},{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","definicion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes.","subindicadores":[4,5]},{"id":8,"nombre":"DESERCIÓN","slug":"desercion","definicion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."},{"id":9,"nombre":"DIDÁCTICA","slug":"didactica","definicion":"Este indicador temático abarca la producción académica relacionada con la didáctica en diversas disciplinas y ámbitos educativos. La Didáctica es la disciplina que se encarga del estudio y la reflexión sobre cómo enseñar y aprender de manera efectiva en distintos contextos educativos. Incluye aspectos como la planificación de clases, la evaluación del aprendizaje, el diseño de materiales y la implementación de metodologías innovadoras. Esta disciplina se centra en los métodos, estrategias, técnicas y enfoques utilizados para optimizar la comprensión y el desarrollo de habilidades en los estudiantes. La producción académica recopilada abarca investigaciones, estudios empíricos, análisis teóricos y propuestas metodológicas que exploran la didáctica desde múltiples perspectivas y áreas de conocimiento.","subindicadores":[6]},{"id":10,"nombre":"DOCENCIA","slug":"docencia","definicion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales.","subindicadores":[7,8,9,10,11,12,13,14,15,16]},{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","definicion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\r\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\r\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales.","subindicadores":[17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49]},{"id":12,"nombre":"EDUCACIÓN POST COVID-19","slug":"educacion-post-covid-19","definicion":"El sub-indicador temático Educación Post-COVID se refiere a la transformación y adaptación del sistema educativo como respuesta a la pandemia por COVID-19. En este sub-indicador se agrupan reflexiones y estrategias sobre cómo superar los desafíos surgidos durante la crisis sanitaria, la integración de aprendizajes digitales, el fortalecimiento del sistema educativo y la promoción de la equidad en el acceso a la educación. La producción académica relacionada con este indicador aborda temas como la implementación de tecnologías educativas, modelos híbridos de enseñanza, el bienestar emocional de los estudiantes y la redefinición de políticas educativas para garantizar una educación de calidad en el nuevo panorama post-pandémico."},{"id":13,"nombre":"EDUCACIÓN PÚBLICA","slug":"educacion-publica","definicion":"El indicador temático Educación Pública se centra en el análisis y estudio del sistema educativo financiado y dirigido por el Estado, con el propósito de asegurar un acceso igualitario a una educación de alto nivel sin distinción alguna. Incluye la producción académica que examina la equidad educativa, la inclusión social, la gestión y políticas educativas, el financiamiento de la educación, la autonomía de las instituciones públicas, la evaluación de la calidad educativa, así como la formación y las condiciones laborales de los docentes en escuelas y universidades públicas. Esta producción académica abarca investigaciones, estudios comparativos entre sistemas educativos públicos, y evaluaciones de programas y proyectos relacionados con la educación pública."},{"id":14,"nombre":"EDUCACIÓN TECNOLÓGICA Y TIC","slug":"educacion-tecnologica-y-tic","definicion":"El sub-indicador temático Educación Tecnológica y TIC engloba la producción académica relacionada con la reflexión sobre las Tecnologías de la Información y la Comunicación (TIC) en el ámbito educativo. Este sub-indicador abarca discusiones sobre la educación técnica y tecnológica en diversas disciplinas y contextos, reflexiones sobre la integración de las TIC en la enseñanza y el aprendizaje, el uso de herramientas tecnológicas en el proceso educativo, el desarrollo y la innovación tecnológica en el contexto educativo, el impacto de la tecnología en la educación y el análisis de las implicaciones de las TIC en el ámbito educativo."},{"id":15,"nombre":"EDUCACIÓN VIRTUAL","slug":"educacion-virtual","definicion":"El sub-indicador temático Educación Virtual engloba la producción académica que se enfoca en la implementación y el estudio de metodologías, estrategias y recursos educativos en entornos virtuales de aprendizaje. Esta categoría abarca documentos relacionados con el diseño de cursos en línea, el desarrollo de contenidos educativos digitales, el uso de plataformas de aprendizaje virtual, la evaluación de la efectividad de la educación en línea, la formación de docentes para la enseñanza virtual, y la integración de tecnologías de la información y comunicación (TIC) en el proceso educativo. También incluye investigaciones sobre el impacto de la educación virtual en el aprendizaje, la participación estudiantil y la accesibilidad educativa."},{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","definicion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \r\nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},{"id":17,"nombre":"ESCUELA NUEVA","slug":"escuela-nueva","definicion":"Escuela Nueva es un indicador temático que concentra la producción académica relacionada con este enfoque pedagógico. La Escuela Nueva es un modelo educativo que busca transformar la enseñanza, fomentando la participación activa de los estudiantes, la personalización del aprendizaje y el trabajo colaborativo. Aquí se incluyen investigaciones, análisis y reflexiones que exploran la implementación, impacto y desarrollo de la Escuela Nueva en diversos contextos educativos."},{"id":18,"nombre":"ESTRATEGIAS DE ESTUDIO","slug":"estrategias-de-estudio","definicion":"El indicador temático Estrategias de Estudio, comprende investigaciones y reflexiones centradas en el análisis, diseño y aplicación de enfoques efectivos para el proceso de aprendizaje. Las producciones académicas bajo este indicador ofrecen información sobre cómo las estrategias de estudio pueden influir en el rendimiento académico, la retención de conocimientos, el desarrollo de habilidades de aprendizaje a lo largo de la vida y la permanencia. Los estudios incluidos exploran la eficacia de diversas técnicas de estudio, consideraciones pedagógicas y prácticas docentes para fomentar el uso efectivo de estrategias de estudio e investigaciones que contribuyen a la comprensión y aplicación de estrategias para optimizar el proceso de enseñanza-aprendizaje en diversos contextos educativos."},{"id":19,"nombre":"ESTUDIOS INTERCULTURALES","slug":"estudios-interculturales","definicion":"El indicador temático Estudios Interculturales se enfoca en la producción académica relacionada con la interculturalidad en contextos educativos. Este indicador abarca investigaciones y reflexiones que tienen como objetivo comprender y fomentar el diálogo entre diversas culturas. Desde estrategias para la inclusión cultural hasta el análisis de políticas educativas que promueven la diversidad, se recopilan contenidos que exploran los retos, la convivencia y el enriquecimiento mutuo entre diferentes grupos étnicos, lingüísticos o culturales en el ámbito social y educativo.","subindicadores":[50]},{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","definicion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. 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Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento.","subindicadores":[57,58,59,60,61,62,63]},{"id":26,"nombre":"PEDAGOGÍA INNOVACIÓN PEDAGOGÍA","slug":"pedagogia-innovacion-pedagogia","definicion":"El indicador de Innovación Pedagógica se enfoca en la aplicación de enfoques, estrategias y metodologías innovadoras en el ámbito de la enseñanza. Este indicador engloba investigaciones, reflexiones, propuestas y experiencias relacionadas con la innovación pedagógica. 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GÉNERO","conteo":1,"slug":"violencia-de-genero","relaciones":[],"publicaciones":[]},{"nombre":"VIRTUAL","conteo":3,"slug":"virtual","relaciones":[],"publicaciones":[]}]} \ No newline at end of file diff --git a/aplicaciones/www/estaticos/datos/publicaciones.json b/aplicaciones/www/estaticos/datos/publicaciones.json index 6dfb0cb..b0cebd1 100644 --- a/aplicaciones/www/estaticos/datos/publicaciones.json +++ b/aplicaciones/www/estaticos/datos/publicaciones.json @@ -1 +1 @@ -[{"id":214,"titulo":{"nombre":"A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL. Experiencias de una profesora en formación con la enseñanza del inglés en el extranjero: cambio de contextos.","slug":"a-preservice-teachers-experiences-teaching-english-abroad-from-esl-to-efl-experiencias-de-una-profesora-en-formacion-con-la-ensenanza-del-ingles-en-el-extranjero-cambio-de-contextos"},"resumen":"“Resumen \nAunque se supone que la práctica profesional de enseñanza de estudiantes internacionales amplía el conocimiento cultural, lingüístico y pedagógico de los docentes en formación, la naturaleza de este crecimiento y su relación con las prácticas de formación docente no se han explorado completamente. Desde una perspectiva sociocultural basada en la socialización docente y la mentalidad de crecimiento, este estudio de caso investiga las experiencias de una maestra estadounidense en formación que enseña inglés en una escuela en México. El análisis de datos reveló la creciente sensibilidad de la maestra hacia el contexto educativo y su reconocimiento gradual de las diferencias en la enseñanza del inglés entre dos países, lo que representa un cambio de su postura pedagógica. Se discute la importancia del contexto en la socialización docente.”","autores":[{"nombre":"Lengeling, M. Martha","slug":"lengeling-m-martha"},{"nombre":"Schneider, Melanie L.","slug":"schneider-melanie-l"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Lengeling, M., & Schneider, M. L. (2023). A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL. Experiencias de una profesora en formación con la enseñanza del inglés en el extranjero: cambio de contextos. Profile: Issues in Teachers' Professional Development, 25(2), 81-94. doi: https://doi.org/10.15446/profile.v25n2.101608\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/101608","fuente":"https://doi.org/10.15446/profile.v25n2.101608\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/101608","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":13,"nombre":"EXPERIENCIAS","slug":"experiencias","indicadorMadre":10}},{"id":68,"titulo":{"nombre":"Abandono y permanencia en educación superior: un análisis multinivel para Iberoamérica","slug":"abandono-y-permanencia-en-educacion-superior-un-analisis-multinivel-para-iberoamerica"},"resumen":"“Resumen\nEl objetivo de esta investigación es identificar las variables que influyen en el abandono y la permanencia en la educación superior en el contexto iberoamericano desde un enfoque multinivel; se utilizó la encuesta realizada por el proyecto Alfa-Guía en el año 2013, la cual incluye 11423 estudiantes de 19 Instituciones de Educación Superior (IES) ubicadas en 14 países iberoamericanos. La metodología empleada fue un modelo logístico multinivel de dos niveles para variable dependiente binaria (estudiante activo o que abandonó) incluyendo un efecto de covariable aleatorio determinado por las ayudas económicas recibidas por el estudiante. La revisión de las aproximaciones teóricas y empíricas al fenómeno del abandono estudiantil demuestra que esta es una problemática compleja, multicausal y dinámica, que está vinculada a una serie de factores endógenos y exógenos al estudiante y a la IES donde ocurre. Los resultados del modelo econométrico estimado indican que existe una evidencia significativa de la variación del comportamiento de la variable dependiente entre las unidades del segundo nivel (IES) y que variables como género, estado civil, recursos económicos, brecha educativa y satisfacción del estudiante con su programa, resultan significativas para la decisión de abandono. Por lo tanto, se concluye que es necesario ahondar en la identificación de los variables determinantes del abandono vinculándolos a un contexto social, económico y cultural (texto tomado de la fuente)”","autores":[{"nombre":"Jiménez Mora, María Camila","slug":"jimenez-mora-maria-camila"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Jiménez Mora, M. C. (04 de noviembre de 2021). Tesis de Maestría: Abandono y permanencia en educación superior: un análisis multinivel para Iberoamérica. Recuperado el 05 de 02 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/80950","fuente":"https://repositorio.unal.edu.co/handle/unal/80950","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":247,"titulo":{"nombre":"Abecé de la ley 1996 de 2019, \"por medio del cual se establecen el régimen para el ejercicio de la capacidad legal de las personas con discapacidad mayores de edad\"","slug":"abece-de-la-ley-1996-de-2019-por-medio-del-cual-se-establecen-el-regimen-para-el-ejercicio-de-la-capacidad-legal-de-las-personas-con-discapacidad-mayores-de-edad"},"resumen":"La Ley 1996 de 2019 en Colombia establece un nuevo régimen para el ejercicio de la capacidad legal de las personas con discapacidad mayores de edad. Esta ley elimina la figura de la interdicción, garantizando que todas las personas, independientemente de su discapacidad, pueden tomar decisiones y ejercer sus derechos de manera autónoma, con el apoyo necesario.\n\nLa ley promueve el respeto a la dignidad humana, la autonomía, y la no discriminación, alineándose con la Convención sobre los Derechos de las Personas con Discapacidad. Introduce mecanismos como acuerdos de apoyos y directivas anticipadas para asistir a las personas con discapacidad en la toma de decisiones.\n\nPara implementar esta ley, se requiere la reglamentación del derecho al trabajo, la valoración de apoyos, y la formación de notarios, conciliadores, jueces, y equipos interdisciplinarios, con plazos que varían de cuatro meses a tres años desde la promulgación de la ley.","autores":[{"nombre":"Ministerio de Justicia","slug":"ministerio-de-justicia"}],"años":{"año":null,"valor":"(s.f)"},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Ministerio de Justicia. (s.f.). Abecé de la ley 1996 de 2019, \"por medio del cual se establecen el régimen para el ejercicio de la capacidad legal de las personas con discapacidad mayores de edad\". Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/abc_ley_1996_de_2019.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/abc_ley_1996_de_2019.pdf ","dependencias":{"nombre":"Ministerio de Justicia","slug":"ministerio-de-justicia"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":244,"titulo":{"nombre":"Accesibilidad a la Información. En la UN la incapacidad es asunto de derechos","slug":"accesibilidad-a-la-informacion-en-la-un-la-incapacidad-es-asunto-de-derechos"},"resumen":"Resumen\nLa Universidad Nacional de Colombia presenta la cartilla “Accesibilidad a la Información” como una muestra de su compromiso con la igualdad en el acceso a la información y la comunicación para toda la comunidad universitaria y la población en general. Esta cartilla tiene como objetivo asegurar que cualquier persona, independientemente de su origen, características lingüísticas, culturales o físicas, pueda acceder a los contenidos en igualdad de condiciones, ya sean físicos o digitales.\n\nLa accesibilidad se basa en principios de flexibilidad, utilidad, no discriminación y oportunidad para todos. Dirigida a la comunidad universitaria y a los expertos en la generación de contenidos digitales, la cartilla proporciona lineamientos básicos para crear información accesible, facilitando así la comunicación, especialmente para las personas con discapacidad.\n\nLa Dirección Nacional de Bienestar invita a leer y aplicar estos lineamientos para fomentar una cultura universitaria incluyente y diversa. Además, se alienta a los miembros de la comunidad universitaria a contribuir con sus aportes para mantener la cartilla actualizada y útil.","autores":[{"nombre":"Osorno Posada, Martha Lucía","slug":"osorno-posada-martha-lucia"},{"nombre":"Sanabria Camacho, Leyla","slug":"sanabria-camacho-leyla"},{"nombre":"Ramírez Parra, Inés","slug":"ramirez-parra-ines"},{"nombre":"Duvián López, Fredy","slug":"duvian-lopez-fredy"},{"nombre":"Cañón, Cristian Barón","slug":"canon-cristian-baron"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Osorno Posada, M. L., Sanabria Camacho, L., Ramírez Parra, I., Duvián López, F., & Cañón, C. B. (2012). Accesibilidad a la Información. En la UN la capacidad es asunto de derechos. (D. R. Pineda, & D. C. Idárraga, Edits.) Universidad Nacional de Colombia. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Accesibilidad_a_la_informacion.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Accesibilidad_a_la_informacion.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":136,"titulo":{"nombre":"Accesibilidad en las aulas de la web 2.0","slug":"accesibilidad-en-las-aulas-de-la-web-20"},"resumen":"“Summary\nEl uso de las Nuevas tecnologías de la información y la comunicación (TIC) en la educación ha abierto nuevas posibilidades de aprendizaje y acceso a la información para muchas personas, al mismo tiempo que aumenta la brecha digital entre quienes tienen mayor acceso a la información, a la educación y a la tecnología, y la gran minoría de personas para quienes la desigualdad de oportunidades en el acceso a la información y al conocimiento no les permite participar en igualdad de condiciones en la sociedad de la información. La accesibilidad de la educación en ambientes virtuales de aprendizaje se perfila como una alternativa para favorecer y garantizar la integración de mayores sectores de la población (que de otra manera quedarían excluidos) y facilitar su acceso a la información y al conocimiento, para mejorar la eficacia y la eficiencia en la calidad docente y como un medio efectivo para reducir la brecha digital presente en la educación virtual. La accesibilidad debe considerarse como una condición necesaria para la participación social de las personas con distintas limitaciones físicas y funcionales y garantía de un diseño incluyente. Esto significa que personas con algún tipo de discapacidad puedan hacer uso de los servicios disponibles en la web. Actualmente, la mayoría de los sitios web presentan barreras de accesibilidad, lo que hace difícil e incluso imposible su utilización. Sin embargo, si los sitios web y el software de acceso a los contenidos en internet fueran accesibles, las personas con discapacidad podrían utilizar estos servicios de forma eficaz, mejorando la inclusión digital y obteniendo los beneficios de tener acceso a la información. Palabras clave TIC, desarrollo humano, accesibilidad, educación virtual, inclusión digital.”","autores":[{"nombre":"Sáenz Espitia, Juan Gabriel","slug":"saenz-espitia-juan-gabriel"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Sáenz Espitia, J. G. (2008). Accesibilidad en las aulas de la web 2.0. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/28160","fuente":"https://repositorio.unal.edu.co/handle/unal/28160","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":84,"nombre":"AULA 2.0","slug":"aula-20","indicadorMadre":29}},{"id":17,"titulo":{"nombre":"Acompañamiento Integral para un paso exitoso por la Universidad","slug":"acompanamiento-integral-para-un-paso-exitoso-por-la-universidad"},"resumen":"“Durante su paso por la Universidad, los estudiantes deben enfrentarse a varios retos y cambios relacionados con diferentes factores (académicos, sociales, psicosociales, entre otros). EnPlural dialogó con Zulma Camargo, jefe del Área de Acompañamiento Integral, sobre las estrategias del Área para ayudar a los estudiantes a enfrentar estos retos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (18 de julio de 2017). Acompañamiento Integral para un paso exitoso por la Universidad. Revista En Plural. Sección: Entre Líneas (45). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=4&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=4&id_sec=2 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":79,"nombre":"ACOMPAÑAMIENTO INTEGRAL","slug":"acompanamiento-integral","indicadorMadre":28}},{"id":151,"titulo":{"nombre":"Actitudes hacia el Aprendizaje de Inglés y Procrastinación en Estudiantes de una Institución Privada Especializada en Idiomas Extranjeros en la Ciudad de Lima-Perú.","slug":"actitudes-hacia-el-aprendizaje-de-ingles-y-procrastinacion-en-estudiantes-de-una-institucion-privada-especializada-en-idiomas-extranjeros-en-la-ciudad-de-lima-peru"},"resumen":"“Resumen\nEl objetivo del trabajo fue analizar la relación que existe entre la actitud de los estudiantes hacia el aprendizaje del inglés y la conducta de procrastinar. Las actitudes refuerzan la motivación de las personas para aprender un idioma extranjero (Delfín, 2007) y la procrastinación, la cual tiene que ver con el aplazo injustificado de actividades, y provoca repercusiones negativas en las tareas académicas (Rodríguez & Clariana, 2017). El diseño fue correlacional y la muestra fue de 55 estudiantes de inglés. Los instrumentos fueron el cuestionario de Actitudes hacia el aprendizaje del idioma inglés y el cuestionario de procrastinación académica. De acuerdo a los resultados se evidencia que existe relación positiva media entre las variables, con lo cual se concluye que, a pesar de tener actitudes positivas hacia el aprendizaje del inglés, la\nconducta de procrastinar no disminuye. Los resultados de este estudio podrían ser utilizados en programas bilingües o podr��an también ser utilizados para implementar currículos de programas de idiomas en escuelas y universidades.\nLa idea es que las instituciones de educación superior tengan como obligación la implementación del curso de inglés como idioma global.”","autores":[{"nombre":"Marquina Luján, Román Jesús","slug":"marquina-lujan-roman-jesus"},{"nombre":"Horna Calderón, Víctor Eduardo","slug":"horna-calderon-victor-eduardo"},{"nombre":"Kishnani García, Aakash","slug":"kishnani-garcia-aakash"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Marquina Luján, R. J., Huaire Ignacio, E. J., Horna Calderón, V. E., & Kishnani García, A. (2021). Actitudes hacia el Aprendizaje de Inglés y Procrastinación en Estudiantes de una Institución Privada Especializada en Idiomas Extranjeros en la Ciudad de Lima-Perú. Revista Colombiana de Psicología, 30(2), 27-39. doi: https://doi.org/10.15446/rcp.v30n2.83678 \n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/83678","fuente":"https://doi.org/10.15446/rcp.v30n2.83678 \n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/83678 \n","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"},"indicadores":{"id":18,"nombre":"ESTRATEGIAS DE ESTUDIO","slug":"estrategias-de-estudio","descripcion":"El indicador temático Estrategias de Estudio, comprende investigaciones y reflexiones centradas en el análisis, diseño y aplicación de enfoques efectivos para el proceso de aprendizaje. Las producciones académicas bajo este indicador ofrecen información sobre cómo las estrategias de estudio pueden influir en el rendimiento académico, la retención de conocimientos, el desarrollo de habilidades de aprendizaje a lo largo de la vida y la permanencia. Los estudios incluidos exploran la eficacia de diversas técnicas de estudio, consideraciones pedagógicas y prácticas docentes para fomentar el uso efectivo de estrategias de estudio e investigaciones que contribuyen a la comprensión y aplicación de estrategias para optimizar el proceso de enseñanza-aprendizaje en diversos contextos educativos."}},{"id":233,"titulo":{"nombre":"Agendas del Conocimiento: Construcción de Ciudadanía e Inclusión social.","slug":"agendas-del-conocimiento-construccion-de-ciudadania-e-inclusion-social"},"resumen":"“PRESENTACIÓN\nComo es de conocimiento de la Comunidad Académica de la Universidad Nacional de Colombia (UN), en el proceso de permanente construcción de la Universidad y en el marco del actual Plan Global de Desarrollo 2010-2012 (PGD 2010- 2012), la Vicerrectoría de Investigación (VRI) ha formulado dos grandes apuestas: una, orientada a la consolidación de sinergias de la Comunidad Académica de la UN en el ámbito nacional y, la otra, encaminada a facilitar la inserción en escenarios de generación y apropiación del conocimiento en el contexto internacional.\nEn dicho contexto, se desarrolla el proyecto de construcción de Agendas de Conocimiento, el cual pretende, entre otros aspectos, convertirse en la plataforma para identificar y crear los escenarios que permitan la integración de la capacidad y la experiencia institucional, así como proponer y desarrollar programas y proyectos institucionales de carácter interdisciplinario de investigación, innovación, desarrollo tecnológico, artísticos y culturales, con generación de conocimiento y alto impacto para el país. En su conjunto, la construcción de las agendas busca generar un nuevo sistema de inteligencia institucional del conocimiento que garantice, en forma eficiente, su continua articulación en el ámbito nacional y con los escenarios de frontera en la generación del conocimiento.”","autores":[{"nombre":"Herrera Rojas, Aura Nidia","slug":"herrera-rojas-aura-nidia"},{"nombre":"Hernández Rodríguez, Carlos Augusto","slug":"hernandez-rodriguez-carlos-augusto"},{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Yáñez Canal, Carlos","slug":"yanez-canal-carlos"},{"nombre":"Contreras Contreras, César Augusto","slug":"contreras-contreras-cesar-augusto"},{"nombre":"Ramírez Monsalve, Édgar de Jesús","slug":"ramirez-monsalve-edgar-de-jesus"},{"nombre":"López de la Roche, Fabio Enrique","slug":"lopez-de-la-roche-fabio-enrique"},{"nombre":"Lozano Escobar, Javier Orlando","slug":"lozano-escobar-javier-orlando"},{"nombre":"Jiménez Builes, Jovani Alberto","slug":"jimenez-builes-jovani-alberto"},{"nombre":"Zornoza Bonilla, Juan Antonio","slug":"zornoza-bonilla-juan-antonio"},{"nombre":"Vigoya,Mara Viveros","slug":"vigoyamara-viveros"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Herrera Rojas, et all. (agosto de 2011). Agendas del Conocimiento: Construcción de Ciudadanía e Inclusión social. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/21368","fuente":"https://repositorio.unal.edu.co/handle/unal/21368 ","dependencias":{"nombre":"Vicerrectoría de Investigación","slug":"vicerrectoria-de-investigacion"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."}},{"id":150,"titulo":{"nombre":"Agresión Preescolar y Escolar: Adaptación y Validación de la Escala de Conducta Social Preescolar en Chile","slug":"agresion-preescolar-y-escolar-adaptacion-y-validacion-de-la-escala-de-conducta-social-preescolar-en-chile"},"resumen":"“Resumen \nReconocer el comportamiento agresivo a una edad temprana es vital para identificar trayectorias problemáticas que pueden aumentar el riesgo de presentar problemas de adaptación conductual y social en la edad escolar y durante la adolescencia. Para ello, es necesario contar con escalas válidas capaces de medir este comportamiento en el contexto nacional. En este estudio, la Escala de Comportamiento Social Preescolar (psbs) – Forma para profesores fue validada usando un Análisis Factorial Confirmatorio (cfa). Se utilizó una muestra de 538 niños, 12 educadores de 4 jardines infantiles y de 5 escuelas en Santiago, Chile. Los resultados revelaron dos factores principales: la agresión y el comportamiento pro-social, que es similar a la escala original. Los resultados de este estudio esperan contribuir a la detección temprana de la agresión física y relacional en la etapa preescolar, a través del desarrollo de medidas confiables que guíenlos programas de prevención.”","autores":[{"nombre":"Varela Torres,Jorge","slug":"varela-torresjorge"},{"nombre":"Mujica, Paula","slug":"mujica-paula"},{"nombre":"Melipillán, Roberto","slug":"melipillan-roberto"},{"nombre":"Benavente, María Victoria","slug":"benavente-maria-victoria"},{"nombre":"Villacura, Paula","slug":"villacura-paula"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Varela Torres, J., Mujica, P., Melipillán, R., Benavente, M., & Villacura, P. (julio-diciembre de 2023). Agresión Preescolar y Escolar: Adaptación y Validación de la Escala de Conducta Social Preescolar en Chile. Revista Colombiana de Psicología, 32(2), 85-94. doi: https://doi.org/10.15446/rcp.v32n2.92600\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/92600/88410","fuente":"https://doi.org/10.15446/rcp.v32n2.92600\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/92600/88410","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"},"indicadores":{"id":2,"nombre":"AGRESIÓN ESCOLAR","slug":"agresion-escolar","descripcion":"Este indicador temático agrupa las investigaciones y reflexiones sobre la agresión escolar, también conocida como Bullying. Ésta se refiere a comportamientos donde un estudiante o un grupo de estudiantes ejerce violencia física, verbal o psicológica de manera repetitiva hacia otro estudiante. También puede manifestarse de diversas formas, como intimidación, exclusión social, difamación, y puede tener consecuencias negativas significativas en la salud mental y emocional del receptor de la agresión. La prevención y abordaje de la agresión escolar implican promover un entorno educativo seguro, fomentar la empatía y establecer políticas y medidas para intervenir y prevenir situaciones de intimidación. La concientización y la colaboración entre estudiantes, educadores y padres son clave en la lucha contra la agresión escolar."}},{"id":208,"titulo":{"nombre":"Alfabetización digital en el adulto Maduro una estrategia para la inclusión social","slug":"alfabetizacion-digital-en-el-adulto-maduro-una-estrategia-para-la-inclusion-social"},"resumen":"“Summary\nLa aparición del computador y todas las herramientas tecnológicas le dieron al ser humano una serie de habilidades y competencias tecnológicas que nunca antes había tenido; sin embargo, estas competencias solo fueron accesibles a una generación determinada, es decir las personas que, en su paso por las instituciones educativas, o por requerimientos laborales se vieron directamente implicados con este nuevo modelo. La diferencia generacional existente en el uso de la tecnología en general y en este caso respecto al uso de herramientas informáticas, se constituye en un motivo adicional para el distanciamiento entre dichas generaciones, de ahí la importancia de buscar estrategias que permitan el fortalecimiento de relaciones interpersonales entre seres de las dos generaciones. Los resultados esperados son: inclusión social para los adultos marginados de la “generación digital”, posibilidades de aprovechamiento de las competencias tecnológicas adquiridas en sus actividades cotidianas y en su desempeño laboral, mejoramiento de relaciones interpersonales entre jóvenes y adultos y por supuesto, oportunidades de acceso al mundo de la información y la sociedad del conocimiento.”","autores":[{"nombre":"Paz Saavedra, Luis Eduardo","slug":"paz-saavedra-luis-eduardo"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Saavedra, L. E. (2008). Alfabetización digital en el adulto Maduro una estrategia para la inclusión social. Revista Pedagogía y Medios Digitales, 1. Recuperado el 26 de octubre de 2023, de Portal de Revistas UNAL: https://revistas.unal.edu.co/index.php/email/article/view/12486","fuente":"https://revistas.unal.edu.co/index.php/email/article/view/12486 ","dependencias":{"nombre":"Revista Pedagogía y Medios Digitales","slug":"revista-pedagogia-y-medios-digitales"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":83,"nombre":"ALFABETIZACIÓN DIGITAL","slug":"alfabetizacion-digital","indicadorMadre":29}},{"id":138,"titulo":{"nombre":"Ambientes de aprendizaje en el siglo XXI.","slug":"ambientes-de-aprendizaje-en-el-siglo-xxi"},"resumen":"“Summary\nEl papel de la educación en la sociedad ha cambiado debido al surgimiento de paradigmas y nuevas mediaciones que exigen las tecnologías de la información y la comunicación. Los ambientes de aprendizaje, entendidos como los espacios en los cuales se desarrollan los procesos de enseñanza y de aprendizaje, también están evolucionando de forma rápida y efectiva. Las nuevas generaciones son afectadas cada vez desde más temprana edad, por la inclusión de las diferentes tecnologías en su vida cotidiana. La transformación de los ambientes de enseñanza y de aprendizaje es una necesidad clara en el país. Nuestra propuesta pretende mostrar que la educación presencial puede llegar a evolucionar a un nuevo paradigma para la formación de las nuevas generaciones, al enriquecer sus procesos con la incorporación del desarrollo de competencias y el uso pedagógico de las TIC. Hablaremos del “aula de clase” de forma presencial.”","autores":[{"nombre":"Correa Zabala, Francisco José","slug":"correa-zabala-francisco-jose"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Correa Zabala, F. J (2008). Ambientes de aprendizaje en el siglo XXI. E-mail Educativo. Recuperado el 2019 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48148","fuente":"https://repositorio.unal.edu.co/handle/unal/48148","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":124,"titulo":{"nombre":"Ampliación de cobertura para construir nación y paz territorial","slug":"ampliacion-de-cobertura-para-construir-nacion-y-paz-territorial"},"resumen":"“La Universidad Nacional de Colombia (UNAL), desde el año mismo de su fundación en 1867, surgió como un proyecto cultural, científico y colectivo para la construcción de nuestra nación a través de la formación de generaciones de estudiantes provenientes de cada uno de los rincones del territorio nacional. No en vano, la ley que da creación a la Universidad plantea que la formación debía darse de manera gratuita y que el Estado asumiría la responsabilidad de recibir 72 jóvenes de los nueve estados que, en aquel entonces, conformaban la república1. Hoy día, la UNAL continúa cumpliendo con esta misión. Tenemos 57.058 estudiantes, distribuidos en nuestras nueve sedes en todas las regiones del país y provenientes de sus 32 departamentos y de más de 800 de sus municipios.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2024,"valor":2024},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (24 de febrero de 2024). Ampliación de cobertura para construir nación y paz territorial. El Espectador. Recuperado el 04 de marzo de 2024, de, Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1545&cHash=6d073417b3894308d356931ede80ae73","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1545&cHash=6d073417b3894308d356931ede80ae73","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":252,"titulo":{"nombre":"AMPLIFICA TUS REDES Guía rápida para usar el texto alternativo en redes sociales","slug":"amplifica-tus-redes-guia-rapida-para-usar-el-texto-alternativo-en-redes-sociales"},"resumen":"Este documento es una guía rápida para utilizar el texto alternativo en redes sociales, con el fin de hacer las publicaciones accesibles para personas con discapacidad visual. Aquí se explica cómo las personas con discapacidad visual utilizan software de lectura de pantalla para acceder a las imágenes en redes sociales y la importancia de incluir texto alternativo detallado que describa el contenido visual. \nSe proporcionan instrucciones paso a paso sobre cómo agregar texto alternativo en Facebook, Instagram y Twitter, tanto al momento de crear una publicación como después de haberla publicado. Se enfatiza la creación de descripciones personalizadas en lugar de depender de las generadas automáticamente, y se menciona el límite de caracteres en Twitter para el texto alternativo.\nEl documento educa sobre la accesibilidad en redes sociales y ofrece métodos prácticos para implementar el texto alternativo, asegurando que las publicaciones sean inclusivas para todos los usuarios.","autores":[{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED.","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}],"años":{"año":null,"valor":"(s.f)"},"tipos":{"nombre":"Infografía","slug":"infografia"},"referencia":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED. (s.f.). AMPLIFICA TUS REDES Guía rápida para usar el texto alternativo en redes sociales. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/guia-publicaciones-texto-alternativo-redes-sociales.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/guia-publicaciones-texto-alternativo-redes-sociales.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED.","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":237,"titulo":{"nombre":"Análisis de la percepción sobre la permanencia y los factores de riesgo de abandono de la Institución Universitaria Colegio Mayor de Antioquia.","slug":"analisis-de-la-percepcion-sobre-la-permanencia-y-los-factores-de-riesgo-de-abandono-de-la-institucion-universitaria-colegio-mayor-de-antioquia"},"resumen":"“Resumen. \nEn el marco del convenio específico entre la Universidad Nacional de Colombia Sede Medellín y la Institución Universitaria Colegio Mayor de Antioquia realizado en 2019 y cuyo objetivo fue aunar esfuerzos interinstitucionales para realizar un estudio de la permanencia y la calidad académica de la Institución Universitaria Colegio Mayor de Antioquia, se realizó la evaluación de la percepción docente en cuanto a los factores de riesgo de abandono y protectores de la calidad académica y la permanencia estudiantil. A partir de un ejercicio de prospectiva estratégica a 2029 y empleando un análisis estructural de tipo MICMAC se identificaron 23 variables que están dentro del sistema educativo relacionadas con el abandono, la permanencia y la graduación. Se obtuvieron 250 comparaciones entre las variables sin ningún grado de influencia, 54 con influencia débil, 110 con influencia media, 92 con influencia fuerte y 23 con influencia potencial. Los resultados indican que la permanencia de los estudiantes en la institución en una visión a 2029 está determinada por factores socioeconómicos, individuales, académicos e institucionales; la relación estudiante profesor se consolida como una variable reguladora del sistema y el compromiso y la motivación surgen como variables de riesgo que pueden ser un punto de ruptura para lograr el objetivo de graduación y permanencia deseado a largo plazo. \nDescriptores o Palabras Clave: abandono, permanencia, educación superior, análisis prospectivo, MICMAC.”","autores":[{"nombre":"Jaramillo, Ivon Patricia","slug":"jaramillo-ivon-patricia"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"},{"nombre":"Arcila, Marlon David","slug":"arcila-marlon-david"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Jaramillo, I. P., Vásquez, J., & Arcila, M. D. (2021). Análisis de la percepción sobre la permanencia y los factores de riesgo de abandono de la Institución Universitaria Colegio Mayor de Antioquia. X CLABES Congreso Latinoamericano sobre el abandono en la Educación Superior. Recuperado el 02 de 05 de 2024, de https://revistas.utp.ac.pa/index.php/clabes/article/view/3349\n \n3349-Texto del artículo-15885-1-10-20211214.pdf","fuente":"https://revistas.utp.ac.pa/index.php/clabes/article/view/3349\n \n3349-Texto del artículo-15885-1-10-20211214.pdf","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":236,"titulo":{"nombre":"Análisis de los determinantes del abandono estudiantil en el programa tecnología en delineante de arquitectura e ingeniería de la Institución Universitaria Colegio Mayor de Antioquia.","slug":"analisis-de-los-determinantes-del-abandono-estudiantil-en-el-programa-tecnologia-en-delineante-de-arquitectura-e-ingenieria-de-la-institucion-universitaria-colegio-mayor-de-antioquia"},"resumen":"“Resumen. \nEl objetivo del presente trabajo es analizar los determinantes del abandono estudiantil en el programa Tecnología en Delineante de Arquitectura e Ingeniería de la Institución Universitaria Colegio Mayor de Antioquia. Se asume el enfoque teórico de Tinto (1975) desde el cual se acoge el abandono como una problemática multicausal, donde se pueden identificar los factores que inciden y que son susceptibles de ser modificados por la Institución. La metodología empleada es un modelo de riesgo proporcional de Cox con una muestra de 122 estudiantes de la cohorte 2015-2 y una ventana de tiempo de ocho semestres (2015-2 a 2019-1). Los resultados indican que la supervivencia del estudiante es mayor a la duración teórica del programa (6 semestres) y que las mujeres tienen mayores tasas de supervivencia que los hombres, con un riesgo de abandono de 1,6 veces más alto. Se logró identificar que asistir al programa de enseñanza y aprendizaje complementario Quédate en Colmayor disminuye el riesgo de abandono y que la tasa de abandono temprano en todos los casos es superior a la tardía, tendiendo está a estabilizarse a partir del tercer semestre. El resultado de este estudio se proyecta como una metodología estadística que aporta una línea base para realizar distintos análisis que permitan hacer un seguimiento riguroso al comportamiento de las distintas cohortes y programas universitarios y tecnológicos de la Institución. Este trabajo se realizó en el marco del convenio específico entre la Universidad Nacional de Colombia Sede Medellín y la Institución Universitaria Colegio Mayor de Antioquia realizado en 2019 y cuyo objetivo fue aunar esfuerzos interinstitucionales para realizar un estudio de la permanencia y la calidad académica de la Institución Universitaria Colegio Mayor de Antioquia. \nDescriptores o Palabras Clave: modelos de supervivencia, abandono, riesgo, educación superior”","autores":[{"nombre":"Jaramillo García, Ivón Patricia","slug":"jaramillo-garcia-ivon-patricia"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Jaramillo, I. P., Vásquez, J., & Arcila, M. D. (2021). Análisis de los determinantes del abandono estudiantil en el programa tecnología en delineante de arquitectura e ingeniería de la Institución Universitaria Colegio Mayor de Antioquia. X CLABES Conferencia Latinoamericana sobre el Abandono en Educación superior. Virtual. Recuperado el 05 de 02 de 2024, de https://revistas.utp.ac.pa/index.php/clabes/article/download/3353/4061","fuente":"https://revistas.utp.ac.pa/index.php/clabes/article/download/3353/4061 ","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":174,"titulo":{"nombre":"Análisis de los factores asociados a la deserción estudiantil","slug":"analisis-de-los-factores-asociados-a-la-desercion-estudiantil"},"resumen":"“Resumen\n Pese al reconocimiento general de los efectos positivos de la educación –en particular de la educación superior– sobre los retornos privados y sociales, las tasas cada vez más altas de deserción se han convertido en un problema de interés no sólo para las instituciones de educación superior, sino también, y debido a sus múltiples consecuencias, para las autoridades educativas. Así,\n se ha reconocido la importancia de analizar empíricamente este problema con el fin de explicar las decisiones del estudiante a lo largo de su ciclo académico. En este artículo, se presenta el análisis de los determinantes de la deserción estudiantil realizado a partir de la aplicación de los modelos de riesgo proporcional en tiempo discreto. Esta metodología aplicada al problema del tiempo de deserción, permite hacer un seguimiento de los estudiantes desde el inicio de sus estudios hasta que se presenta el evento de deserción y, relacionarlo con el conjunto completo de factores que teóricamente pueden influir en el tiempo de permanencia de un estudiante en la institución.\n Están basados en el modelo de Prentice y Gloeckler (1978), que resultó ser el más adecuado, y en ellos se confirma la conclusión de Castaño et al. (2004) sobre el impacto conjunto que tienen los factores individuales, socioeconómicos, académicos e institucionales en el riesgo de deserción. Los hallazgos contribuyen mejorar la comprensión del fenómeno de la deserción estudiantil y, en este caso particular, al continuo proceso de evaluación de la eficiencia del sistema de educación superior colombiano para la formulación de reformas educativas.\n Palabras clave: riesgo proporcional, modelo de duración en tiempo discreto, heterogeneidad no observada, censuramiento, deserción estudiantil.”","autores":[{"nombre":"Castaño Vélez,Elkin","slug":"castano-velezelkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castaño, E., Gallón, S., Gómez, K., & Vásquez, J. (2008). Análisis de los factores asociados a la deserción estudiantil. Revista de Educación (345), 255-280. Recuperado el 05 de 02 de 2024, de https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/68959/00820083000018.pdf?sequence=1","fuente":"https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/68959/00820083000018.pdf?sequence=1 ","dependencias":{"nombre":"Revista de Educación","slug":"revista-de-educacion"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":193,"titulo":{"nombre":"Análisis de los factores asociados a la deserción y graduación estudiantil universitaria","slug":"analisis-de-los-factores-asociados-a-la-desercion-y-graduacion-estudiantil-universitaria"},"resumen":"“Resumen: Las altas tasas de deserción y bajas tasas de graduación se han convertido en un asunto de creciente interés para las instituciones de educación superior y las autoridades educativas. A partir de 2003, la Universidad de Antioquia inició un proceso de identificación de los principales \nfactores asociados a dicho fenómeno. En este artículo se presenta el análisis sobre los determinantes de la deserción y graduación en dos de sus facultades, realizado a partir de la aplicación de los modelos de riesgo proporcional de Prentice y Gloeckler (1978) y Meyer (1990), en tiempo discreto. Los resultados confirman el impacto conjunto que tienen los factores individuales, socioeconómicos, académicos e institucionales sobre la deserción y la graduación.\n Palabras clave: riesgo proporcional, modelo de duración en tiempo discreto, heterogeneidad no observada, censuramiento, deserción y graduación estudiantil. Clasificación JEL: C41, C24, I2”","autores":[{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castaño, E., Gallón, S., & Vásquez, J; Gómez, K. (julio- diciembre de 2006). Análisis de los factores asociados a la deserción y graduación estudiantil universitaria. Revista Lecturas de Economía., 65, 9-36. Recuperado el 05 de 02 de 2024, de http://www.scielo.org.co/pdf/le/n65/n65a1.pdf","fuente":"http://www.scielo.org.co/pdf/le/n65/n65a1.pdf","dependencias":{"nombre":"Revista Lecturas de Economía","slug":"revista-lecturas-de-economia"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":27,"titulo":{"nombre":"Análisis de los factores asociados al abandono y graduación estudiantil Universitaria: un estudio de caso","slug":"analisis-de-los-factores-asociados-al-abandono-y-graduacion-estudiantil-universitaria-un-estudio-de-caso"},"resumen":"“Descripción\nEstudio de Caso: Universidad Pública, con 80 programas de pregrado presenciales en la sede principal distribuidos en 14 Facultades, 4 Incluya en esta zona el subtítulo del apartado presenciales en la sede principal distribuidos en 14 Facultades, 4 Institutos, 3 Escuelas y 2 corporaciones. Actualmente (2012-I) tiene 29.395 estudiantes matriculados en pregrado. Se tomó la cohorte 1996-II para dos facultades: Ingeniería y Ciencias Económicas para dos facultades: Ingeniería y Ciencias Económicas.”","autores":[{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Castaño, E., Gallón, S., Gómez, K., & Vásquez, J. (2012, noviembre). Análisis de los factores asociados al abandono y graduación estudiantil Universitaria: un estudio de caso. CLABES. Segunda conferencia latinoamericana sobre el abandono en la educación superior. (págs. 166-177). Ver en https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:r0BpntZqJG4C Fuente: https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:r0BpntZqJG4C","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:r0BpntZqJG4C ","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":82,"titulo":{"nombre":"Análisis de los modelos pedagógicos implementados en tres instituciones educativas del sector oficial de la ciudad de Santiago de Cali","slug":"analisis-de-los-modelos-pedagogicos-implementados-en-tres-instituciones-educativas-del-sector-oficial-de-la-ciudad-de-santiago-de-cali"},"resumen":"“Resumen\nEl presente Trabajo Final de Maestría pretendió responder a la cuestión de cuál de los dos modelos mencionados prevalecen en tres instituciones educativas del sector oficial de la ciudad de Cali. El cuerpo teórico que conforma el presente informe es el resultado de esta pretensión.”","autores":[{"nombre":"Estupiñan Estupiñan, Noel","slug":"estupinan-estupinan-noel"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Estupiñan Estupiñan, N. (2012). Tesis de Maestría: Análisis de los modelos pedagógicos implementados en tres instituciones educativas del sector oficial de la ciudad de Santiago de Cali. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/9717","fuente":"https://repositorio.unal.edu.co/handle/unal/9717","dependencias":{"nombre":"Maestría en Enseñanza de las Ciencias Exactas y Naturales","slug":"maestria-en-ensenanza-de-las-ciencias-exactas-y-naturales"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":277,"titulo":{"nombre":"Análisis de referenciales en política educativa, Bogotá 1990-2011","slug":"analisis-de-referenciales-en-politica-educativa-bogota-1990-2011"},"resumen":"“Resumen\nEl trabajo analiza los referenciales en política educativa para Bogotá entre 1990 y 2011, con la intención de entender y explicar la manera en que se dio el tránsito de paradigmas, como cambio desde el referencial del capital humano a un enfoque de derechos. Se aborda a partir del análisis teórico integracionista de políticas públicas, específicamente el enfoque de análisis por el referencial de Jobert y Muller y el análisis de paradigmas de política de Peter Hall. En concordancia, se trabaja con el esquema cognitivo de Bejarano Mayorga que usa como unidad de análisis los instrumentos de acción pública y las relaciones sociales de poder. Al final se expone, como el referencial territorial de las políticas educativas, ha tenido transformaciones de primer y segundo orden (de reformas de instrumentos y cambios de instrumentos), que no implicaron cambios sustanciales en objetivos y metas, pero que fueron resultado de la interacción, presión, debate y concertación de actores y mediadores interesados en incidir. De tal manera se entiende el tránsito entre referenciales como un proceso activo e inacabado de coexistencia y disputa, incidido principalmente por: la gestión de mediadores privilegiados como el sindicato de maestros y las elites administrativas asociadas a organismos multilaterales (Banco Mundial, Fondo Monetario Internacional, Programa de las Naciones Unidas para el Desarrollo); la pérdida de autoridad en el gobierno distrital que conlleva al desarrollo de experimentos de política educativa con enfoque de derechos; y la proliferación de escenarios de participación que canalizaron el descontento social frente al modelo del capital humano. (texto tomado de la fuente)”","autores":[{"nombre":"Zabaleta Vanegas, Iván Hernando","slug":"zabaleta-vanegas-ivan-hernando"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Zabaleta Vanegas, I. H. (2017). Tesis de Maestría: Análisis de referenciales en política educativa, Bogotá 1990-2011. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/62378","fuente":"https://repositorio.unal.edu.co/handle/unal/62378\n","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":31,"titulo":{"nombre":"Anfibios académicos: pedagogías, docencia y evaluación en la educación superior.","slug":"anfibios-academicos-pedagogias-docencia-y-evaluacion-en-la-educacion-superior"},"resumen":"“Reseña\n\nFabio Jurado Valencia, coordinador\n\nHoy más que antes los docentes experimentan la transformación de sus roles, semejante a lo que ocurre en el teatro experimental. Son, necesariamente, anfibios académicos, porque salen y entran desde los escenarios más profundos hacia la superficie para retornar a los profundos, en un proceso de ida y vuelta, en este juego lingüístico de saber educar y seducir hacia el conocimiento. El libro es el resultado del ejercicio de escritura en la primera cohorte del Diplomado en Pedagogías y Docencia en la Educación Superior, realizado en el año 2009, en el instituto de Investigación en Educación, en la Universidad Nacional de Colombia.”","autores":[{"nombre":"Jurado Valencia, Fabio","slug":"jurado-valencia-fabio"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jurado Valencia, F. (2011). Anfibios académicos: pedagogías, docencia y evaluación en la educación superior. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/anfibios-academicos-pedagogias-docencia-y-evaluacion-en-la-educacion-superior","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/anfibios-academicos-pedagogias-docencia-y-evaluacion-en-la-educacion-superior","dependencias":{"nombre":"Diplomado en Pedagogías y Docencia en la Educación Superior","slug":"diplomado-en-pedagogias-y-docencia-en-la-educacion-superior"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":15,"nombre":"FORMACIÓN","slug":"formacion","indicadorMadre":10}},{"id":83,"titulo":{"nombre":"Aplicación de la estrategia didáctica “estudio de casos” para un curso de biología general en la Universidad Nacional de Colombia sede Medellín.","slug":"aplicacion-de-la-estrategia-didactica-estudio-de-casos-para-un-curso-de-biologia-general-en-la-universidad-nacional-de-colombia-sede-medellin"},"resumen":"“Resumen: El presente trabajo es la recopilación del proceso de aplicación de la estrategia didáctica “estudio de casos” en la práctica profesional realizada en el año 2011-2012 (semestre 2, 2011) en la Escuela de Biociencias. Se elaboró un comparativo de la implementación de la estrategia didáctica “estudio de casos” para favorecer la enseñanza del concepto nicho ecológico, entre dos grupos del curso de Biología General: uno familiarizado con pedagogías activas y el otro con la clase magistral. Para la presentación de los resultados se utilizó como insumo los artículos seleccionados como casos y para evaluar el nivel de comprensión del caso, un taller de 11 preguntas. A su vez, cada pregunta, fue evaluada con los siguientes criterios: las ideas están expresadas en forma clara, concisa y coherente; el vocabulario empleado es adecuado y preciso; relaciona el concepto con la realidad de los casos seleccionados y la información incluida es correcta, pertinente y relevante. Los resultados nos permitieron confirmar que, mediante el desarrollo de procedimientos y elementos necesarios, se puede hacer una utilización adecuada del estudio de casos como estrategia didáctica para la educación superior en cualquier área del conocimiento. Además, para un buen desempeño de los estudiantes en la implementación de la estrategia de “estudio de casos” en el curso de biología general, existe una predisposición cognitiva para aquellos que han presentado familiaridad con las pedagogías activas”","autores":[{"nombre":"Chin Garzón, Verónica Lucía","slug":"chin-garzon-veronica-lucia"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Chin Garzón, V. L. (2013). Aplicación de la estrategia didáctica “estudio de casos” para un curso de biología general en la Universidad Nacional de Colombia sede Medellín. Recuperado el 18 de diciembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/12018","fuente":"https://repositorio.unal.edu.co/handle/unal/12018","dependencias":{"nombre":"Maestría en Enseñanza de las Ciencias Exactas y Naturales","slug":"maestria-en-ensenanza-de-las-ciencias-exactas-y-naturales"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":72,"nombre":"DIDÁCTICA","slug":"didactica","indicadorMadre":25}},{"id":28,"titulo":{"nombre":"Aplicación de la teoría de clasificación al problema del abandono estudiantil: un estudio de caso","slug":"aplicacion-de-la-teoria-de-clasificacion-al-problema-del-abandono-estudiantil-un-estudio-de-caso"},"resumen":"“Resumen. \nLas causas y consecuencias socio-económicas del abandono estudiantil universitario han sido ampliamente estudiadas en la literatura académica nacional e internacional y, aunque muchas aproximaciones conceptuales han surgido para explicar por qué un estudiante abandona sus estudios a lo largo de su ciclo académico Spady (1970), Tinto (1975), Bean (1980), Cabrera et al. (1993), Pascarella (1980) y Cornwell (2002), no se dispone de aproximaciones empíricas que permitan su correcta clasificación y predicción, lo que dificulta, entre otras, la utilización eficiente de los recursos destinados para la permanencia de los mismos. Este planteamiento permite reconocer que la medición y predicción del riesgo de abandono es fundamental para la toma de decisiones y un insumo necesario en la evaluación de impacto de las políticas institucionales implementadas. Así, y con el objetivo de desarrollar una metodología que cumpla con tal propósito, en este trabajo se estudian los determinantes del abandono estudiantil universitario aplicando la teoría de clasificación de patrones en la construcción de modelos estadísticos, de modo que permitan la separación, con el menor error posible, de las diferentes tipologías de este fenómeno. Como resultado de esta aplicación fue posible predecir la categoría o la clase (desconocida) a la que una futura o nueva observación (i.e. nuevo estudiante) pertenecería, condicionado a su conjunto de información relevante (por ejemplo, edad, género, estado civil, recursos económicos, tipo de colegio, orientación profesional recibida y nivel de estudios de los padres entre otros) con un error mínimo del 29% para un total de 18 variables. Ésta última tarea, conocida como predicción de clases permitió identificar qué características de los estudiantes nuevos se traducirían en un alto riesgo de abandono (abandonos potenciales).”","autores":[{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Gallón Gómez, S. & Vásquez Velásquez, J. (2014). Aplicación de la teoría de clasificación al problema del abandono estudiantil: un estudio de caso. Congreso CLABES, (págs. 1- 7). Ver artículo en https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:aqlVkmm33-oC","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:aqlVkmm33-oC","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":166,"titulo":{"nombre":"Aportes a la sociología de la educación. trayectoria del grupo de estudios de educación media y superior, 2003-2013","slug":"aportes-a-la-sociologia-de-la-educacion-trayectoria-del-grupo-de-estudios-de-educacion-media-y-superior-2003-2013"},"resumen":"“Summary\nSe presenta aquí un estado del arte de la producción académica del Grupo de Estudios de Educación Media y Superior del Departamento de Sociología de la Universidad Nacional de Colombia, en el periodo 2003-2013. A partir de una breve introducción conceptual del “campo” de la sociología de la educación, se identifican los principales aportes a la política educativa en ambos niveles de educación. A continuación, se presentan gráficas y cuadros de productividad en las diversas líneas de investigación y un listado de las principales publicaciones del Grupo en artículos, libros, capítulos de libros, publicaciones cortas en medios virtuales y en portales especializados en educación superior y política pública.\nKeywords\neducación media ; educación superior ; grupos de investigación ; sociología de la educación.”","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"},{"nombre":"Celis Giraldo, Jorge Enrique","slug":"celis-giraldo-jorge-enrique"},{"nombre":"Díaz Ríos, Claudia Milena","slug":"diaz-rios-claudia-milena"},{"nombre":"Bautista Macía, Marcela","slug":"bautista-macia-marcela"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M., Celis Giraldo, J. E., Díaz Ríos, C. M., & Bautista Macia, M. (enero-junio de 2014). Aportes a la sociología de la educación. Trayectoria del grupo de estudios de educación media y superior, 2003-2013. Revista Colombiana de Sociología, 37(1), 69-98. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/49170","fuente":"https://repositorio.unal.edu.co/handle/unal/49170 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":42,"nombre":"SOCIOLOGÍA","slug":"sociologia","indicadorMadre":11}},{"id":89,"titulo":{"nombre":"Aprender a vivir: una experiencia de educación ambiental en el Colegio Rural José Celestino Mutis","slug":"aprender-a-vivir-una-experiencia-de-educacion-ambiental-en-el-colegio-rural-jose-celestino-mutis"},"resumen":"“Summary\nEsta investigación reconstruyó las prácticas pedagógicas en educación ambiental en torno al proyecto “Cuidadanas y Cuidadanos conociendo y transformando el mundo, para mejorar la vida 2011 – 2014” desarrollado en el Colegio Rural José Celestino Mutis. La investigación buscó identificar relaciones entre el conocimiento contextual, la interdisciplinaridad y la ética ambiental en las prácticas pedagógicas en educación ambiental. Enmarcada en el enfoque metodológico interpretativo, la investigación se concibió como un Estudio de Caso asumiendo la sistematización de experiencias, en donde se trianguló el método de narrativa autobiográfica, las entrevistas semiestructuradas, los grupos focales y la revisión documental; la información se analizó con el programa NVivo 10 (® QSR International). A partir de una descripción densa se logró reconstruir y contextualizar las prácticas pedagógicas develando y revelando experiencias concretas y transformadoras para enseñar a aprender a vivir desde la educación ambiental. Al sistematizar la práctica pedagógica se logró objetivar el conocimiento allí incorporado, ahora a disposición de la comunidad epistemológica. En medio de la narrativa, llena de razón, emoción y pulsión y donde se lee el sentido común, la teoría y la interioridad que se manifiesta en la vida, se encontró, como aspecto principal, que el éxito de las prácticas pedagógicas, al permitirle a estudiantes y docente aprender a vivir, fue posible no solo por promover una ética ambiental fruto del conocimiento contextual y la interdisciplinariedad emergente de él, sino por la autonomía relativa de la docente superando la simplicidad de su propio proceso formativo, acercándose al pensamiento complejo, para así propiciar prácticas transformadoras.”","autores":[{"nombre":"Bonilla Valero, Nancy","slug":"bonilla-valero-nancy"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Bonilla Valero, N. (2016). Tesis de Maestría: Aprender a vivir: una experiencia de educación ambiental en el Colegio Rural José Celestino Mutis. Recuperado el 15 de diciembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/55746","fuente":"https://repositorio.unal.edu.co/handle/unal/55746 ","dependencias":{"nombre":"Maestría en Medio Ambiente y Desarrollo","slug":"maestria-en-medio-ambiente-y-desarrollo"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":78,"nombre":"PRÁCTICAS PEDAGOGÍCAS","slug":"practicas-pedagogicas","indicadorMadre":25}},{"id":203,"titulo":{"nombre":"Aprendizaje colaborativo internacional en línea: experiencias lingüísticas y crosculturales de estudiantes universitarios","slug":"aprendizaje-colaborativo-internacional-en-linea-experiencias-linguisticas-y-crosculturales-de-estudiantes-universitarios"},"resumen":"“Resumen \nEste estudio de corte cualitativo reporta la implementación de un proyecto educativo en línea entre la Universidad de Washington, campus Tacoma (EUA) y la Universidad Veracruzana región Veracruz (México). Este proyecto fue implementado como parte de las políticas de internacionalización de la educación superior de las universidades participantes, las cuales incluyen prácticas pedagógicas orientadas hacia el aprendizaje de lenguas extranjeras, la internacionalización del currículo y el intercambio virtual.\n\nEste estudio describe las experiencias de aprendizaje entre dos grupos de estudiantes de diferentes contextos lingüísticos y culturales en un enfoque de Aprendizaje Colaborativo Internacional en Línea (COIL por sus siglas en inglés); y entender la relación de esas experiencias con el desarrollo de la competencia croscultural.\n\nEl idioma utilizado en el proyecto fue el inglés y los estudiantes interactuaron mediante el uso de una plataforma en línea y una red social.\n\n El diseño metodológico fue cualitativo-interpretativo. Los datos se generaron utilizando entrevistas, muestras lingüísticas (trabajos escritos), mientras que la interacción de los participantes se llevó a cabo a través de una plataforma en línea y una red social. El análisis de los datos se realizó a través de un enfoque de contenido, lo cual llevó a la formulación de hallazgos basados en temas que emergieron de los datos.\n\nLos resultados indican que el enfoque pedagógico (COIL) promovió la reflexión de los estudiantes sobre temas relacionados con el aprendizaje de idiomas, el entendimiento cultural y las experiencias de vida que identificaron tener en común; los resultados también mostraron que el enfoque fue conducente para el desarrollo de algunos aspectos de la competencia croscultural.”","autores":[{"nombre":"Ramírez Marín, Frank","slug":"ramirez-marin-frank"},{"nombre":"Núñez-Figueroa, Lucero Del Carmen","slug":"nunez-figueroa-lucero-del-carmen"},{"nombre":"Blair, Nicole","slug":"blair-nicole"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ramírez-Marín, F., Núñez-Figueroa, L. d., & Blair, N. (2020). Aprendizaje colaborativo internacional en línea: experiencias lingüísticas y crosculturales de estudiantes universitarios. Revista Matices en Lenguas Extranjeras (14), 118-162. doi: https://doi.org/10.15446/male.v14n1.92144","fuente":"https://doi.org/10.15446/male.v14n1.92144","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":22,"nombre":"INNOVACIÓN ACADÉMICA","slug":"innovacion-academica","descripcion":"El indicador temático Innovación Académica engloba la producción académica enfocada en la creación y aplicación de innovaciones en el ámbito educativo. Incluye investigaciones, análisis, reflexiones y experiencias sobre nuevas metodologías de enseñanza, tecnologías educativas, modelos pedagógicos innovadores y todo lo que contribuya al mejoramiento constante de los procesos de enseñanza y aprendizaje, adaptándose a las exigencias y dinámicas sociales actuales."},"subindicadores":{"id":54,"nombre":"APRENDIZAJE COLABORATIVO","slug":"aprendizaje-colaborativo","indicadorMadre":16}},{"id":72,"titulo":{"nombre":"Aprendizajes en la educación sin escuela.","slug":"aprendizajes-en-la-educacion-sin-escuela"},"resumen":"“Resumen\nMediante este trabajo de grado presento el contexto teórico y expongo los resultados de nuestra investigación autoetnográfica y etnográfica que hemos desarrollado a partir de la siguiente pregunta general: ¿Cómo se construyen los aprendizajes en la educación sin escuela? La problemática que se abre mediante esta pregunta abarca los siguientes campos temáticos: la ideología de la escolaridad como principal o casi única manera de entender la educación y los aprendizajes, las relaciones de poder en el ámbito familiar y escolar; la dicotomía irreconciliable entre la escuela y la lúdica en el proceso de aprendizaje; la relación entre aprendizaje y vida cotidiana; y el cuidado de sí, como criterio epistemológico de las modalidades que puede tomar la educación sin escuela.”","autores":[{"nombre":"García López, Erwin Fabián","slug":"garcia-lopez-erwin-fabian"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"García López, E. F. (2010). Tesis de Maestría: Aprendizajes en la educación sin escuela. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/6850","fuente":"https://repositorio.unal.edu.co/handle/unal/6850","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":41,"nombre":"SIN ESCUELA","slug":"sin-escuela","indicadorMadre":11}},{"id":283,"titulo":{"nombre":"Aproximación a las políticas de educación superior para estudiantes con discapacidad en los países del cono sur: Argentina, Chile y Uruguay.","slug":"aproximacion-a-las-politicas-de-educacion-superior-para-estudiantes-con-discapacidad-en-los-paises-del-cono-sur-argentina-chile-y-uruguay"},"resumen":"\"Resumen\nLa investigación estableció las relaciones existentes entre la discapacidad, la educación superior y la política tanto nacional como institucional de los países del cono sur en Argentina, Chile y Uruguay. Se indagó en los marcos jurídicos correspondientes a las leyes nacionales, normativas y programas de atención para estudiantes con discapacidad que se manejan en las universidades públicas en los respectivos países. A nivel internacional, las propuestas inclusivas desde la UNESCO, han conducido a los países del mundo a reflexionar y replantear nuevos lineamientos y compromisos frente a la educación para todos y todas en los diferentes niveles. La realidad de América Latina requiere importantes esfuerzos sobre todo considerando la “desigualdad social y económica” de la región, proceso difícil para aquellos estudiantes que además poseen una condición de discapacidad. Si bien en estos países existe un marco jurídico que legitimiza y resguarda la educación para las personas con discapacidad, las realidades de los países del cono sur difieren en los procesos de acceso, permanencia y egreso de los estudiantes con discapacidad. Finalmente el estudio permitió analizar de que manera se están desarrollando e interpretando las actuales políticas de educación superior, si estas realmente propenden a la inclusión de las personas con discapacidad en la educación superior.\"","autores":[{"nombre":"Tejeda Cerda, Pamela Cristina","slug":"tejeda-cerda-pamela-cristina"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Tejeda Cerda, P. C. (2012). Tesis de Maestría: Aproximación a las políticas de educación superior para estudiantes con discapacidad en los países del cono sur: Argentina, Chile y Uruguay. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/11240","fuente":"https://repositorio.unal.edu.co/handle/unal/11240","dependencias":{"nombre":"Maestría en Discapacidad e Inclusión Social","slug":"maestria-en-discapacidad-e-inclusion-social"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":128,"titulo":{"nombre":"Armonía del quehacer universitario: garantía de la responsabilidad social de la universidad.","slug":"armonia-del-quehacer-universitario-garantia-de-la-responsabilidad-social-de-la-universidad"},"resumen":"“El 22 de septiembre de 1867 se fundó la Universidad Nacional de Colombia con la finalidad de aportar desde la educación de calidad al progreso y la unidad del joven país que por entonces era Colombia. En este siglo y medio la Universidad Nacional ha graduado cerca de 350.000 profesionales, ciudadanos integrales, orientados por una conciencia ética y social que les ha permitido, en el ejercicio de su autonomía y responsabilidad, aportar a la construcción de la Nación, resaltando la diversidad de nuestra población y la riqueza de sus regiones. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (31 de agosto de 2019). Armonía del quehacer universitario: garantía de la responsabilidad social de la universidad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=650&cHash=6fb694c619f7bffb5196303672418f9e","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=650&cHash=6fb694c619f7bffb5196303672418f9e ","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":82,"nombre":"FORMACIÓN INTEGRAL","slug":"formacion-integral","indicadorMadre":28}},{"id":118,"titulo":{"nombre":"Autonomía universitaria: el ejercicio de la responsabilidad y la libertad","slug":"autonomia-universitaria-el-ejercicio-de-la-responsabilidad-y-la-libertad"},"resumen":"“La Unión de Universidades de América Latina y el Caribe (UDUAL) es una organización que promueve la cooperación, integración, fortalecimiento y movilidad entre más de 500 instituciones de educación superior (IES) de nuestra región. Uno de sus pilares, desde su fundación en 1949, ha sido la promoción y defensa de la autonomía universitaria. En consecuencia, y como parte de la celebración del 90° aniversario del reconocimiento de la autonomía universitaria a la Universidad Nacional Autónoma de México (UNAM), se realizó el pasado 15 y 16 de agosto un seminario entre rectores y rectoras de diversas IES latinoamericanas para adelantar reflexiones y propuestas en torno a la autonomía universitaria. Quiero presentar hoy parte de la reflexión que compartí con los asistentes al encuentro en el icónico Palacio de la Autonomía en el centro histórico de Ciudad de México. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (17 de agosto de 2019). Autonomía universitaria: el ejercicio de la responsabilidad y la libertad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=645&cHash=8a6f55ef23f63e1cc882e663f773e7f2","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=645&cHash=8a6f55ef23f63e1cc882e663f773e7f2","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":30,"nombre":"UNIVERSIDADES PÚBLICAS","slug":"universidades-publicas","descripcion":"El indicador temático Universidades Públicas, se enfoca en la recopilación de investigaciones y análisis que abordan aspectos específicos relacionados con las instituciones de educación superior de carácter público. Este indicador agrupa producciones académicas que exploran la misión, el impacto social, los retos y las oportunidades de las universidades públicas."},"subindicadores":{"id":89,"nombre":"GOBERNANZA","slug":"gobernanza","indicadorMadre":30}},{"id":9,"titulo":{"nombre":"Bienestar integral para un buen inicio del proyecto profesional","slug":"bienestar-integral-para-un-buen-inicio-del-proyecto-profesional"},"resumen":"“La población mundial se vio enfrentada a cambios drásticos a causa de la pandemia por COVID 19. Los estudiantes y trabajadores de las diversas ciudades del planeta tuvieron que optar por nuevas modalidades para realizar sus labores diarias. Las jornadas de estudio y trabajo se han transformado a través del tiempo y la virtualidad es ahora, la alternativa más usada por millones de personas en el mundo. Para algunos, los cambios son más llevaderos que para otros y el aprender a estudiar en la virtualidad se ha convertido en un gran reto.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario (28 de febrero de 2020). Bienestar integral para un buen inicio del proyecto profesional. Revista En Plural. Sección: Con Acento. (69). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1Revista","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1Revista ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."}},{"id":18,"titulo":{"nombre":"Bienestar integral para un buen inicio del proyecto profesional.","slug":"bienestar-integral-para-un-buen-inicio-del-proyecto-profesional"},"resumen":"“La Universidad Nacional de Colombia, Sede Bogotá, recibió para este nuevo semestre 3212 admitidos a los diferentes programas de pregrado y 1608 estudiantes a posgrado, cifras que son significativas a la hora de analizar cómo llegan, quienes son y qué requieren para mantenerse dentro de la Institución dando respuesta a las diversas necesidades que se pueden presentar durante su permanencia.\n\nConsiderando que la UNAL es una institución pública y multicultural, cada semestre ingresan diversos estudiantes de diferentes rincones del país, mediante los programas de admisión especial. Uno de ellos, el Programa Especial de Admisión y Movilidad Académica (Peama), recibe a los estudiantes que provienen de las sedes de presencia nacional como: Orinoquía, Amazonía, Tumaco y Caribe, que ya han cursado dos o tres semestres en su lugar de origen y hacen movilidad a las sedes andinas como Bogotá, Medellín, Manizales y Palmira para continuar sus estudios profesionales.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (28 de febrero de 2020). Bienestar integral para un buen inicio del proyecto profesional. Revista En Plural. Sección: Con Acento (69). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":79,"nombre":"ACOMPAÑAMIENTO INTEGRAL","slug":"acompanamiento-integral","indicadorMadre":28}},{"id":52,"titulo":{"nombre":"Bienestar universitario y liderazgo estudiantil","slug":"bienestar-universitario-y-liderazgo-estudiantil"},"resumen":"“Ingresé como estudiante de Administración de Empresas a través de la sede Amazonía. Durante mi proceso de formación, fui elegido representante ante el Comité de Bienestar Universitario de SEDES a partir del segundo semestre del 2017. Puedo señalar que cuando hicieron pública la convocatoria para ser representante de los diferentes comités en la sede Amazonía, vi la oportunidad de poder demostrar mis capacidades de liderazgo y, por ende, decidí inscribirme para participar en dicho ejercicio democrático.”","autores":[{"nombre":"Miranda Henao, Nicolas","slug":"miranda-henao-nicolas"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miranda Henao, N. (2019). Bienestar universitario y liderazgo estudiantil. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (40), 07. Recuperado el 23 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","fuente":"https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":70,"nombre":"LIDERAZGO","slug":"liderazgo","indicadorMadre":21}},{"id":312,"titulo":{"nombre":"Bit a bit : la transformación digital de la Universidad Nacional de Colombia","slug":"bit-a-bit-la-transformacion-digital-de-la-universidad-nacional-de-colombia"},"resumen":"\"Resumen\nEste libro es un recorrido interactivo por la adaptación de la Universidad Nacional de Colombia a la era digital. A través de la recopilación de información de archivos normativos, institucionales y fotográficos, así como el acercamiento a las personas que participaron en este proceso, se reconstruye parte de la historia de cómo la Unal ha adoptado la Estrategia de Transformación Digital, integrando sus estructuras físicas y sus procesos humanos a las tecnologías de la información y las comunicaciones. Estas se han transformado en tecnologías vitales para su funcionamiento, con la meta de convertirla en una universidad digital. El lector podrá interactuar con videos, podcast, fotografías históricas y presentaciones interactivas, convirtiendo este relato en una experiencia cronológica fascinante. (Texto tomado de la fuente)\nPalabras clave\nCapacidades Tecnológicas ; Digitalización ; Historia de la tecnología ; Transformación Digital ; Tecnología Educacional ; Digitalización ; Tecnología educacional ; Información científica ; Tecnología ;\nDescripción Física/Lógica/Digital\nVideos, podcast, fotografías históricas y presentaciones interactivas\"","autores":[{"nombre":"Herrera Quintero, Liz Karen","slug":"herrera-quintero-liz-karen"},{"nombre":"Zuluaga Forero, Jacobo","slug":"zuluaga-forero-jacobo"},{"nombre":"Uribe Polo, Paula Carolina","slug":"uribe-polo-paula-carolina"}],"años":{"año":2024,"valor":2024},"tipos":{"nombre":"Ebook","slug":"ebook"},"referencia":"Herrera Quintero, L. K., Zuluaga Forero, J., & Uribe Polo, P. C. (2024). Bit a bit : la transformación digital de la Universidad Nacional de Colombia (Dirección Nacional de Estrategia digital. DNED; División Universidad Laboratorio. UNlab ed.). Universidad Nacional de Colombia . Recuperado el 06 de 06 de 2024, de https://repositorio.unal.edu.co/EbookUN/index.html","fuente":"https://repositorio.unal.edu.co/EbookUN/index.html","dependencias":{"nombre":"Dirección Nacional de Estrategia digital. DNED, División Universidad Laboratorio. Unlab","slug":"direccion-nacional-de-estrategia-digital-dned-division-universidad-laboratorio-unlab"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":1,"titulo":{"nombre":"Calidad de educación y convergencia económica regional en Colombia.","slug":"calidad-de-educacion-y-convergencia-economica-regional-en-colombia"},"resumen":"“Resumen\nEn este trabajo se realiza un análisis de la convergencia económica entre los municipios de Colombia para el periodo de 1996 a 2015. El objetivo es evaluar la existencia de convergencia de acuerdo con el impacto de la calidad de educación medida en términos de los resultados promedio de las pruebas Saber 11. Con base en la función de producción neoclásica se evalúan la convergencia σ y la convergencia β absoluta y se estima la convergencia condicional a partir de un modelo de datos panel dinámico con el Método Generalizado de Momentos (MGM). Se encuentra evidencia a favor de cada uno de los tipos de convergencia y un efecto positivo y significativo de la calidad de la educación, aunque menos importante que el de la cobertura de la educación.”","autores":[{"nombre":"Vargas Mojocó, Diana Paola","slug":"vargas-mojoco-diana-paola"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Vargas Mojocó, D. P. (2017). Tesis de Maestría: Calidad de educación y convergencia económica regional en Colombia. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/60301","fuente":"Vargas Mojocó, D. P. (2017). Tesis de Maestría: Calidad de educación y convergencia económica regional en Colombia. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/60301 ","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"},"indicadores":{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."}},{"id":34,"titulo":{"nombre":"Calidad docente: un desafío para la tradición pedagógica en Colombia","slug":"calidad-docente-un-desafio-para-la-tradicion-pedagogica-en-colombia"},"resumen":"“Reseña\n\nEs ampliamente conocida la baja de la educación en Colombia —en diversas pruebas nacionales e internacionales—, pese a la larga tradición de Facultades de Educación y de varios programas de estímulo a la docencia, de reconocimiento a los ‘mejores docentes’ y de financiación de estudios de posgrado para muchos de ellos. Estudios coinciden en el problema de la calidad de la formación de los docentes y, por tanto, de la educación ofrecida. Esta realidad tiene dos dimensiones complementarias: la calidad y pertinencia del modelo de formación de docentes predominante en Colombia —dimensión propia de las Facultades de Educación— y el bajo estatus social y ocupacional de tal profesión —lo que desestimula el acceso a la enseñanza como campo de acción por parte de jóvenes de alto nivel intelectual y de capital cultural—. El país necesita re-conceptualizar y rediseñar tanto sus instituciones y modelos de formación, como las políticas de remuneración y profesionalización de la docencia.\n\nEste libro invita a la superación de las tradiciones vigentes en el país en la formación de docentes. Para ello, se presenta un análisis comparativo de modelos de formación en diversos países, cuyo ejemplo resulta significativo para señalar las principales tendencias y sus implicaciones en la formación y profesionalización de la docencia. A partir de una revisión de la situación actual de los docentes en el contexto colombiano, se propone una alternativa de formación de docentes, como ruptura y superación de las vigentes.”","autores":[{"nombre":"Bautista Macia, Marcela","slug":"bautista-macia-marcela"},{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Bautista Macia, M &. Gómez Campo, V.M (2017). Calidad docente: un desafío para la tradición pedagógica en Colombia. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/calidad-docente-un-desafio-para-la-tradicion-pedagogica-en-colombia","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/calidad-docente-un-desafio-para-la-tradicion-pedagogica-en-colombia","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."}},{"id":210,"titulo":{"nombre":"Calidad, evaluación y acreditación en la Educación Superior: a propósito de un proyecto de reforma en Colombia.","slug":"calidad-evaluacion-y-acreditacion-en-la-educacion-superior-a-proposito-de-un-proyecto-de-reforma-en-colombia"},"resumen":"“Descripción\nEl artículo se centra en la propuesta de reforma de la educación superior del gobierno del presidente Juan Manuel Santos, que pretende orientarse a la calidad. Analiza el concepto de calidad en el campo educativo y en el texto de proyecto de reforma. Concluye que la reforma se inscribe en el desplazamiento que se ha venido dando en estos últimos años de un Estado de bienestar hacia un Estado \"evaluador\" en el sentido planteado por Guy Neave.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Rodríguez, José Gregorio","slug":"rodriguez-jose-gregorio"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C., & Rodríguez, J. G. (2012). Calidad, evaluación y acreditación en la Educación Superior: a propósito de un proyecto de reforma en Colombia. Revista Pensamiento Jurídico (31), 155-185. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:Tyk-4Ss8FVUC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:Tyk-4Ss8FVUC","dependencias":{"nombre":"Revista Pensamiento Jurídico","slug":"revista-pensamiento-juridico"},"indicadores":{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."}},{"id":162,"titulo":{"nombre":"\"Caminante no hay [un solo] camino, se hace camino al andar\": Investigación Acción Participativa y sus repercusiones en la práctica.","slug":"caminante-no-hay-un-solo-camino-se-hace-camino-al-andar-investigacion-accion-participativa-y-sus-repercusiones-en-la-practica"},"resumen":"“Resumen \nEn este artículo argumentamos que persiste la confusión sobre lo que es e implica realizar Investigación Acción Participativa (IAP), dado que otros conceptos afines como Investigación Participativa (IP) e Investigación Acción (IA) son empleados para nombrar la propuesta metodológica y pedagógica a la que se refiere el maestro Orlando Fals Borda. En este sentido, proponemos definir para establecer el proceder metodológico que implica unión entre teoría y práctica, reflexión, planeación, acción, educación, transformación, bienestar individual y comunal, y valores sociales. Además del análisis teórico, presentamos la experiencia obtenida con una comunidad costera de Yucatán, México, en la que implementamos la iap. Este trabajo empírico permitió reflexionar sobre nuestro entendimiento, mostrar caminos para desarrollar la metodología y presentar algunos resultados. \nA partir de lo anterior, evaluamos esa experiencia para identificar las repercusiones en el bienestar con base en las percepciones de los participantes. Los métodos cualitativos empleados fueron un estudio de caso y técnicas tales como pruebas de rendimiento, entrevistas semiestructuradas, observación participante y grupo focal. Los resultados muestran que la participación conjunta entre investigadores comunitarios (facilitadores) y académicos (acompañantes) permitió diseñar y construir un prototipo de palafito que pone a salvo de inundación a sus moradores y los hace sentir seguros en época de huracanes, uno de los mayores riesgos de esa comunidad. Estos logros se alcanzaron mediante un proceso de enseñanza-aprendizaje en el cual los investigadores comunitarios iniciales enseñaron a los nuevos miembros aspectos relacionados con la IAP, sus características y pasos, conceptos sobre construcción de vivienda, durabilidad, relevancia del trabajo conjunto y comunicación. Este artículo finaliza con la reflexión acerca de la importancia de aprender y hacer camino al andar —bajo el entendimiento de que no existe solo un camino— con los participantes de las comunidades, con quienes enfrentamos las problemáticas de investigación identificadas a nivel grupal. Así las cosas, sea que le llamemos IAP, IP o IA, es muy importante tener siempre presente las bases filosóficas, axiológicas y empíricas de este tipo de investigación.”","autores":[{"nombre":"Paredes Chi, Arely Anahy","slug":"paredes-chi-arely-anahy"},{"nombre":"Castillo Burguete, María Teresa","slug":"castillo-burguete-maria-teresa"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Chi, A. A., & Burguete, M. T. (2018). \"Caminante no hay [un solo] camino, se hace camino al andar\": Investigación Acción Participativa y sus repercusiones en la práctica. Revista Colombiana de Sociología, 41(1), 31-50. doi: https://doi.org/10.15446/rcs.v41n1.66616","fuente":"https://doi.org/10.15446/rcs.v41n1.66616","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}},{"id":302,"titulo":{"nombre":"Canal Capital: una propuesta de televisión pública con posibilidades para la educación.","slug":"canal-capital-una-propuesta-de-television-publica-con-posibilidades-para-la-educacion"},"resumen":"\"Resumen\nEl presente trabajo realizó un rastreo a la propuesta televisiva de Canal Capital, durante el periodo de gobierno del movimiento Progresista comprendido entre 2012 a 2015. En esta investigación se encontraron aspectos de carácter diacrónico de la televisión pública en Colombia, se realizó también una indagación en materia legislativa, elemento que fue determinante para la potencialización no solo del proyecto de Canal Capital, también para nuevas experiencias emergentes de medios de comunicación alternativa como apuestas pedagógicas. Posteriormente se realizó una sistematización de las dinámicas de funcionamiento del canal y de algunos avances y logros significativos en torno a los proyectos misionales del mismo. Se tomaron en cuenta los contenidos de programación y la vinculación de nuevos escenarios comunicativos transversalizados por las Tecnologías de la Información y la Comunicación, hallando material valioso con carácter académico, el cual brinda amplias posibilidades educativas. Posteriormente se problematizó la importancia del uso de Internet como herramienta que vincula la televisión pública con sus usuarios, lo que permitió novedosas formas de interactividad de cara a la construcción de otras maneras de acceso y difusión de la información y de formas de aprendizaje colaborativo. Finalmente, se planteó una discusión en torno a la labor formativa de los medios de comunicación encaminados a un posible postconflicto en Colombia, proporcionando algunas orientaciones para el uso de Canal Capital como estrategia de televisión educativa.\"","autores":[{"nombre":"Benítez Torres, Oscar Alexander","slug":"benitez-torres-oscar-alexander"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Benítez Torres, O. A. (2016). Tesis de Maestría: Canal Capital: una propuesta de televisión pública con posibilidades para la educación. Recuperado el 24 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/56174","fuente":"https://repositorio.unal.edu.co/handle/unal/56174","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":165,"titulo":{"nombre":"Capital lingüístico en inglés y desigualdad de oportunidades educativas: exploración en dos colegios oficiales de Bogotá, Colombia.","slug":"capital-linguistico-en-ingles-y-desigualdad-de-oportunidades-educativas-exploracion-en-dos-colegios-oficiales-de-bogota-colombia"},"resumen":"“Summary\nSi bien desde el 2004, el Ministerio de Educación Nacional (MEN) diseñó el Programa Nacional de Bilingüismo (PNB), los resultados del módulo inglés de la prueba Saber —aplicada por el Icfes— reflejan que los colegios oficiales de Bogotá, en general, no logran cumplir el propósito de brindar más y mejores competencias en ese idioma a sus alumnos, para acceder a la educación superior. Desde este punto de vista, se plantea la importancia de abordar la situación de desigualdad en la educación pública dirigida a población de escasos recursos. En tal sentido, se presenta un contraste entre dos colegios oficiales, uno con buenos resultados en inglés y otro con deficiente rendimiento, con el fin de determinar cuáles son esas acciones pedagógicas que llevan al alcance de los logros.”","autores":[{"nombre":"Dávila Pérez, Diana Marcela","slug":"davila-perez-diana-marcela"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Dávila Pérez, D M. (julio-diciembre de 2013). Capital lingüístico en inglés y desigualdad de oportunidades educativas: exploración en dos colegios oficiales de Bogotá, Colombia. Revista Colombiana de Sociología, 36(2), 215-234. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/74167","fuente":"https://repositorio.unal.edu.co/handle/unal/74167","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":42,"nombre":"SOCIOLOGÍA","slug":"sociologia","indicadorMadre":11}},{"id":64,"titulo":{"nombre":"Caracterización de tipos de preguntas para la construcción de instrumentos evaluativos utilizados en la educación virtual para la educación superior","slug":"caracterizacion-de-tipos-de-preguntas-para-la-construccion-de-instrumentos-evaluativos-utilizados-en-la-educacion-virtual-para-la-educacion-superior"},"resumen":"“Resumen\nResumen: El objetivo del presente trabajo es establecer los factores que caracterizan a una evaluación en un ambiente virtual y conocer las habilidades para desarrollar soluciones prácticas para su implementación en el aula de clase. En la actualidad la educación superior exhibe unos retos que obligan a las Instituciones a mejorar los planes y programas académicos que ofrecen, para que sean de alta calidad y de innovación permanente. El tema de la evaluación posee una gran importancia dentro de la educación superior y en los últimos años con el auge de las nuevas tecnologías, también ha crecido la preocupación en cuanto a su aplicación en los ambientes virtuales con fines educativos. En este trabajo final de maestría se especifican los niveles de conocimiento para centrarse en los tipos de preguntas de los instrumentos evaluativos virtuales. Luego se propone un prototipo para este tipo de evaluaciones, orientado a la educación superior, a través de un sistema gerenciamiento del conocimiento (LMS). Las evaluaciones en los entornos virtuales comparten algunas tácticas efectuadas en la modalidad presencial. Aunque se puede establecer la misma calificación, el propósito es equivalente. El proceso tiene diferencias importantes. Para lograr la clasificación se requieren de técnicas e instrumentos que permitan obtener información antes, durante y después del proceso de enseñanza – aprendizaje relacionado con las habilidades del estudiante. Sin embargo, cada una tiene sus características y propósitos concretos. Se puede concluir que, para implementar un modelo de evaluaciones virtuales para una asignatura, inicialmente se requiere de mucho esfuerzo por parte de los profesores. Una vez implementado el modelo, permite agilizar el proceso de calificación, en donde el profesor puede utilizar este tiempo en otras actividades de actualización.”","autores":[{"nombre":"Tabares García, John Jairo","slug":"tabares-garcia-john-jairo"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Tabares García, J. J. (2014). Caracterización de tipos de preguntas para la construcción de instrumentos evaluativos utilizados en la educación virtual para la educación superior. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/52853","fuente":"https://repositorio.unal.edu.co/handle/unal/52853 ","dependencias":{"nombre":"Instituto de Sistemas y Ciencias de la Decisión, Maestría en Ingeniería de Sistemas","slug":"instituto-de-sistemas-y-ciencias-de-la-decision-maestria-en-ingenieria-de-sistemas"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":206,"titulo":{"nombre":"Caracterización del conocimiento didáctico del contenido de un profesor de inglés sobre la enseñanza del concepto de «be going to».","slug":"caracterizacion-del-conocimiento-didactico-del-contenido-de-un-profesor-de-ingles-sobre-la-ensenanza-del-concepto-de-be-going-to"},"resumen":"“Resumen \nEn este artículo de investigación se presentan los resultados del análisis de los momentos de planeación y acción de una clase dictada por un docente de inglés, alrededor del concepto de «be going to», impartida a estudiantes de grado noveno de una institución educativa oficial del municipio de Villa de Leyva, Boyacá, Colombia, con base en el modelo hexagonal del Conocimiento Didáctico del Contenido (CDC), que busca comprender el conocimiento construido por el docente durante el proceso de enseñanza. Esta investigación de corte cualitativo, abordada desde la metodología del estudio de caso, se adelantó utilizando técnicas e instrumentos de recolección de información como la revisión de la planeación de la clase elaborada por el docente, la aplicación de un cuestionario de Representación del Contenido (ReCo) y la grabación de la clase con su respectiva transcripción. Los resultados muestran cómo el CDC del docente se configura mediante el vínculo de cuatro componentes que presentan un amplio registro de unidades, los cuales son: 1) las estrategias para la enseñanza, 2) la comprensión de los estudiantes, 3) el conocimiento de las orientaciones para la enseñanza, y 4) la eficacia docente; conocimiento que merece ser compartido en el contexto científico y pedagógico, considerando que los logros de aprendizaje de los estudiantes están fuertemente ligados al conocimiento que el docente tenga sobre estos aspectos.”","autores":[{"nombre":"Báez-Dueñas, Leidy Tatiana","slug":"baez-duenas-leidy-tatiana"},{"nombre":"Salinas-Bernal,Laura Jackeline","slug":"salinas-bernallaura-jackeline"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Báez-Dueñas, L. T., & Salinas-Bernal, L. J. (2020). Caracterización del conocimiento didáctico del contenido de un profesor de inglés sobre la enseñanza del concepto de «be going to». Revista Matices en Lenguas Extranjeras (14), 145-182. doi: https://doi.org/10.15446/male.v14n2.95344 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/95344","fuente":"https://doi.org/10.15446/male.v14n2.95344 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/95344 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":9,"nombre":"DIDÁCTICA","slug":"didactica","descripcion":"Este indicador temático abarca la producción académica relacionada con la didáctica en diversas disciplinas y ámbitos educativos. La Didáctica es la disciplina que se encarga del estudio y la reflexión sobre cómo enseñar y aprender de manera efectiva en distintos contextos educativos. Incluye aspectos como la planificación de clases, la evaluación del aprendizaje, el diseño de materiales y la implementación de metodologías innovadoras. Esta disciplina se centra en los métodos, estrategias, técnicas y enfoques utilizados para optimizar la comprensión y el desarrollo de habilidades en los estudiantes. La producción académica recopilada abarca investigaciones, estudios empíricos, análisis teóricos y propuestas metodológicas que exploran la didáctica desde múltiples perspectivas y áreas de conocimiento."},"subindicadores":{"id":6,"nombre":"INGLÉS","slug":"ingles","indicadorMadre":9}},{"id":239,"titulo":{"nombre":"Carga Académica: Identificación de factores claves en una escuela de Economía y Negocios","slug":"carga-academica-identificacion-de-factores-claves-en-una-escuela-de-economia-y-negocios"},"resumen":"“Descripción: Durante su formación, los estudiantes en la educación superior deben tomar decisiones, como, por ejemplo, la carga académica semestral. Una mala decisión en este ámbito podría generar situaciones no deseadas para el estudiante. La literatura es escasa en relación a este tipo de decisión académica, lo cual hace aún más relevante generar estudios al respecto. Con el objetivo de determinar los factores claves que explicarían la carga académica semestral, se utiliza la herramienta de minería de datos Analyze Key Influencers de Microsoft SQL Server Data Mining Add-ins para Microsoft Office y datos de alumnos de pregrado de una escuela de economía y negocios. Factores como el rendimiento, tipo de ingreso y algunos sociodemográficos, fueron identificados como claves”","autores":[{"nombre":"Ortega, Cesar","slug":"ortega-cesar"},{"nombre":"Lee, Matías","slug":"lee-matias"},{"nombre":"Silva, Daniela","slug":"silva-daniela"},{"nombre":"Vásquez, Johana","slug":"vasquez-johana"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ortega, C., Lee, M., Silva, D., & Vásquez, J. (2009). Carga Académica: Identificación de factores claves en una escuela de Economía y Negocios. Universidad de Chile. Recuperado el 05 de 02 de 2024, de https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:_xSYboBqXhAC","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:_xSYboBqXhAC","dependencias":{"nombre":"Revista Universidad de Santiago de Chile","slug":"revista-universidad-de-santiago-de-chile"},"indicadores":{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","descripcion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes."},"subindicadores":{"id":4,"nombre":"CARGA ACADÉMICA","slug":"carga-academica","indicadorMadre":7}},{"id":192,"titulo":{"nombre":"Cartografía de medios de representación arquitectónica en relación con resultados de aprendizaje. Caso de estudio: Programa de Arquitectura, Universidad Nacional de Colombia, sede Manizales","slug":"cartografia-de-medios-de-representacion-arquitectonica-en-relacion-con-resultados-de-aprendizaje-caso-de-estudio-programa-de-arquitectura-universidad-nacional-de-colombia-sede-manizales"},"resumen":"El proceso de enseñanza-aprendizaje de las técnicas de representación para arquitectos pasa por diferentes etapas en las que se requiere evaluar los resultados de aprendizaje teniendo en cuenta procesos cognitivos y las particularidades de las herramientas tradicionales y contemporáneas que se mezclan para permitir idear, desarrollar y comunicar el proyecto arquitectónico. El siguiente estudio muestra una caracterización de los medios de representación para arquitectura, teniendo en cuenta diversas variables en el proceso proyectual, las cuales se clasifican según el caso de estudio planteado en las asignaturas del área de representación con los estudiantes de Arquitectura de la Universidad Nacional de Colombia en la sede Manizales. El objetivo se enfoca en reconocer la relación de los medios de representación con los resultados de aprendizaje para este programa académico. El método empleado es de carácter cualitativo, a través de reconocimiento de flujos de trabajo e inventario de medios en relación con los resultados de aprendizaje tomados del proyecto presentado para la reforma del programa y el caso de estudio en asignaturas del área de representación. El resultado del estudio presenta una cartografía de medios de representación en arquitectura, que permite navegar e identificar diferentes medios y sus características asociadas a los resultados de aprendizaje según el tipo de cognición, donde se especifican tres tipos de relaciones entre pensamiento concreto, posconcreto y formal y los medios de representación, analógicos, digitales y mixtos.","autores":[{"nombre":"Roldán García, Andrés","slug":"roldan-garcia-andres"},{"nombre":"Escandón Suárez, Paula","slug":"escandon-suarez-paula"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Roldán García, A. F., & Escandón Suárez, P. A. (2022). Cartografía de medios de representación arquitectónica en relación con resultados de aprendizaje. Caso de estudio: Programa de Arquitectura, Universidad Nacional de Colombia, sede Manizales. Kepes, 19(26), 673–707. https://doi.org/10.17151/kepes.2022.19.26.21\n\nAlojado en:\nhttps://www.researchgate.net/publication/363901221_Cartografia_de_medios_de_representacion_arquitectonica_en_relacion_con_resultados_de_aprendizaje_Caso_de_estudio_Programa_de_Arquitectura_Universidad_Nacional_de_Colombia_sede_Manizales","fuente":"https://doi.org/10.17151/kepes.2022.19.26.21\n\nAlojado en:\nhttps://www.researchgate.net/publication/363901221_Cartografia_de_medios_de_representacion_arquitectonica_en_relacion_con_resultados_de_aprendizaje_Caso_de_estudio_Programa_de_Arquitectura_Universidad_Nacional_de_Colombia_sede_Manizales","dependencias":{"nombre":"Revista Kepes. Universidad de Caldas","slug":"revista-kepes-universidad-de-caldas"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":53,"nombre":"APRENDIZAJE ARQUITECTURA","slug":"aprendizaje-arquitectura","indicadorMadre":16}},{"id":187,"titulo":{"nombre":"Comienzos de la enseñanza académica de las artes plásticas en Colombia","slug":"comienzos-de-la-ensenanza-academica-de-las-artes-plasticas-en-colombia"},"resumen":"\"Resumen\nSe trata de mostrar los aspectos e ideas que contribuyeron al proceso de asimilación, formalización y organización de los criterios de la academia en las artes plásticas de Colombia. También, los factores que intervinieron en la fundación de la primera Escuela de Bellas Artes del país en el siglo XIX, y las ideas estéticas y académicas que fundamentaron las primeras décadas de existencia.\nPalabras clave\nBellas Artes ; Academia ; Artes plásticas ; Alberto Urdaneta ; Colombia.\"","autores":[{"nombre":"Arango Restrepo, Sofia Stella","slug":"arango-restrepo-sofia-stella"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Restrepo, S. S. (Julio- Diciembre de 2011). Comienzos de la enseñanza académica de las artes plásticas en Colombia. Historia y Sociedad(21), 145-170. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/39508","fuente":"https://repositorio.unal.edu.co/handle/unal/39508","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":71,"titulo":{"nombre":"¿Cómo crear contenidos con niños y niñas? Propuesta metodológica de co-creación contextualizada de hipermedia en educación no formal para la primera infancia","slug":"como-crear-contenidos-con-ninos-y-ninas-propuesta-metodologica-de-co-creacion-contextualizada-de-hipermedia-en-educacion-no-formal-para-la-primera-infancia"},"resumen":"“Resumen\nLa investigación en informática educativa ha generado metodologías para el desarrollo de hipermedia en ambientes de educación formal. No obstante, en escenarios de educación no formal dichas metodologías no se adaptan a la flexibilidad en los estilos de aprendizaje, ausencia de tutor y multiplicidad de escenarios. Este trabajo sistematiza el proceso de producción de un micrositio dirigido para niños del Ministerio de Cultura y metodologías de producción de hipermedia educativa, a la luz de los principios fundamentales de la educación no formal, como base de una propuesta metodológica de co-creación contextualizada de hipermedia en educación no formal para la primera infancia.”","autores":[{"nombre":"Lizarazo Angulo, María Paula","slug":"lizarazo-angulo-maria-paula"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Lizarazo Angulo, M. P. (2012). Tesis de Maestría: ¿Cómo crear contenidos con niños y niñas? Propuesta metodológica de co-creaci��n contextualizada de hipermedia en educación no formal para la primera infancia. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/11166","fuente":"https://repositorio.unal.edu.co/handle/unal/11166 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":85,"nombre":"CONTENIDOS PARA NIÑOS Y NIÑAS","slug":"contenidos-para-ninos-y-ninas","indicadorMadre":29}},{"id":225,"titulo":{"nombre":"¿Cómo salvar la educación superior pública?","slug":"como-salvar-la-educacion-superior-publica"},"resumen":"“Leopoldo Múnera, profesor de la U Nacional, explica cuáles son los desajustes que hacen que en Colombia sólo una minoría acceda a la universidad y por qué a veces esa realidad no aparece en las estadísticas.”","autores":[{"nombre":"Múnera Ruíz, Leopoldo","slug":"munera-ruiz-leopoldo"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Múnera Ruíz, L. (noviembre de 2013). ¿Cómo salvar la educación superior pública?. Revista SEMANA. Recuperado el 14 de febrero de 2024, de https://www.elespectador.com/educacion/como-salvar-la-educacion-superior-publica-article-456769/","fuente":"https://www.elespectador.com/educacion/como-salvar-la-educacion-superior-publica-article-456769/ ","dependencias":{"nombre":"Otros","slug":"otros"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11}},{"id":152,"titulo":{"nombre":"Competencias Parentales y Competencias Académicas en Niños Escolarizados: El Rol Mediador de las Funciones Ejecutivas","slug":"competencias-parentales-y-competencias-academicas-en-ninos-escolarizados-el-rol-mediador-de-las-funciones-ejecutivas"},"resumen":"“Resumen \nEl rol parental en el desarrollo del aprendizaje de los niños constituye, en el presente, una parte de la discusión en el campo psicoeducativo. Aunque las competencias parentales (cp) y las funciones ejecutivas (fe) han sido investigadas por la psicología y la neuropsicología, su relación con las competencias académicas permanece abierta para ser estudiada a profundidad. El objetivo de esta investigación es analizar el efecto de los cp percibidas por los padres en fe comportamentales y las mediciones basadas en el desempeño de las competencias lectoras y matemáticas en niños. Trabajamos con 131 niños y niñas escolarizados, entre 9 y 11 años, y sus padres. Se hizo uso del Análisis Multivariado de Variancia (manova) y Modelos de Ecuaciones Estructurales (sem). Los resultados indican que las competencias parentales desde la perspectiva de los padres poseen un efecto significativo en las fe, la lectura y las habilidades matemáticas. De forma que los modelos mejor ajustados indican que las fe median la relación entre las competencias parentales, lectoras y matemáticas.”","autores":[{"nombre":"Azar, Elisa Emma","slug":"azar-elisa-emma"},{"nombre":"Vargas-Rubilar, Jael","slug":"vargas-rubilar-jael"},{"nombre":"Arán-Filippetti, Vanessa","slug":"aran-filippetti-vanessa"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Azar, E. E., Vargas-Rubilar, J., & Arán-Filippetti, V. (enero-junio de 2023). Competencias Parentales y Competencias Académicas en Niños Escolarizados: El Rol Mediador de las Funciones Ejecutivas. Revista Colombiana de Psicología, 32(1). doi:\nhttps://doi.org/10.15446/rcp.v32n1.94808\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/94808","fuente":"https://doi.org/10.15446/rcp.v32n1.94808\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/94808 ","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":68,"nombre":"ESCOLAR","slug":"escolar","indicadorMadre":21}},{"id":263,"titulo":{"nombre":"Complejo de superioridad (la política pública para la educación terciaria)","slug":"complejo-de-superioridad-la-politica-publica-para-la-educacion-terciaria"},"resumen":"A principios de agosto, el Consejo Nacional de Educación Superior (CESU) presentó el documento \"Acuerdo por lo Superior 2034. Propuesta de política pública para la excelencia de la educación superior en Colombia en el escenario de la paz\". Según los autores, este texto resulta de un gran diálogo nacional y construcción colectiva con el objetivo de lograr una educación superior de calidad para todos los colombianos. Se menciona que en este proceso, que duró más de mil días, participaron 33,000 personas en 155 debates, abarcando 6 regiones y 32 departamentos, y que se realizaron 2 eventos internacionales y se apoyaron en 29 proyectos de investigación financiados por el Ministerio de Educación Nacional (MEN). El documento también incluye una introducción del filósofo y sociólogo francés Edgar Morin. Sin embargo, el exrector de la Universidad Nacional de Colombia, Moisés Wasserman, criticó el resultado como un \"parto de los montes\", sugiriendo que las expectativas no fueron cumplidas. Aunque el CESU afirma que el documento es producto de un análisis crítico y colectivo, la decisión final fue tomada por el propio CESU, compuesto por representantes del gobierno, rectores de instituciones públicas y privadas, el sector productivo, y voceros de comunidades académicas, estudiantes y profesores, con una representación mayoritaria de los rectores y el gobierno sobre los representantes directos de las comunidades universitarias.","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"},{"nombre":"Múnera, Leopoldo","slug":"munera-leopoldo"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Mora, A. F., & Múnera, L. (2015). Complejo de superioridad (la política pública para la educación terciaria). En C. Miñana, & E. Bernal (Edits.), Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (Vol. 1, págs. 126-143). Bogotá: Universidad Nacional de Colombia. Dirección Nacional de Planeación y Estadística,. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","fuente":"https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":88,"titulo":{"nombre":"Concepciones de docentes acerca del desarrollo profesional ofrecido desde el Programa Nacional de Inglés: ¿Influyen o no en sus prácticas pedagógicas?","slug":"concepciones-de-docentes-acerca-del-desarrollo-profesional-ofrecido-desde-el-programa-nacional-de-ingles-influyen-o-no-en-sus-practicas-pedagogicas"},"resumen":"“Resumen\nEl presente estudio cualitativo busca conocer las percepciones de los docentes del Distrito Capital acerca de los cursos de formación que se les ha brindado desde la Secretaría de Educación de Bogotá en el marco del Programa Nacional de inglés (PNI). También está dirigido a ver cómo los conocimientos adquiridos en dichas capacitaciones se reflejan en sus prácticas pedagógicas. La recolección de datos se hizo por medio de textos reflexivos, entrevistas y observaciones de clases. El estudio concluye que hay un indicio de que los cursos de formación ayudan al mejoramiento de las prácticas pedagógicas de docentes que han asistido a los mismos.”","autores":[{"nombre":"Zambrano Güiza, Ángela Mayerly","slug":"zambrano-guiza-angela-mayerly"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Zambrano Güiza, Á. M. (2016). Tesis de Maestría: Concepciones de docentes acerca del desarrollo profesional ofrecido desde el Programa Nacional de inglés: ¿Influyen o no en sus prácticas pedagógicas?. Recuperado el 01 de abirl de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58216","fuente":"https://repositorio.unal.edu.co/handle/unal/58216 ","dependencias":{"nombre":"Maestría en Lingüística","slug":"maestria-en-linguistica"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":9,"nombre":"DESARROLLO PROFESIONAL","slug":"desarrollo-profesional","indicadorMadre":10}},{"id":109,"titulo":{"nombre":"Construcción de lo público en la escuela: una mirada desde dos experiencias de educación ambiental en Colombia","slug":"construccion-de-lo-publico-en-la-escuela-una-mirada-desde-dos-experiencias-de-educacion-ambiental-en-colombia"},"resumen":"“Resumen\n\nEste trabajo plantea una conceptualización de lo público en relación con lo educativo y lo ambiental, problematizándola desde experiencias y trabajos empíricos realizados durante varios años en forma cooperativa entre el Programa RED de la Universidad Nacional de Colombia (UNC o UNAL, indistintamente) y colegios en Colombia. En una primera fase (un año) los investigadores de la UNC realizaron un trabajo etnográfico convencional y, en una segunda (dos años), las y los profesores de los colegios se involucraron en una serie de procesos de innovación pedagógica e investigación-acción acompañados por los investigadores de la UNC. El trabajo investigación dio como resultado una gran diversidad de prácticas y discursos —a veces contradictorios y en conflicto, y que pueden ir de la educación moral a la movilización social— en relación con la construcción de lo público en la escuela pública; también, al comparar varias experiencias mostró la importancia de las condicionantes contextuales y locales en dichas prácticas.\n\nPalabras clave: educación pública, educación ambiental, relación escuela universidad, Colombia.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Toro Pérez, Catalina","slug":"toro-perez-catalina"},{"nombre":"Mahecha Groot, Ana María","slug":"mahecha-groot-ana-maria"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C., Toro Pérez, C., & Mahecha Groot, A. (2012). Construcción de lo público en la escuela: una mirada desde dos experiencias de educación ambiental en Colombia. Revista mexicana de investigación educativa, 17(55), 1147-1171. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:IjCSPb-OGe4C","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:IjCSPb-OGe4C","dependencias":{"nombre":"Programa RED","slug":"programa-red"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":21,"nombre":"CONSTRUCCIÓN DE LO PÚBLICO","slug":"construccion-de-lo-publico","indicadorMadre":11}},{"id":212,"titulo":{"nombre":"Construcción del conocimiento de comunidad mediante la exploración de los fondos de conocimiento de un grupo de estudiantes de secundaria","slug":"construccion-del-conocimiento-de-comunidad-mediante-la-exploracion-de-los-fondos-de-conocimiento-de-un-grupo-de-estudiantes-de-secundaria"},"resumen":"“Resumen \nEsta investigación-acción explora cómo estudiantes colombianos de zonas rurales y urbanas construyen el conocimiento de la comunidad mientras exploran sus fondos de conocimiento utilizando diarios de diálogo. El estudio siguió dos fases: en la primera participaron 33 estudiantes de grado séptimo de una escuela urbana, y en la segunda, 19 estudiantes de grado sexto de una escuela rural y 18 estudiantes de grado octavo de una escuela urbana. Los datos se recopilaron mediante diarios, artefactos, grabaciones, narraciones, un grupo focal y entrevistas. Los resultados revelaron cómo los estudiantes vieron y resignificaron sus comunidades y territorios explorando el conocimiento que poseen de sus familias y su comunidad. Así, los diarios de diálogo sirvieron para verbalizar y comunicar las percepciones y comprensiones de los estudiantes sobre sus comunidades y fondos de conocimiento”","autores":[{"nombre":"Castillo, Karol","slug":"castillo-karol"},{"nombre":"Cárdenas, Luz Dary","slug":"cardenas-luz-dary"},{"nombre":"Lastra, Sandra","slug":"lastra-sandra"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castillo, K., Cárdenas, L. D., & Lastra, S. (julio-diciembre de 2023). Construcción del conocimiento de comunidad mediante la exploración de los fondos de conocimiento de un grupo de estudiantes de secundaria. Profile: Issues in Teachers' Professional Development, 25(2), 129-146. doi: https://doi.org/10.15446/profile.v25n2.102348 \n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102348/89218","fuente":"https://doi.org/10.15446/profile.v25n2.102348 \n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102348/89218 ","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":6,"nombre":"CONSTRUCCIÓN DE CONOCIMIENTO","slug":"construccion-de-conocimiento","descripcion":"El indicador temático Construcción de Conocimiento se define como el proceso dinámico en el cual las personas adquieren, organizan y desarrollan una comprensión profunda de conceptos, habilidades, información y experiencias. Este proceso implica la participación activa del individuo, conectando nuevos aprendizajes con experiencias previas, reflexionando críticamente y aplicando el conocimiento en contextos diversos. La producción académica vinculada a este indicador se enfoca en explorar las dimensiones reproductivas, críticas y epistémicas de la construcción de conocimiento, abordando preguntas fundamentales sobre el porqué, el cómo, el dónde, el cuándo y el quiénes de un proceso específico con el objetivo de hacerlo accesible y significativo para otras personas o la sociedad en general."},"subindicadores":{"id":3,"nombre":"COMUNITARIO","slug":"comunitario","indicadorMadre":6}},{"id":44,"titulo":{"nombre":"Construcción del índice de abandono estudiantil universitario utilizando la teoría de la racionalidad limitada.","slug":"construccion-del-indice-de-abandono-estudiantil-universitario-utilizando-la-teoria-de-la-racionalidad-limitada"},"resumen":"“Resumen: En este trabajo se estudia el abandono estudiantil universitario utilizando una teoría diferente a la tradicionalmente utilizada, teoría del suicidio, asumiendo la teoría de la racionalidad limitada propuesta por Kahneman y Tversky (1979) y Simón (1979) con el fin de entender por qué los estudiantes toman la decisión de abandonar. Para conocer si este proceso obedece a un problema de racionalidad limitada se creó instrumento/encuesta de percepción de riesgo de abandono con cinco ítems que evalúan los factores que, se han encontrado, determinan el abandono estudiantil universitario: factores económicos, académicos, individuales, institucionales y culturales. Cada uno de estos factores evalúa en una escala de tres niveles, siendo tres la peor situación y uno la mejor, por lo que se podrían estar generando 243 posibles niveles de abandono, de menor a mayor riesgo. Este instrumento se aplicó a dos grupos de estudiantes; unos de universidad pública y otros de universidad privada en la Ciudad de Medellín, Colombia. Para contrastar los resultados del cuestionario se pidió a cada estudiante que calificara su nivel de riesgo de abandono en una escala de 0 a 100, siendo 100 un abandono inminente. Finalmente, se presentaron a los estudiantes diferentes escenarios de riesgo de abandono con la particularidad de que cada uno representaba la misma probabilidad de abandono. A pesar de esta condición, los resultados muestran que los estudiantes perciben el riesgo de abandono de manera diferente y tal de decisión se presentaría con mayor frecuencia en algunos de ellos. Esto podría estar evidenciando que el abandono estudiantil obedece a un proceso de racionalidad limitada. \nDescriptores o Palabras Clave: Abandono, Racionalidad Limitada y Riesgo.”","autores":[{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"},{"nombre":"Marín Rodríguez, Nini Johana","slug":"marin-rodriguez-nini-johana"},{"nombre":"Velásquez, Melbín","slug":"velasquez-melbin"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Velásquez Vásquez, J., Gallón Gómez, S., Marín Rodríguez, N., & Velásquez, M. (2016). Construcción del índice de abandono estudiantil universitario utilizando la teoría de la racionalidad limitada. III CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior. Universidad Tecnológica de Panamá. Panamá. Recuperado el 05 de 02 de 2024, de https://core.ac.uk/download/pdf/234020298.pdf","fuente":"https://core.ac.uk/download/pdf/234020298.pdf","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":111,"titulo":{"nombre":"Construyendo Nación: Cobertura y educación de calidad en todas las regiones","slug":"construyendo-nacion-cobertura-y-educacion-de-calidad-en-todas-las-regiones"},"resumen":"“Hoy la Universidad Nacional de Colombia está poniendo en marcha dos proyectos de importancia estratégica para la nación en la búsqueda de un aumento de cobertura, responsable y de calidad: el Programa de Fortalecimiento de las Sedes de Presencia Nacional y la creación de la Facultad de Ciencias de la Vida (sede Medellín), proyectos fundamentales que han encontrado resonancia en la Estrategia del Gobierno Nacional “Universidad en tu territorio.(…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (02 de diciembre de 2023). Construyendo nación: cobertura y educación de calidad en todas las regiones. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1[action]=detail&tx_news_pi1[controller]=News&tx_news_pi1[news]=1533&cHash=e53540e9e297f8c6ba56418a3f9ef5a6","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1[action]=detail&tx_news_pi1[controller]=News&tx_news_pi1[news]=1533&cHash=e53540e9e297f8c6ba56418a3f9ef5a6","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":102,"titulo":{"nombre":"Cosmos, hombre y utopía","slug":"cosmos-hombre-y-utopia"},"resumen":"“RESUMEN\nLa relación hombre-cosmos pensada no como dualismo sino como unidad: el hombre corporalmente es un pedazo de cosmos, de polvo estelar. la filosofía cósmica piensa el hombre no como un ser vivo en el cosmos sino como un ser cósmico en la vida.\nLa filosofía cósmica piensa al hombre no como un ser vivo en el cosmos, sino como un ser cósmico en la vida. Se sustenta la utopía en la configuración del ser hombre. Las filosofías han sido unilaterales, unicistas, monolíticas. Han sido construidas para adeptos, para creyentes. El vitalismo cósmico no es un sistema, es una teoría para creadores.”","autores":[{"nombre":"Botero Uribe, Darío","slug":"botero-uribe-dario"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Botero Uribe, D (2004). Cosmos, hombre y utopía. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 114-121. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23174","fuente":"https://repositorio.unal.edu.co/handle/unal/23174","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":69,"nombre":"INTEGRAL","slug":"integral","indicadorMadre":21}},{"id":172,"titulo":{"nombre":"Crisis del sistema de gobierno en las universidades públicas colombianas. Aportes a una sociología del poder en las universidades.","slug":"crisis-del-sistema-de-gobierno-en-las-universidades-publicas-colombianas-aportes-a-una-sociologia-del-poder-en-las-universidades"},"resumen":"“Summary\nUno de los grandes temas en la sociología de la educación superior es la ‘sociología del poder’ en las instituciones, cuya principal expresión es el gobierno institucional, entendido como el conjunto de normas que definen y regulan tanto los órganos de toma de decisiones y su relación jerárquica, como la participación y representación de diversos grupos, estamentos y sectores de la sociedad en dichos órganos. Dado que en las universidades públicas colombianas el principal órgano de gobierno es el Consejo Superior Universitario (CSU), reglado en la Ley 30 de 1992, se define como un importante objeto de estudio sociológico la composición del CSU, el origen de sus miembros y sus respectivas filiaciones, lealtades y grupos o sectores sociales que representa. Este análisis permite comprender la naturaleza democrática de la composición del CSU, el alcance y los límites de la representatividad de sus miembros, así como la legitimidad de las decisiones que este órgano supremo de gobierno toma, todo lo cual configura las posibilidades y los límites de la ‘democracia universitaria’.\nKeywords\ndemocracia universitaria ; gobierno institucional ; órganos de gobierno”","autores":[{"nombre":"Gómez Campo, Victor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M. (2012). Crisis del sistema de gobierno en las universidades públicas colombianas. Aportes a una sociología del poder en las universidades. Revista Colombiana de Sociología, 35(1), 59-79. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/41904","fuente":"https://repositorio.unal.edu.co/handle/unal/41904","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":30,"nombre":"UNIVERSIDADES PÚBLICAS","slug":"universidades-publicas","descripcion":"El indicador temático Universidades Públicas, se enfoca en la recopilación de investigaciones y análisis que abordan aspectos específicos relacionados con las instituciones de educación superior de carácter público. Este indicador agrupa producciones académicas que exploran la misión, el impacto social, los retos y las oportunidades de las universidades públicas."},"subindicadores":{"id":89,"nombre":"GOBERNANZA","slug":"gobernanza","indicadorMadre":30}},{"id":40,"titulo":{"nombre":"Cuando la inclusión social no es igualdad de oportunidades. La reforma a la educación superior en Colombia","slug":"cuando-la-inclusion-social-no-es-igualdad-de-oportunidades-la-reforma-a-la-educacion-superior-en-colombia"},"resumen":"“La reforma a la educación superior en Colombia ha estado atravesada por un debate público en el que los estudiantes han sido los principales protagonistas. A finales de 2011, la Mesa Amplia Nacional Estudiantil (MANE), con el apoyo de algunos docentes y representantes de partidos políticos logró que el Gobierno retirara el proyecto destinado a modificar la Ley 30 de 1992. El ánimo de lucro que se pretendía institucionalizar con la nueva norma y las inconsistencias internas de la propuesta del Ministerio de Educación Nacional (MEN), así como el cambio en los repertorios de la acción del movimiento estudiantil, que se sintonizaron más con el conjunto de la sociedad colombiana, contribuyeron a fortalecer y legitimar su posición. Con posterioridad, la Ministra de Educación cambió la estrategia y empezó a legitimar su iniciativa bajo la forma de una politica pública que, sin embargo, tiene el mismo objetivo: ampliar la cobertura con base en el SENA y en la educación técnica y tecnológica de bajo costo. Después de casi dos años, los argumentos se han ido enriqueciendo con más elementos, el gobierno encontró en el CESU su mejor aliado para insistir en la inclusión social con bajo presupuesto, apoyado por la Organización para la Cooperación y el Desarrollo Económicos (OCDE) y el Banco Mundial, al tiempo que los estudiante intentan construir un proyecto que se base en la igualdad de oportunidades y tienen como soporte diferentes estudios de docentes e investigadores de las universidades colombiana desde una perspectiva que no pretende ser desinteresada, pues la educación superior garantiza el acceso al bien común representado en el conocimiento.\"","autores":[{"nombre":"Múnera Ruíz, Leopoldo","slug":"munera-ruiz-leopoldo"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Múnera Ruíz, L. (2013). Cuando la inclusión social no es igualdad de oportunidades. La reforma a la educación superior en Colombia. FORO, Revista de la Fundación Foro Nacional por Colombia (80). Recuperado el 14 de febrero de 2024, de https://hemeroteca.hegoa.ehu.eus/es/publications/719 \n\nAlojado en: \nhttps://www.scribd.com/document/260714333/reforma-a-la-educacion-superior-LEOPOLDO-MUNERA","fuente":"https://hemeroteca.hegoa.ehu.eus/es/publications/719 \n\nAlojado en: \nhttps://www.scribd.com/document/260714333/reforma-a-la-educacion-superior-LEOPOLDO-MUNERA ","dependencias":{"nombre":"FORO, Revista de la Fundación Foro Nacional por Colombia","slug":"foro-revista-de-la-fundacion-foro-nacional-por-colombia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":30,"titulo":{"nombre":"Cuatro temas críticos de la educación superior en Colombia: Estado, instituciones, pertinencia, equidad social","slug":"cuatro-temas-criticos-de-la-educacion-superior-en-colombia-estado-instituciones-pertinencia-equidad-social"},"resumen":"“Summary\nAnalizando los cambios suscitados a partir de la Ley 30 de 1992 y manejando cuatro temas decisivos en los lineamientos de la educación superior, como el Estado, las instituciones, la pertinencia y la equidad social. / Contenido. Preliminares; Capítulo 1 - Calidad, pertenencia y relaciones con el estado; Capítulo 2 - Problemas referidos a la acreditación, la equidad social de oportunidades de educación superior y la diversificación de la oferta institucional; Anexos”","autores":[{"nombre":"Gómez Campo, Victor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2000,"valor":2000},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez Campo, V. M. (2000). Cuatro temas críticos de la educación superior en Colombia: Estado, instituciones, pertinencia, equidad social. Universidad Nacional de Colombia, Facultad de Ciencias Humanas. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/2891","fuente":"https://repositorio.unal.edu.co/handle/unal/2891","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":44,"nombre":"SUPERIOR","slug":"superior","indicadorMadre":11}},{"id":159,"titulo":{"nombre":"De la educación religiosa y la educación laica en Colombia. Normatividades y políticas (1930- 2020)","slug":"de-la-educacion-religiosa-y-la-educacion-laica-en-colombia-normatividades-y-politicas-1930-2020"},"resumen":"“Resumen \nEl presente artículo problematiza la construcción social e histórica de los saberes, de las normas y de las políticas educativas que han conformado la experiencia escolar de la enseñanza, de la educación, y/o del aprendizaje de lo religioso en Colombia (1930 - 2020). Para la sociología, la historia y la educación religiosa se trata del análisis de conformaciones tan patéticas como brillantes. Patéticas, ya que en poco se aproximan al complejo campo educacional que representa la práctica pedagógica y la cultura de los territorios. Brillantes, ya que en pocas ocasiones dan cuenta de la diferencia, de la multiplicidad y de las singularidades de los credos, así como de las espiritualidades encontradas en el aula y en los contextos regional y local. Como herramienta teórico-metodológica, el concepto de educación laica coloca en cuestión la educación religiosa escolar ere, señalando algunos horizontes por los cuales, más que la edificación de un estado laico en Colombia, la disputa por la educación religiosa se ha realizado entre la identidad y la pluri-confesionalidad, entre la predominancia de determinada ontología del hombre religioso cristiano colombiano y la tolerancia a los demás, lo cual significa la expresión matizada de las diferentes modalidades de exclusión y de discriminación escolar y social. Entre los resultados, se analizan tres series educativas de lo religioso en Colombia: la enseñanza religiosa, la educación religiosa y el aprendizaje ecuménico pluri-confesional, demostrando cómo estas prácticas escolares, a nombre de la tradición, del conservadurismo o del ecumenismo, desplazan de la educación religiosa la posibilidad de consolidar una educación laica, del hecho y del fenómeno religioso.”","autores":[{"nombre":"Vásquez Zora, Luis Fernando","slug":"vasquez-zora-luis-fernando"},{"nombre":"Ochoa Bohórquez, Ana Victoria","slug":"ochoa-bohorquez-ana-victoria"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Vásquez Zora, L. F., & Ochoa Bohórquez, A. V. (2022). De la educación religiosa y la educación laica en Colombia. Normatividades y políticas (1930- 2020). Revista Colombiana de Sociología, 45(1), 125-146. doi: https://doi.org/10.15446/rcs.v45n1.90221\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90221","fuente":"https://doi.org/10.15446/rcs.v45n1.90221\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90221","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":38,"nombre":"RELIGIÓN","slug":"religion","indicadorMadre":11}},{"id":60,"titulo":{"nombre":"De la Universidad al colegio, vamos a la PUA. -Proyección Universitaria en la Amazonía-","slug":"de-la-universidad-al-colegio-vamos-a-la-pua-proyeccion-universitaria-en-la-amazonia"},"resumen":"“El camino al desarrollo profesional en la Amazonía colombiana ha contado con estrategias comunicativas y de aproximación a la vida universitaria que han mejorado el acceso a la educación de calidad en la región. Por ello, la Universidad Nacional Sede Amazonía, en su rol como protagonista de cambio desde la educación superior para la región, ha estructurado estrategias como la PUA -Proyección Universitaria en la Amazonía- que al 2015 ha desarrollado ya su quinta edición. Desde su constitución en el 2011, instaurándose inicialmente como el \"Día del Bachiller\" y posteriormente como Proyección Universitaria en la Amazonía, la PUA se dirige a fomentar el intercambio entre los colegios de la región y la oferta de desarrollo profesional que promueve la Universidad Nacional, desde programas como el PEAMA, Programa Especial de Admisión y Movilidad Académica.”","autores":[{"nombre":"Manjarrés Hernández, Ana","slug":"manjarres-hernandez-ana"},{"nombre":"Mancipe Moreno, Julio Cesar","slug":"mancipe-moreno-julio-cesar"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Manjarrés Hernández, A. &. Mancipe Moreno, J.C (2015). De la Universidad al colegio, vamos a la PUA. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (30), 13-15. Recuperado el 24 de octubre de 2023, de https://issuu.com/notimani/docs/notimani-30-2015","fuente":"https://issuu.com/notimani/docs/notimani-30-2015","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":80,"nombre":"DESARROLLO REGIONAL","slug":"desarrollo-regional","indicadorMadre":28}},{"id":120,"titulo":{"nombre":"Decálogo para una nueva ley de educación superior.","slug":"decalogo-para-una-nueva-ley-de-educacion-superior"},"resumen":"“La Universidad Nacional de Colombia (UNAL), siempre comprometida con la construcción de nación, emprendió, hace cuatro meses y luego de la presentación de los proyectos de Ley Estatutaria y de Reforma Integral a la Ley 30, un proceso de reflexión colectiva sobre el estado de la educación superior en nuestro país y los principales retos que este tiene hacia el futuro.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (22 de octubre de 2023). Decálogo para una nueva ley de educación superior. El Espectador. Recuperado el 15 de diciembre de 2023, de https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1520&cHash=f4c0dc367aab7cfb7000de4f53e33f08","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1520&cHash=f4c0dc367aab7cfb7000de4f53e33f08","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":65,"titulo":{"nombre":"Demandas y necesidades de aprendizaje desde los niños, niñas y jóvenes de Bogotá","slug":"demandas-y-necesidades-de-aprendizaje-desde-los-ninos-ninas-y-jovenes-de-bogota"},"resumen":"“Summary:\nEl presente informe responde los objetivos pactados en el marco del Convenio Interadministrativo de Cooperación celebrado entre el IDEP y la universidad Nacional de Colombia, consistente en una investigación que permitiera determinar las demandas y necesidades de aprendizaje y conocimiento de niños y jóvenes de Bogotá, teniendo en cuenta la política educativa dirigida a estos grupos específicos de población.”","autores":[{"nombre":"Sáenz Obregón, Javier","slug":"saenz-obregon-javier"},{"nombre":"Martínez Collnates, Jorge","slug":"martinez-collnates-jorge"}],"años":{"año":2007,"valor":2007},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Sáenz Obregón, J. & Martínez Collnates, J. (2007). Demandas y necesidades de aprendizaje desde los niños, niñas y jóvenes de Bogotá /. Bogotá: Universidad Nacional de Colombia. Facultad de Ciencias Humanas. Instituto de Investigación en Educación -IIEDU. Recuperado el octubre de 30 de 2023, de https://descubridor.idep.edu.co/Record/4027","fuente":"https://descubridor.idep.edu.co/Record/4027","dependencias":{"nombre":"Instituto para la Investigación Educativa y el Desarrollo Pedagógico -IDEP-","slug":"instituto-para-la-investigacion-educativa-y-el-desarrollo-pedagogico-idep"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":56,"nombre":"APRENDIZAJE NIÑOS Y JÓVENES","slug":"aprendizaje-ninos-y-jovenes","indicadorMadre":16}},{"id":96,"titulo":{"nombre":"Democracia y Cultura Política.","slug":"democracia-y-cultura-politica"},"resumen":"“Summary\nNos reúne una propuesta: aprender a negociar los conflictos, a vivir en paz y a formamos como demócratas en el seno de la institución educativa vinculando a la familia, la célula de socialización primaria que con la escuela conforma la comunidad educativa. Se nos propone vivir una actitud dialogante donde confrontemos ideas dando razones acerca de nuestros puntos de vista y, a la vez, respetemos los puntos de vista del otro ejerciendo la democracia y formándonos como ciudadanos, como sujetos de derechos y deberes, hombres iguales que conviven a partir de unas normas aceptadas, respetadas y protegidas en el ejercicio diario de nuestras vidas”","autores":[{"nombre":"Londoño de Maldonado, Martha Lucía","slug":"londono-de-maldonado-martha-lucia"}],"años":{"año":1998,"valor":1998},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Londoño de Maldonado, M. L. (1998). Democracia y Cultura Política. NOVUM: Revista de Ciencias Sociales Aplicadas, 7. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/20198","fuente":"https://repositorio.unal.edu.co/handle/unal/20198","dependencias":{"nombre":"NOVUM: Revista de Ciencias Sociales Aplicadas","slug":"novum-revista-de-ciencias-sociales-aplicadas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":31,"nombre":"PARA LA PAZ","slug":"para-la-paz","indicadorMadre":11}},{"id":202,"titulo":{"nombre":"Desafíos en el proceso enseñanza-aprendizaje de una lengua extranjera: una discusión sobre los estudiantes de lento y rápido aprendizaje en México.","slug":"desafios-en-el-proceso-ensenanza-aprendizaje-de-una-lengua-extranjera-una-discusion-sobre-los-estudiantes-de-lento-y-rapido-aprendizaje-en-mexico"},"resumen":"“Resumen \nEste artículo pretende analizar y ofrecer una perspectiva de la relación enseñanza-aprendizaje de lenguas extranjeras en México, en función de los tipos de estudiantes y de qué forma estos representan un desafío. En consecuencia, a lo largo de la investigación se plantean los retos que representan los estudiantes de lento y rápido aprendizaje dentro de un aula. Se encontró que tanto la motivación, ansiedad del lenguaje, consciencia gramatical, y retroalimentación son temas que forman parte de este proceso para lograr el dominio de un idioma. Esta investigación está basada en la observación esporádica directa a sesiones de inglés en diversos centros de idiomas, los cuales fueron elegidos bajo parámetros que cumplieran con el perfil de la investigación. Esta fue llevada a cabo en tres etapas, la primera fue una etapa exploratoria; la segunda fue una indagación teórica; y la tercera consistió en observaciones sistematizadas. La discusión de los resultados muestra que es importante dar prioridad a la eficacia de los materiales, la retroalimentación, y la aptitud pedagógica en función del tipo de alumnos que conforman un grupo, así como a los factores que afectan el progreso de los estudiantes en su aprendizaje del idioma. Se concluye que es necesario identificar los tipos de estudiantes: de lento o rápido aprendizaje, y según esto crear grupos específicos para que el aprovechamiento académico sea óptimo.”","autores":[{"nombre":"Harris-Matamoros, Edwin Eglon","slug":"harris-matamoros-edwin-eglon"},{"nombre":"Santamaría-Valencia, Hannia","slug":"santamaria-valencia-hannia"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Harris-Matamoros, E. E., & Santamaría-Valencia, H. (2020). Desafíos en el proceso enseñanza-aprendizaje de una lengua extranjera: una discusión sobre los estudiantes de lento y rápido aprendizaje en México. Revista Matices en Lenguas Extranjeras (14), 111-144. doi: https://doi.org/10.15446/male.v14n2.92650\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92650","fuente":"https://doi.org/10.15446/male.v14n2.92650\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92650","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":64,"nombre":"LENGUAS EXTRANJERAS","slug":"lenguas-extranjeras","indicadorMadre":16}},{"id":219,"titulo":{"nombre":"Desafíos y oportunidades para el diálogo intercultural decolonial entre estudiantes indígenas y la comunidad universitaria","slug":"desafios-y-oportunidades-para-el-dialogo-intercultural-decolonial-entre-estudiantes-indigenas-y-la-comunidad-universitaria"},"resumen":"“Este artículo presenta el diálogo intercultural crítico como una práctica curricular/pedagógica y decolonial necesaria para valorar los recursos semióticos culturales de los estudiantes indígenas universitarios. Basándose en la semiótica social, la interculturalidad crítica y la teoría decolonial, se analizan las barreras que enfrentan los estudiantes indígenas para acceder y completar sus carreras. Utilizando ejemplos de cursos de pedagogía en inglés y reflexiones/aprendizajes de una investigación con estudiantes indígenas, el artículo destaca lecciones para operacionalizar las trayectorias de aprendizaje de los estudiantes indígenas, sus prácticas socioculturales y lenguas, ilustrando el diálogo crítico en la universidad pública. Finalmente, se discuten reflexiones sobre las tensiones, limitaciones y posibilidades de fomentar la participación de la comunidad universitaria en un diálogo intercultural.”","autores":[{"nombre":"Álvarez Valencia, José Aldemar","slug":"alvarez-valencia-jose-aldemar"},{"nombre":"Valencia, Andrés","slug":"valencia-andres"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Valencia, J. A., & Andrés Valencia. (Julio-diciembre 2023). Desafíos y oportunidades para el diálogo intercultural decolonial entre estudiantes indígenas y la comunidad universitaria. Profile: Issues in Teachers' Professional Development, 25(2), 219-237. doi: https://doi.org/10.15446/profile.v25n2.102812\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102812","fuente":"https://doi.org/10.15446/profile.v25n2.102812\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102812","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":19,"nombre":"ESTUDIOS INTERCULTURALES","slug":"estudios-interculturales","descripcion":"El indicador temático Estudios Interculturales se enfoca en la producción académica relacionada con la interculturalidad en contextos educativos. Este indicador abarca investigaciones y reflexiones que tienen como objetivo comprender y fomentar el diálogo entre diversas culturas. Desde estrategias para la inclusión cultural hasta el análisis de políticas educativas que promueven la diversidad, se recopilan contenidos que exploran los retos, la convivencia y el enriquecimiento mutuo entre diferentes grupos étnicos, lingüísticos o culturales en el ámbito social y educativo."}},{"id":87,"titulo":{"nombre":"Descubrimiento de patrones en interacciones entre estudiantes y plataformas virtuales de educación mediante el uso de analíticas de aprendizaje","slug":"descubrimiento-de-patrones-en-interacciones-entre-estudiantes-y-plataformas-virtuales-de-educacion-mediante-el-uso-de-analiticas-de-aprendizaje"},"resumen":"“Resumen\nEn esta tesis se plantea un acercamiento a un modelo de descubrimiento de patrones basado en la observación y análisis de datos educativos y de las interacciones existentes entre los estudiantes y las plataformas virtuales de aprendizaje con el uso de minería de datos educativos y de analíticas de aprendizaje, que permita hacer algunas recomendaciones para fortalecer el proceso enseñanza-aprendizaje, de manera que este se pueda adaptar y posiblemente personalizar de acuerdo a las características propias de los estudiantes y de sus interacciones. El modelo fue validado con un caso de estudio donde se contó con datos académicos de estudiantes de la Universidad Nacional de Colombia Sede Manizales para los periodos comprendidos entre el primer semestre de 2009 y el primer semestre de 2015 y sus interacciones en plataformas virtuales de aprendizaje para el segundo semestre de 2013 y primer semestre de 2014.”","autores":[{"nombre":"Giraldo Ocampo, Mauricio","slug":"giraldo-ocampo-mauricio"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Giraldo Ocampo, M. (2017). Descubrimiento de patrones en interacciones entre estudiantes y plataformas virtuales de educación mediante el uso de analíticas de aprendizaje. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59913","fuente":"https://repositorio.unal.edu.co/handle/unal/59913 ","dependencias":{"nombre":"Maestría en Ingeniería - Ingeniería de Sistemas","slug":"maestria-en-ingenieria-ingenieria-de-sistemas"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":94,"titulo":{"nombre":"Deserción estudiantil en la educación superior colombiana metodología de seguimiento, diagnóstico y elementos para su prevención","slug":"desercion-estudiantil-en-la-educacion-superior-colombiana-metodologia-de-seguimiento-diagnostico-y-elementos-para-su-prevencion"},"resumen":"El libro \"Deserción estudiantil en la educación superior colombiana: Metodología de seguimiento, diagnóstico y elementos para su prevención\" aborda el problema de la deserción estudiantil en Colombia. Fue publicado por el Ministerio de Educación Nacional de Colombia en 2009 y proporciona una metodología para hacer seguimiento y diagnóstico de la deserción estudiantil, así como elementos para prevenirla. Además, examina teorías sobre la deserción estudiantil y presenta resultados de seguimiento realizados en el país. El libro también menciona políticas y estrategias para reducir la deserción estudiantil en la educación superior colombiana, incluyendo el sistema informático SPADIES y acciones como el fortalecimiento del bienestar estudiantil y la mejora de la calidad de la educación. El objetivo del libro es fomentar el debate y promover acciones para abordar este problema en Colombia.","autores":[{"nombre":"Guzmán Ruíz, Carolina","slug":"guzman-ruiz-carolina"},{"nombre":"Duran Muriel, Diana","slug":"duran-muriel-diana"},{"nombre":"Vélez, Castaño","slug":"velez-castano"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johana","slug":"vasquez-velasquez-johana"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Guzmán Ruíz, C., Duran Muriel, D., Vélez, C., Gallón Gómez, S., Gómez Portilla, K., & Vásquez Velásquez, J. (2009). Deserción estudiantil en la educación superior colombiana metodología de seguimiento, diagnóstico y elementos para su prevención. Bogotá, Colombia: Ministerio de Educación Nacional. Recuperado el 05 de 02 de 2024, de https://www.mineducacion.gov.co/sistemasdeinformacion/1735/articles-254702_libro_desercion.pdf","fuente":"https://www.mineducacion.gov.co/sistemasdeinformacion/1735/articles-254702_libro_desercion.pdf","dependencias":{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":194,"titulo":{"nombre":"Deserción estudiantil universitaria: una aplicación de modelos de duración","slug":"desercion-estudiantil-universitaria-una-aplicacion-de-modelos-de-duracion"},"resumen":"“Resumen: A diferencia de estudios anteriores sobre la deserción universitaria, los cuales han tratado de explicarla sólo a partir de algunos de los factores que teóricamente han sido propuestos, en este artículo se analiza el problema de la deserción estudiantil en la Universidad de Antioquia incorporando conjuntamente factores individuales, académicos, socioeconómicos e institucionales como principales determinantes de la misma. Los resultados obtenidos a partir de la aplicación de modelos de duración, y en particular, de la comparación entre los modelos de riesgo proporcional con y sin heterogeneidad no observable, parecen proporcionar evidencia sobre la importancia conjunta de estos cuatro factores.\n Palabras clave: deserción estudiantil, modelos de duración, riesgo proporcional, función de riesgo. Clasificación JEL: C41, C13, I21”","autores":[{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castaño, E., Gallón, S., Vásquez, J., & Gómez, K. (enero-junio de 2004). Deserción estudiantil universitaria: una aplicación de modelos de duración. Revista Lecturas de Economía (60), 39-65. Recuperado el 05 de 02 de 2024, de https://bibliotecadigital.udea.edu.co/dspace/bitstream/10495/3868/1/CastanoElkin_2004_DesercionEstudiantilUniversitaria.pdf","fuente":"https://bibliotecadigital.udea.edu.co/dspace/bitstream/10495/3868/1/CastanoElkin_2004_DesercionEstudiantilUniversitaria.pdf","dependencias":{"nombre":"Revista Lecturas de Economía","slug":"revista-lecturas-de-economia"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":20,"titulo":{"nombre":"Determinantes de la deserción estudiantil en la Universidad de Antioquia: informe final de investigación","slug":"determinantes-de-la-desercion-estudiantil-en-la-universidad-de-antioquia-informe-final-de-investigacion"},"resumen":"“Este borrador es el resultado de la investigación: “Determinantes de la deserción estudiantil en la Universidad de Antioquia”, financiada por la Vicerrectoría de Docencia y por la Dirección de Bienestar Universitario de la Universidad de Antioquia”.\n\n“Resumen: \n \nEn este artículo se analiza el problema de la deserción estudiantil en la Universidad de Antioquia desde una perspectiva institucional incluyendo, tal como lo indica la teoría, factores individuales, académicos, socioeconómicos e institucionales como principales determinantes del mismo. Los resultados obtenidos a partir de la aplicación de modelos de duración, y en particular, de la comparación entre los modelos de riesgo proporcional con y sin heterogeneidad no observable, parecen proporcionar evidencia sobre la importancia conjunta de estos cuatro factores. \n\nPalabras claves: deserción estudiantil, modelos de duración, riesgo proporcional, función de riesgo. \nClasificación JEL: C41, C13, I21.”\n\nSobre la revista: \n“La serie Borradores del CIE está conformada por documentos de carácter provisional en los que se \npresentan avances de proyectos y actividades de investigación, con miras a su publicación posterior en \nrevistas o libros nacionales o internacionales. El contenido de los Borradores es responsabilidad de los \nautores y no compromete a la institución.”","autores":[{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"},{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"}],"años":{"año":2003,"valor":2003},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Vásquez-Velásquez, J., Castaño-Vélez, E., Gallón-Gómez, S., & Gómez-Portilla, K. (2003). Determinantes de la deserción estudiantil en la Universidad de Antioquia: informe final de investigación. Borradores del CIE. Centro de Investigaciones Económicas. Universidad de Antioquia (04). Recuperado el 05 de 02 de 2024, de \nhttps://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:lSLTfruPkqcC\n\nFuente relacionada: https://bibliotecadigital.udea.edu.co/bitstream/10495/3627/1/BorradCIE_4.pdf","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:lSLTfruPkqcC\n\nFuente relacionada: https://bibliotecadigital.udea.edu.co/bitstream/10495/3627/1/BorradCIE_4.pdf","dependencias":{"nombre":"Borradores del CIE. Centro de Investigaciones Económicas","slug":"borradores-del-cie-centro-de-investigaciones-economicas"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":250,"titulo":{"nombre":"Diagnóstico a la implementación de la política institucional para la inclusión educativa de las personas con Discapacidad en la Universidad Nacional de Colombia. Acuerdo 036 de 2012.","slug":"diagnostico-a-la-implementacion-de-la-politica-institucional-para-la-inclusion-educativa-de-las-personas-con-discapacidad-en-la-universidad-nacional-de-colombia-acuerdo-036-de-2012"},"resumen":"El informe \"Diagnóstico a la implementación de la política institucional para la inclusión educativa de las personas con discapacidad en la Universidad Nacional de Colombia\", basado en el Acuerdo 036 de 2012, analiza la percepción sobre la inclusión en varias sedes de la universidad. Utilizando la exploración documental, se obtiene una visión amplia del fenómeno, lo que permite generar un diagnóstico detallado de la efectividad de la política institucional en este aspecto. El informe destaca los avances logrados en la adaptación de infraestructuras y materiales, así como la capacitación del personal docente. No obstante, también identifica desafíos pendientes, como la necesidad de fortalecer estrategias metodológicas y recursos para una inclusión más efectiva en todas las sedes.","autores":[{"nombre":"Vargas Pineda, Diana Rocio","slug":"vargas-pineda-diana-rocio"},{"nombre":"Rodríguez Sotelo, Paula Andrea","slug":"rodriguez-sotelo-paula-andrea"},{"nombre":"Murillo Quiñones, Yeny Carolina","slug":"murillo-quinones-yeny-carolina"},{"nombre":"Becerra, Aida del Pilar","slug":"becerra-aida-del-pilar"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Informe","slug":"informe"},"referencia":"Vargas Pineda, D. R., Rodríguez Sotelo, P. A., Murillo Quiñones, Y. C., & Becerra, A. d. (2019). Diagnóstico a la implementación de la política institucional para la inclusión educativa de las personas con Discapacidad en la Universidad Nacional de Colombia. Acuerdo 036 de 2012. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/informe_diagnostico_politica_discapacidad.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/informe_diagnostico_politica_discapacidad.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":279,"titulo":{"nombre":"Diálogo jurídico entre instituciones: políticas públicas de educación inicial para la primera infancia","slug":"dialogo-juridico-entre-instituciones-politicas-publicas-de-educacion-inicial-para-la-primera-infancia"},"resumen":"\"Resumen\nEl Derecho se lleva a la realidad a través de las políticas públicas, por esta razón es pertinente observar los distintos discursos jurídicos de las entidades que las implementan. En este documento se describen las diferentes metanarrativas de los discursos del Instituto Colombiano de Bienestar Familiar (ICBF) y el Ministerio de Educación Nacional (MEN) en cuanto al diseño y ejecución de la política pública de Educación Inicial para la Primera Infancia en sus enfoques educativos. Estos discursos están ocultos entre las narrativas oficiales y las contra narrativas no oficiales de las instituciones, para descubrirlas es necesario entender la lógica jurídica tras la construcción, ejecución y evaluación de una política pública. Para encontrar la metanarrativa del discurso jurídico de estas instituciones es necesario examinar el funcionamiento de las directrices en educación. Así, dilucidaremos el diálogo entre el ICBF y el MEN en la política pública de Educación Inicial para la Primera Infancia, esto con el propósito de esclarecer las bases de su comunicación jurídica y la forma en que desarrollan sus discursos. (Texto tomado de la fuente)\"","autores":[{"nombre":"García Manrique, Carlos Andrés","slug":"garcia-manrique-carlos-andres"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"García Manrique, C. A. (2021). Tesis de Maestría: Diálogo jurídico entre instituciones: políticas públicas de educación inicial para la primera infancia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/79928","fuente":"https://repositorio.unal.edu.co/handle/unal/79928","dependencias":{"nombre":"Maestría en Derecho","slug":"maestria-en-derecho"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":15,"titulo":{"nombre":"Diálogos en Armonía","slug":"dialogos-en-armonia"},"resumen":"“Serie de 4 capítulos en los que abordamos todo lo relacionado con la política de educación inclusiva en la UNAL.”","autores":[{"nombre":"@Bienestar UNAL","slug":"bienestar-unal"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Bienestar Universitario. (07 de noviembre de 2023). Diálogos en Armonía. Recuperado el 15 de diciembre de 2023, de Youtuve @Bienestar UNAL: https://www.youtube.com/playlist?list=PL7wMpbH64vffyhdz_Zc5buaBKb3C9IKdz","fuente":"https://www.youtube.com/playlist?list=PL7wMpbH64vffyhdz_Zc5buaBKb3C9IKdz ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":70,"titulo":{"nombre":"Didáctica en la educación popular para la formación en emprendimiento y asociatividad","slug":"didactica-en-la-educacion-popular-para-la-formacion-en-emprendimiento-y-asociatividad"},"resumen":"“Resumen\nEl presente trabajo presenta un análisis documental, de las experiencias de capacitación e intervención, sistematizada y publicadas por las organizaciones no gubernamentales colombianas afiliadas al Consejo de Educación de Adultos de América Latina (CEAAL) y el Movimiento de Educación Popular Fe y Alegría que expresan en su misión el compromiso con la Educación popular como mecanismo de emancipación social. El análisis tiene como propósito identificar un marco de referencia para el diseño de metodologías de capacitación en procesos de conformación y fortalecimiento de Organizaciones Empresariales Solidarias. El análisis se hace a partir de los factores didácticos, que se identifican, a saber, el propósito, las capacidades, las experiencias didácticas, los recursos y materiales, la evaluación, los sujetos y los contextos.”","autores":[{"nombre":"López Pita, Manuel Guillermo","slug":"lopez-pita-manuel-guillermo"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"López Pita, M. G. (2013). Tesis de Maestría: Didáctica en la educación popular para la formación en emprendimiento y asociatividad. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/20254","fuente":"https://repositorio.unal.edu.co/handle/unal/20254","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."}},{"id":229,"titulo":{"nombre":"Dificultades de aprendizaje y experiencias didácticas. Historias y voces de la localidad Rafael Uribe Uribe","slug":"dificultades-de-aprendizaje-y-experiencias-didacticas-historias-y-voces-de-la-localidad-rafael-uribe-uribe"},"resumen":"“Cuando se escriben textos que serán publicados y puestos a circulación para el juicio de los lectores, nos preguntamos ¿Cómo darles vida?, ¿Cómo hacer para evitar que sea una publicación más? Esta cartilla tiene entretejidas muchas voces que la hacen singular. En cada capítulo hay un intento por reconstruir la historia de un proceso formativo de tres años de duración constituidos por aprendizajes en los que participaron niños y maestros de la localidad Rafael Uribe Uribe de Bogotá.”","autores":[{"nombre":"González, Angelica María","slug":"gonzalez-angelica-maria"},{"nombre":"Barreto, Gloria Esperanza","slug":"barreto-gloria-esperanza"},{"nombre":"Suarez, Francy","slug":"suarez-francy"},{"nombre":"Beltrán Escobar, Carolina","slug":"beltran-escobar-carolina"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"González, A., Barreto, G., Suárez, A & Beltrán, C. (2009) Dificultades de aprendizaje y experiencias didácticas. Historias y voces de la localidad Rafael Uribe Uribe. En proceso de publicación, 2009. Secretaria de Educación Distrital y Universidad Nacional.\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones Recuperado el 28 de octubre de 2023\n\nAlojado en:\nhttps://repositoriosed.educacionbogota.edu.co/handle/001/1146","fuente":"https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones Recuperado el 28 de octubre de 2023\n\nAlojado en:\nhttps://repositoriosed.educacionbogota.edu.co/handle/001/1146","dependencias":{"nombre":"Servicio de Atención psicológica -SAP-","slug":"servicio-de-atencion-psicologica-sap"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":59,"nombre":"DIFICULTADES DE APRENDIZAJE","slug":"dificultades-de-aprendizaje","indicadorMadre":16}},{"id":110,"titulo":{"nombre":"Dificultades o transtornos del Aprendizaje: repensando el qué-hacer de la Escuela frente a la diversidad.","slug":"dificultades-o-transtornos-del-aprendizaje-repensando-el-que-hacer-de-la-escuela-frente-a-la-diversidad"},"resumen":"“Este documento tiene la intención de visibilizar las implicaciones pedagógicas de las concepciones del maestro(a), orientador(a) o mediador (a) sobre el proceso de enseñar y aprender a leer y escribir, sobre el ajuste social en la niñez, así como aportar ideas para fortalecer el desarrollo de propuestas pedagógicas respetuosas de los procesos de construcción de conocimiento de las niñas y los niños”.","autores":[{"nombre":"Riveros, Olga Lucia","slug":"riveros-olga-lucia"},{"nombre":"Gonzales, Angélica María","slug":"gonzales-angelica-maria"},{"nombre":"Camacho, María Carolina","slug":"camacho-maria-carolina"},{"nombre":"Beltrán Escobar, Carolina","slug":"beltran-escobar-carolina"},{"nombre":"Barreto, Gloria Esperanza","slug":"barreto-gloria-esperanza"}],"años":{"año":2007,"valor":2007},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Riveros, O. L., Camacho, M. C., González, A. M., Barreto, G. E., & Beltrán Escobar, C. (2007). Dificultades o transtornos del Aprendizaje: repensando el qué-hacer de la Escuela frente a la diversidad. Bogotá: Secretaria de Educación Distrital y Universidad Nacional de Colombia. Obtenido de http://repositoriosed.educacionbogota.edu.co/handle/001/1138 \n\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones","fuente":"http://repositoriosed.educacionbogota.edu.co/handle/001/1138 \n\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones\n","dependencias":{"nombre":"Psicología Servicio de atención psicológica (SAP)","slug":"psicologia-servicio-de-atencion-psicologica-sap"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":65,"nombre":"TRANSTORNOS DE APRENDIZAJE","slug":"transtornos-de-aprendizaje","indicadorMadre":16}},{"id":139,"titulo":{"nombre":"Diseño, desarrollo e implementación de un modelo","slug":"diseno-desarrollo-e-implementacion-de-un-modelo"},"resumen":"“Summary\nLos nuevos paradigmas que las prácticas educativas mediadas por las tecnologías de información y comunicación (TIC) ofrecen en el nuevo siglo, demandan fundamentalmente la búsqueda y planteamiento de modelos efectivos orientados hacia la satisfacción de necesidades de los aprendices, y hacia el desarrollo de escenarios de aprendizaje de carácter tanto autónomo como colaborativo. Los procesos instruccionales deben generarse en sincronía con el constructo comunicación-formación- competencia y de la misma manera, deben proporcionar oportunidades para que los aprendices sean capaces de reflexionar sobre sus desempeños en un esquema sistemáticamente planeado y modelado por su instructor. El presente artículo pretende exponer algunos principios que subyacen en el proceso de diseño, desarrollo e implementación de un modelo instruccional virtual para programas de formación docente y también, considerar la pertinencia de una planeación sistemática en ambientes de trabajo que se fundamentan en la motivación, la autorreflexión y la asesoría académica constante.”","autores":[{"nombre":"Cuesta Medina, Liliana Marcela","slug":"cuesta-medina-liliana-marcela"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cuesta Medina, L. M. (2008). Diseño, desarrollo e implementación de un modelo. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/481","fuente":"https://repositorio.unal.edu.co/handle/unal/481","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":45,"nombre":"TECNOLÓGICA Y TIC","slug":"tecnologica-y-tic","indicadorMadre":11}},{"id":77,"titulo":{"nombre":"Dispersiones, persuasiones y encuentros. La dimensión artística de una clase de filosofía","slug":"dispersiones-persuasiones-y-encuentros-la-dimension-artistica-de-una-clase-de-filosofia"},"resumen":"“Summary\nUna mujer, madre, docente y estudiante cuenta sus labores a través del relato de sus vivencias cotidianas en cada uno de los espacios en los que se mueve y reparte su tiempo, haciendo especial énfasis en su quehacer como maestra de filosofía en un colegio rural del municipio de La Calera, Cundinamarca en Colombia. El presente trabajo nombrado “Dispersiones, persuasiones y encuentros” es una mezcla entre la voz poética de una narradora que cuenta y re construye su historia a partir de la palabra y la búsqueda académica e investigativa por responder a la pregunta sobre, ¿qué se puede considerar arte dentro de la cátedra de filosofía de bachillerato en un colegio rural? El objetivo parte de la intuición y la sospecha de que dentro de las dinámicas propias de una docente de filosofía con sus estudiantes hay una dimensión, que obedece sobre todo a la conciencia de ese quehacer dentro de un aula común de clase, que podría considerarse arte. La pregunta se responde a través del ejercicio de la escritura, que implica un trabajo sobre la conciencia de la maestra en la construcción de sus relatos, pues al reescribir la historia se hace una mezcla de los pensamientos, sentimientos y cuestionamientos de una mujer que, interpelando a sus estudiantes se interpela a sí misma, cuestionando se cuestiona y persuadiendo se persuade.”","autores":[{"nombre":"Jaramillo Pérez, María Camila","slug":"jaramillo-perez-maria-camila"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Jaramillo Pérez, M. C. (2018). Tesis de Maestría: Dispersiones, persuasiones y encuentros. La dimensión artística de una clase de filosofía. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69171","fuente":"https://repositorio.unal.edu.co/handle/unal/69171","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":13,"nombre":"EXPERIENCIAS","slug":"experiencias","indicadorMadre":10}},{"id":296,"titulo":{"nombre":"Dispositivos pedagógicos para la memoria. Una reflexión desde las gramáticas de la escucha","slug":"dispositivos-pedagogicos-para-la-memoria-una-reflexion-desde-las-gramaticas-de-la-escucha"},"resumen":"\"Resumen\nEsta investigación se realiza en una institución privada de la ciudad de Bogotá. Su principal objetivo es implementar un dispositivo pedagógico que permita a los docentes enseñar sobre el conflicto armado colombiano con la intención de visibilizar las voces de las víctimas de la violencia. Por ende, se utilizaron los relatos de las víctimas del conflicto armado para la enseñanza de la violencia y de esta manera acercar a los estudiantes al estudio de la historia de Colombia. La investigación que se desarrolló fue de acción participativa pues esta permitía obtener más información y no se dejaba de lado la subjetividad de las respuestas de los estudiantes. Finalmente, la implementación del dispositivo pedagógico resulta ser favorable, pues los estudiantes disfrutaron la forma en cómo aprendieron sobre la historia del conflicto y recomiendan implementar el taller en diferentes lugares pues, se visibiliza a través de la escucha la voz de aquellos que han sufrido los horrores de la guerra y permite generar una conciencia y empatía frente al tema del conflicto armado colombiano. (Texto tomado de la fuente)\"","autores":[{"nombre":"Cortés Ramírez, Lina María","slug":"cortes-ramirez-lina-maria"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Cortés Ramírez, L. M. (2023). Tesis de Maestría: Dispositivos pedagógicos para la memoria. Una reflexión desde las gramáticas de la escucha. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84881","fuente":"https://repositorio.unal.edu.co/handle/unal/84881","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":145,"titulo":{"nombre":"Docentes en formación colombianos implementando los principios de la enseñanza de lenguas basada en tareas antes y durante la transición a la enseñanza remota","slug":"docentes-en-formacion-colombianos-implementando-los-principios-de-la-ensenanza-de-lenguas-basada-en-tareas-antes-y-durante-la-transicion-a-la-ensenanza-remota"},"resumen":"“Resumen \nEste estudio cualitativo explora cómo un grupo de maestros en formación da sentido a los principios y características de la enseñanza de lenguas basada en tareas durante la transición de la instrucción presencial a la remota provocada por la pandemia de COVID-19. El análisis de los planes de clase de trece maestros en formación reveló que ellos implementaron los principios de la enseñanza de lenguas basada en tareas de manera diferente durante la enseñanza presencial y remota. Curiosamente, el uso de dichos principios a veces contrasta con las reflexiones de los participantes. Discutimos los desafíos que enfrentan los profesores de inglés como lengua extranjera al adaptar métodos como la enseñanza de lenguas basada en tareas a las exigencias de los nuevos contextos de enseñanza.”","autores":[{"nombre":"Becerra-Posada, Tatiana","slug":"becerra-posada-tatiana"},{"nombre":"Arroyo, Diana Cristina","slug":"arroyo-diana-cristina"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Becerra-Posada, T., & Arroyo, D. C. (2023). Docentes en formación colombianos implementando los principios de la enseñanza de lenguas basada en tareas antes y durante la transición a la enseñanza remota. Profile: Issues in Teachers' Professional Development, 25(2), 29-47. doi: https://doi.org/10.15446/profile.v25n2.103146","fuente":"https://doi.org/10.15446/profile.v25n2.103146","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":61,"nombre":"ENSEÑANZA EN LÍNEA","slug":"ensenanza-en-linea","indicadorMadre":16}},{"id":98,"titulo":{"nombre":"Dos miradas que convergen, de estudiantes y profesores: la realidad de las salidas académicas","slug":"dos-miradas-que-convergen-de-estudiantes-y-profesores-la-realidad-de-las-salidas-academicas"},"resumen":"“Summary\nEste texto fue concebido para presentar lo que significan las salidas académicas desde dos miradas, una de los estudiantes y otra de los docentes. La percepción de los procesos que se viven y de los aprovechamientos que de la experiencia se generan en lo personal y profesional, se muestran no solo desde los relatos testimoniales sino también desde las reflexiones de algunos autores que han aportado, desde diferentes disciplinas, para desarrollar acciones de aprendizaje fuera del aula. En ese sentido, se reconoce específicamente la importancia de los viajes o recorridos que se hacen para aprender, a partir de la información que nos ofrece la realidad cercana o lejana. Inicialmente, el lector tendrá la oportunidad de comprender el proceso de las salidas desde la óptica de las estudiantes, luego la mirada de la docente presenta los beneficios académicos de esta actividad y finalmente el testimonio de egresados de Gestión Cultural es complementado con la visión de una de las autoras que también es estudiante. Es importante clarificar que el ángulo desde el que se asume este artículo está marcado por la percepción desde la mirada del Gestor, pero que al momento de los aprendizajes de la metodología de a salida, la reflexión plantea los beneficios que pueden generarse de esta práctica más allá de la formación específica de este perfil y van incluso a la invitación de promover los recorridos como opción para que el ciudadano del común sea protagonista de su entorno.”","autores":[{"nombre":"Hernández, Natalia A","slug":"hernandez-natalia-a"},{"nombre":"Jiménez M, Angelica","slug":"jimenez-m-angelica"},{"nombre":"Parra, Victoria E","slug":"parra-victoria-e"},{"nombre":"Velásquez Puerta, Sandra","slug":"velasquez-puerta-sandra"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Hernández, N. A., Jiménez m, A; Parra, V. E., & Velásquez Puerta, S. (2011). Dos miradas que convergen, de estudiantes y profesores: la realidad de las salidas académicas. NOVUM: Revista de Ciencias Sociales Aplicadas, 2(1), 93-108. Recuperado el octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/50552","fuente":"https://repositorio.unal.edu.co/handle/unal/50552","dependencias":{"nombre":"NOVUM: Revista de Ciencias Sociales Aplicadas","slug":"novum-revista-de-ciencias-sociales-aplicadas"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":55,"nombre":"APRENDIZAJE FUERA DEL AULA","slug":"aprendizaje-fuera-del-aula","indicadorMadre":16}},{"id":243,"titulo":{"nombre":"Ecosistema de Innovación Académica. Cooperar para la transformación educativa","slug":"ecosistema-de-innovacion-academica-cooperar-para-la-transformacion-educativa"},"resumen":"En su artículo de 1995, Helga Nowotny aborda la relación entre innovación y creatividad, destacando cómo la innovación implica la interacción fructífera con diferentes perspectivas y contextos. Años después, en su libro sobre inteligencia artificial, Nowotny señala la importancia de reflexionar sobre la digitalización y la sostenibilidad en conjunto. Este enfoque resalta la necesidad de enfrentar los retos que presenta la digitalización, así como el cruce entre sociedad y naturaleza. En el ámbito educativo, la innovación académica, especialmente en la Universidad Nacional de Colombia, busca impulsar la participación creativa de la comunidad educativa para abordar desafíos como la inclusión, la equidad, la sostenibilidad y la responsabilidad social. La innovación no se limita a buscar lo nuevo, sino que busca soluciones creativas para los problemas más complejos de la educación y la sociedad, guiándose por una visión global que promueve el desarrollo institucional, la interdisciplinaridad y el uso eficiente de recursos tecnológicos.","autores":[{"nombre":"Parra Rodríguez, Jaime","slug":"parra-rodriguez-jaime"},{"nombre":"Barrero Tapias, Gabriel","slug":"barrero-tapias-gabriel"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Parra Rodríguez, J., & Barrero Tapias, G. (2023). Ecosistema de Innovación Académica. Cooperar para la transformación educativa. Universidad Nacional de Colombia.","fuente":"","dependencias":{"nombre":"DNIA","slug":"dnia"},"indicadores":{"id":22,"nombre":"INNOVACIÓN ACADÉMICA","slug":"innovacion-academica","descripcion":"El indicador temático Innovación Académica engloba la producción académica enfocada en la creación y aplicación de innovaciones en el ámbito educativo. Incluye investigaciones, análisis, reflexiones y experiencias sobre nuevas metodologías de enseñanza, tecnologías educativas, modelos pedagógicos innovadores y todo lo que contribuya al mejoramiento constante de los procesos de enseñanza y aprendizaje, adaptándose a las exigencias y dinámicas sociales actuales."}},{"id":86,"titulo":{"nombre":"Educación ambiental para la vida","slug":"educacion-ambiental-para-la-vida"},"resumen":"“Resumen\nSe propone analizar de manera integral la política pública distrital de educación ambiental (PPDEA) desde una perspectiva de la complejidad ambiental, el hábitat y su correspondencia con siete criterios de la complejidad identificados para la educación ambiental. Para este análisis integral, se plantea la construcción de un Sistema Operativo Integral (SOI) en donde se describen los niveles de avance, las temáticas o eventos en los que puede avanzar la política y cuatro perspectivas o cuadrantes de la política que son el resultado de la combinación del interior- exterior e individual – colectivo (yo, ello, nosotros, ellos) y que fueron identificadas como la política pública nacional de educación ambiental (PPNEA), la PPDEA, los ejecutores y los habitantes de Bogotá, respectivamente. Gracias a este análisis es posible evidenciar el nivel de avance en cada temática, en cada perspectiva y la relación entre las mismas lo cual permite identificar relaciones difíciles de encontrar con otro tipo de análisis. De esta manera, la investigación pudo demostrar el nivel de avance de la PPDEA en relación con los siete criterios de la complejidad ambiental descritos y convoca a fortalecer estos criterios en la PPNEA para avanzar en una educación ambiental integral en los habitantes del Distrito Capital que aún se encuentran en una aproximación cartesiana al ambiente. (Texto tomado de la fuente).”","autores":[{"nombre":"Contreras Quevedo, Luisa Natalia","slug":"contreras-quevedo-luisa-natalia"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Contreras Quevedo, L. N. (2019). Tesis de Maestría: Educación ambiental para la vida. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69545","fuente":"https://repositorio.unal.edu.co/handle/unal/69545","dependencias":{"nombre":"Maestría en Hábitat","slug":"maestria-en-habitat"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":17,"nombre":"AMBIENTAL","slug":"ambiental","indicadorMadre":11}},{"id":298,"titulo":{"nombre":"Educación, memoria colectiva y desplazamiento forzado: percepciones en el Colegio INEM “Santiago Pérez” de Bogotá (2013-2015)","slug":"educacion-memoria-colectiva-y-desplazamiento-forzado-percepciones-en-el-colegio-inem-santiago-perez-de-bogota-2013-2015"},"resumen":"\"Resumen\nEl drama del desplazamiento agobia a miles de colombianos desde hace más de cincuenta años. Cualquier palabra que se pueda escribir al respecto es un pálido reflejo de la auténtica tragedia silenciosa que viven miles de estudiantes en nuestro país. Este documento es una contribución para llamar la atención sobre la importancia de fortalecer el papel de cada uno de los actores educativos y la transformación que se debe dar en la escuela. La investigación se centró en explorar las percepciones y realidades vividas en relación al desplazamiento forzado en el Colegio INEM “Santiago Pérez” de Bogotá, en el periodo comprendido entre los años 2013 a 2015. Se realizó en primera instancia un análisis del contexto político y normativo a partir de las leyes y acuerdos nacionales e internacionales con base en documentos de Consultoría para los Derechos Humanos y el Desplazamiento (CODHES) y la Ley de Víctimas y Restitución de Tierras, además, se hizo un acercamiento al proceso de inclusión a través del enfoque diferencial. La otra parte incluye entrevistas con estudiantes y sus padres en situación de desplazamiento, así como la visión de sus docentes frente al proceso educativo. El propósito final es ofrecer sugerencias para mejorar las prácticas pedagógicas en este grupo poblacional fortaleciendo la memoria colectiva.\"","autores":[{"nombre":"Ríos Olarte, Nelson","slug":"rios-olarte-nelson"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ríos Olarte, N. (2015). Tesis de Maestría: Educación, memoria colectiva y desplazamiento forzado: percepciones en el Colegio INEM “Santiago Pérez” de Bogotá (2013-2015). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/56187","fuente":"https://repositorio.unal.edu.co/handle/unal/56187","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":31,"nombre":"PARA LA PAZ","slug":"para-la-paz","indicadorMadre":11}},{"id":204,"titulo":{"nombre":"Educación para la paz y enseñanza de lenguas extranjeras, una propuesta didáctica innovadora para la educación bilingüe para la escuela rural colombiana.","slug":"educacion-para-la-paz-y-ensenanza-de-lenguas-extranjeras-una-propuesta-didactica-innovadora-para-la-educacion-bilingue-para-la-escuela-rural-colombiana"},"resumen":"“Resumen \nEn este artículo busco presentar una propuesta en didáctica de lenguas extranjeras para la enseñanza del inglés y francés para la escuela rural, basada en educación para la paz, lo anterior es debido al nuevo contexto geopolítico colombiano, el postconflicto, producto del cese de acciones armadas entre las FARC y el Estado colombiano.\n\nSe emplearon los principios de la etnografía de la educación para estructurar el estudio. En el análisis de datos se realizó con los métodos cualitativos. El estudio tuvo dos fases, la primera está relacionada con la realización del programa bilingüe. Para ello, se emplearon cuestionarios de preguntas de opción múltiple para interrogar a estudiantes universitarios en lenguas extranjeras y filología en la ciudad de Bogotá, Cundinamarca y Cauca. El objetivo era conocer nuevas perspectivas en la didáctica de lenguas acerca de la viabilidad de un programa bilingüe para la escuela rural y que abordara el conflicto armado en Colombia. Basado en las respuestas, se establecieron las actividades y las habilidades del habla y los temas de la educación para la paz. Los cursos se planearon apoyados en tres principios de la didáctica de lenguas extranjeras: el contexto, análisis de necesidades del estudiante y materiales. Además, se contemplaron actividades, valores cívicos y metodologías de la educación para la paz. En la segunda fase, la implementación del programa, participaron estudiantes de un colegio público en Quimbaya, Quindío. Parte de los resultados mostraron que el programa bilingüe mejoró las competencias lingüísticas y la fraternidad en los adolescentes gracias a la educación para la paz.\"","autores":[{"nombre":"Cárdenas Reyes, Yeison Mauricio","slug":"cardenas-reyes-yeison-mauricio"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cárdenas Reyes, Y. M (2021). Educación para la paz y enseñanza de lenguas extranjeras, una propuesta didáctica innovadora para la educación bilingüe para la escuela rural colombiana. Revista Matices en Lenguas Extranjeras (15). doi: https://doi.org/10.15446/male.v15n1.96790\n \nhttps://revistas.unal.edu.co/index.php/male/article/view/96790","fuente":"https://doi.org/10.15446/male.v15n1.96790\n \nhttps://revistas.unal.edu.co/index.php/male/article/view/96790","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":31,"nombre":"PARA LA PAZ","slug":"para-la-paz","indicadorMadre":11}},{"id":114,"titulo":{"nombre":"Educación para un mejor país y no un mejor país para educar","slug":"educacion-para-un-mejor-pais-y-no-un-mejor-pais-para-educar"},"resumen":"“Multitudinarias y coloridas fueron las marchas que por las distintas ciudades de Colombia tuvieron lugar el pasado miércoles, 10 de octubre. Con trajes folclóricos, batas y chaquetas para el frío y la lluvia, los estudiantes, profesores y administrativos de un buen número de universidades colombianas salieron a las calles para pedirle al Gobierno Nacional una solución urgente, en términos de incremento de recursos financieros, frente a la gran crisis que llevamos experimentando por varios años las 32 universidades públicas del país. Ni las condiciones climáticas mermaron la iniciativa y la alegría de los colombianos que piden una política de Estado para garantizar el acceso de los más desfavorecidos a la educación superior de calidad. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (16 de octubre de 2018). Educación para un mejor país y no un mejor país para educar. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=495&cHash=7fd6864215e9e824606dbde171925e0e","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=495&cHash=7fd6864215e9e824606dbde171925e0e","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."}},{"id":75,"titulo":{"nombre":"Educación rural y saberes campesinos en Tierradentro Cauca: estudio del proceso organizativo de la Asociación Campesina de Inzá Tierradentro (ACIT). 2004 a 2012","slug":"educacion-rural-y-saberes-campesinos-en-tierradentro-cauca-estudio-del-proceso-organizativo-de-la-asociacion-campesina-de-inza-tierradentro-acit-2004-a-2012"},"resumen":"“Resumen\nEste trabajo enfatiza la reflexión educación rural y saberes campesinos como fuente e ideario de una educación contextual. Desde allí y con el trabajo emprendido por la Organización Campesina de Inzá Tierradentro (ACIT) se allega información general y líneas base que sirvan como ruta para emprender propuestas educativas rurales que rescaten las prácticas sociales campesinas como sustento para imaginar, construir y pensar una pedagogía de lo rural. Igualmente expone el debate general de la educación y la relación saber-poder visto desde el contexto rural como problema histórico producto de la modernización del país y su sistema educativo, en el cual, los pobladores rurales se configuraron como ocupantes paisajísticos de su propio entorno educativo.”","autores":[{"nombre":"Arias Gaviria, Jairo","slug":"arias-gaviria-jairo"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Arias Gaviria, J. (2014). Tesis de Maestría: Educación rural y saberes campesinos en Tierradentro Cauca: estudio del proceso organizativo de la Asociación Campesina de Inzá Tierradentro (ACIT). 2004 a 2012. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/52109","fuente":"https://repositorio.unal.edu.co/handle/unal/52109","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":40,"nombre":"RURAL","slug":"rural","indicadorMadre":11}},{"id":280,"titulo":{"nombre":"Educación superior y equidad regional en Colombia","slug":"educacion-superior-y-equidad-regional-en-colombia"},"resumen":"“Resumen\nLa equidad, entendida como el trato desigual de desiguales, ha sido uno de los pilares de los planes de desarrollo de los últimos cuatro gobiernos en Colombia. Esta concepción se ha llevado al territorio con la promoción de la equidad a escala regional, pero sin la existencia de una definición de Región que se mantenga como política de Estado. El no contar con un criterio unificado sobre Región impide cuantificar las inequidades en esta escala, afectando el avance en prospectivas que permitan mejorar las condiciones de vida de los colombianos. Ante este déficit, se analizan las concepciones regionales y se asume por un criterio operativo la organización regional propuesta por Orlando Fals Borda y la Comisión de Ordenamiento Territorial. Unificar el territorio en la escala regional propuesta por la COT permite analizar el comportamiento de los bienes y servicios que provee el Estado y a través de un ejercicio práctico con la educación superior, proponer una metodología de análisis de las políticas públicas en materia de equidad regional. El análisis del comportamiento de la educación superior en materia de equidad regional realizado para las regiones Central y Pacífico Sur demuestra que en Colombia no se hace evidente una política que disminuya las inequidades regionales existentes en educación superior para el periodo 2002-2014. (Texto tomado de la fuente).”","autores":[{"nombre":"Mesías Barrera, Inti","slug":"mesias-barrera-inti"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Mesías Barrera, I. (2017). Tesis de Maestría: Educación superior y equidad regional en Colombia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59278","fuente":"https://repositorio.unal.edu.co/handle/unal/59278\n","dependencias":{"nombre":"Maestría en Ordenamiento Urbano-Regional","slug":"maestria-en-ordenamiento-urbano-regional"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":44,"nombre":"SUPERIOR","slug":"superior","indicadorMadre":11}},{"id":46,"titulo":{"nombre":"¡Educación y conectividad: los retos para la competitividad en amazonas!","slug":"educacion-y-conectividad-los-retos-para-la-competitividad-en-amazonas"},"resumen":"“La virtualidad -el mundo online, las redes sociales, la educación y el trabajo en casa-, y la conectividad en general jugaron un papel fundamental para continuar con la vida laboral e incluso la social con la llegada de la pandemia por la COVID-19 o sindemia, como la han descrito algunos científicos. Para muchos fue frecuente encontrarse con la familia y amigos a través de plataformas para celebrar una fecha especial o simplemente para degustar un vino o una cerveza. Lo cierto es que a causa de la pandemia por la COVID-19 se pudieron ver las grietas de todos los sistemas.”","autores":[{"nombre":"Jiménez, Eliana M.","slug":"jimenez-eliana-m"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jiménez, E. M. (septiembre de 2021). ¡Educación y conectividad: los retos para la competitividad en amazonas! Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI.(49), 3. Recuperado el 20 de octubre de 2023, de https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","fuente":"https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":5,"nombre":"CONECTIVIDAD","slug":"conectividad","descripcion":"La Conectividad se refiere al acceso efectivo a la infraestructura tecnológica y a la red de internet, posibilitando la interacción, colaboración, intercambio de información y acceso a procesos educativos en modalidad remota. La conectividad adecuada es esencial para fomentar la equidad en el acceso a la educación y aprovechar plenamente las oportunidades que la tecnología proporciona. La producción académica asociada a este indicador aborda cuestiones fundamentales relacionadas con ampliación de la conectividad, sus impactos en la educación, así como estrategias para superar las brechas digitales y garantizar una participación inclusiva en entornos educativos virtuales."}},{"id":156,"titulo":{"nombre":"Educación y desarrollo científico-tecnológico endógeno.","slug":"educacion-y-desarrollo-cientifico-tecnologico-endogeno"},"resumen":"Este documento aborda la expansión educativa en América Latina desde los años cincuenta y su impacto en el desarrollo económico y social. Se observa que las expectativas iniciales no se han cumplido, ya que la educación ha exacerbado la desigualdad y la dependencia de los países en desarrollo. Se analiza la nueva función del conocimiento científico y tecnológico, así como dos modelos de desarrollo: el neoliberal y el tecnológico endógeno. Se destaca la importancia de una sólida formación científica y tecnológica en toda la población para un desarrollo deseable. Se identifican áreas de investigación necesarias y se proponen programas de investigación en prospectiva tecnológica y educativa como estrategias para abordar estas necesidades.","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":1988,"valor":1988},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M. (1988). Educación y desarrollo científico-tecnológico endógeno. Revista Colombiana de Sociología. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23624","fuente":"Gómez Campo, V. M. (1988). Educación y desarrollo científico-tecnológico endógeno. Revista Colombiana de Sociología. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23624","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":45,"nombre":"TECNOLÓGICA Y TIC","slug":"tecnologica-y-tic","indicadorMadre":11}},{"id":92,"titulo":{"nombre":"Educación y desarrollo en un municipio rural: el caso de Pauna en Boyacá","slug":"educacion-y-desarrollo-en-un-municipio-rural-el-caso-de-pauna-en-boyaca"},"resumen":"“Summary\nEn esta investigación se acude al estudio de caso de Pauna (Boyacá) para analizar la pertinencia de la oferta educativa del nivel medio de educación con las necesidades y expectativas formativas, laborales y/u ocupacionales de los jóvenes y las necesidades para el desarrollo del municipio al que pertenecen. Los principales resultados de esta investigación permiten establecer que el servicio educativo de este municipio no solo no es pertinente con lo que los jóvenes desean hacer en un escenario pos colegio ni con las necesidades de su municipio, sino que tampoco brinda la información necesaria y suficiente para que los estudiantes puedan identificar y construir un proyecto de vida que no se limite con la oferta tradicional de programas universitarios y programas de articulación con el SENA.”","autores":[{"nombre":"Barrera Pineda, Libia Isabel","slug":"barrera-pineda-libia-isabel"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Barrera Pineda, L. I (2013). Educación y desarrollo en un municipio rural: el caso de Pauna en Boyacá. Obtenido de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/51250","fuente":"https://repositorio.unal.edu.co/handle/unal/51250","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":22,"nombre":"DESARROLLO RURAL","slug":"desarrollo-rural","indicadorMadre":11}},{"id":2,"titulo":{"nombre":"Educational policy, anthropology, and the state. En: A Companion to the anthropology of Education","slug":"educational-policy-anthropology-and-the-state-en-a-companion-to-the-anthropology-of-education"},"resumen":"“Descripción\nEn las tres últimas décadas, enormes cambios sociales, económicos y políticos han dado lugar a importantes reformas en los sistemas educativos formales de todo el mundo y han provocado importantes cambios disciplinarios en las ciencias sociales, incluida la antropología. En este capítulo, sostenemos que tales transformaciones han sentado las bases para la aparición, a finales de la década de 1990, de un nuevo subcampo dentro de la antropología de la educación en el contexto angloamericano: la antropología de las políticas educativas. Aquí sugerimos que, para dar cuenta de la complejidad del fenómeno, este subcampo debería orientarse hacia el desarrollo de una economía política cultural de la educación. En un mundo globalizado, creemos que es necesario prestar atención a las articulaciones y las tensiones entre lo local, lo global y el Estado, cuyo papel se ha redefinido, redefiniendo así también la esfera pública. (…)”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Capítulo de libro","slug":"capitulo-de-libro"},"referencia":"Miñana Blasco, C., & Arango Vargas, C (2011). Educational policy, anthropology, and the state. En B. A. Pollock (Ed.), A Companion to the anthropology of Education (págs. 368-387). Oxford, UK: Wiley Blackwell. John Wiley & Sons Ltd. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:UeHWp8X0CEIC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:UeHWp8X0CEIC ","dependencias":{"nombre":"Otros","slug":"otros"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":6,"titulo":{"nombre":"El arte y el tejido: Herramientas creativas para el manejo de emociones","slug":"el-arte-y-el-tejido-herramientas-creativas-para-el-manejo-de-emociones"},"resumen":"“La Dirección de Bienestar Universitario y la División de Acompañamiento Integral por medio del Programa en la Vida Universitaria durante el primer semestre de 2023 desarrollaron espacios en pro al manejo de las emociones de los y las estudiantes, por medio de actividades artísticas que les ayudaron a abordar herramientas para la autoexpresión y por ende para una buena salud mental.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (30 de junio de 2023). El arte y el tejido: Herramientas creativas para el manejo de emociones. En Plural. Sección: Con Acento (103). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=308&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=308&id_sec=1 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":3,"nombre":"BIENESTAR UNIVERSITARIO","slug":"bienestar-universitario","descripcion":"El indicador temático Bienestar Universitario se enfoca en optimizar la experiencia integral de los miembros de la comunidad universitaria. A través de un equipo interdisciplinario, se busca fortalecer el potencial individual frente a los desafíos y cambios universitarios. Este indicador se materializa mediante acciones específicas que contribuyen a construir un entorno inclusivo, fomentar el sentido de pertenencia y fortalecer las relaciones humanas, promoviendo así el bienestar general en la institución. Bajo este indicador se agrupan publicaciones de carácter académico, de opinión e informativo relacionada con el Bienestar universitario."}},{"id":5,"titulo":{"nombre":"El Bullying: Agresión y comportamiento violento durante la etapa escolar","slug":"el-bullying-agresion-y-comportamiento-violento-durante-la-etapa-escolar"},"resumen":"“Día tras día los casos del Bullying en el mundo son abrumadores y generan graves consecuencias que pueden llegar hasta el suicidio. Según un reporte de la Organización de la Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) en el año 2020, el 30 % de los alumnos en el mundo han sido víctimas de acoso. En el caso colombiano según el reporte de la Fundación Universitaria de Ciencias de la Salud alrededor de 8900 casos de bullying se reportaron en Colombia en el 2021.\n\nSon infinidades las situaciones de acoso escolar que se escuchan a diario como los de Drayke Hardman en Estados Unidos, un niño de 12 años que se suicidó en febrero de 2022 por ser víctima de bullying. También, es el caso de Juan Martín Garzón un niño colombiano de once años, manizaleño, que falleció por un golpe en el colegio a causa de acoso escolar en marzo de 2022, y así muchos más. En entrevista con En Plural, hablamos con la doctora Nancy Suárez Montes, Psicóloga – Psicoterapeuta de la Dirección de Bienestar Universitario de la sede Bogotá, quien nos habló acerca del Bullying, sus causas, consecuencias para las víctimas, el papel de los padres de familia, entre otras.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (31 de marzo de 2022). El Bullying: Agresión y comportamiento violento durante la etapa escolar. Revista En Plural. Sección: Entre Líneas (90). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=239&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=239&id_sec=2","dependencias":{"nombre":"Bienestar universitario","slug":"bienestar-universitario"},"indicadores":{"id":2,"nombre":"AGRESIÓN ESCOLAR","slug":"agresion-escolar","descripcion":"Este indicador temático agrupa las investigaciones y reflexiones sobre la agresión escolar, también conocida como Bullying. Ésta se refiere a comportamientos donde un estudiante o un grupo de estudiantes ejerce violencia física, verbal o psicológica de manera repetitiva hacia otro estudiante. También puede manifestarse de diversas formas, como intimidación, exclusión social, difamación, y puede tener consecuencias negativas significativas en la salud mental y emocional del receptor de la agresión. La prevención y abordaje de la agresión escolar implican promover un entorno educativo seguro, fomentar la empatía y establecer políticas y medidas para intervenir y prevenir situaciones de intimidación. La concientización y la colaboración entre estudiantes, educadores y padres son clave en la lucha contra la agresión escolar."}},{"id":19,"titulo":{"nombre":"El confinamiento: Época de aprender, conservar y disfrutar nuevos hobbies y experiencias.","slug":"el-confinamiento-epoca-de-aprender-conservar-y-disfrutar-nuevos-hobbies-y-experiencias"},"resumen":"Narración de experiencias sobre las actividades cotidianas que se transformaron durante el confinamiento por Covid 19.","autores":[{"nombre":"Romero Portela, Natalia","slug":"romero-portela-natalia"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Romero Portela, N. (26 de mayo de 2020). El confinamiento: Época de aprender, conservar y disfrutar nuevos hobbies y experiencias. Revista En Plural. Sección: Con Acento. Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=144&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=144&id_sec=1 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":51,"titulo":{"nombre":"El Covid-19 plantea repensar el paradigma actual de la Educación.","slug":"el-covid-19-plantea-repensar-el-paradigma-actual-de-la-educacion"},"resumen":"“Con la aparición del COVID-19, se hizo mención insistentemente en los distintos retos que como sociedad íbamos a enfrentar y en los cambios estructurales que se avecinaban. La primera impresión de la pandemia nos invitaba a pensar en un modelo social que lograra ajustarse al momento histórico forjado por el COVID-19.\nSin embargo, más allá de pensar en un modelo social, nos llevó a pensar en cómo el COVID-19 puso de relieve las diversas fracturas a nivel social que han predominado de manera histórica, las cuales lograron naturalizarse y pasar desapercibidas en el plano social. Esto quiere decir que en realidad lo acontecido no fue más que un desnudo social que dejó en evidencia la realidad del sistema en el cual vivimos, en el que ha imperado la competitividad por encima de la cooperatividad. Si analizamos la pandemia, vemos que funcionó como un dispositivo del clasismo social, pues evidenciaron amplias comodidades en los sectores favorecidos en contraste con los sectores populares. …”","autores":[{"nombre":"Jurado Delgado, Juan","slug":"jurado-delgado-juan"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jurado Delgado, J (2021) El Covid-19 plantea repensar el paradigma actual de la Educación. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (50) 19 Recuperado el 31 de octubre de 2023, de https://issuu.com/dcchicov/docs/notimani_-_n_50_-_diciembre_2021","fuente":"https://issuu.com/dcchicov/docs/notimani_-_n_50_-_diciembre_2021","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."}},{"id":41,"titulo":{"nombre":"El debate sobre la Educación en la Isla de San Andrés: un análisis cultural","slug":"el-debate-sobre-la-educacion-en-la-isla-de-san-andres-un-analisis-cultural"},"resumen":"“El presente artículo examina la pertinencia del modelo educativo de los niveles básico y medio implementado en la isla de San Andrés, a la luz de los siguientes aspectos: la inserción del Archipiélago en la región Caribe; la educación en el contexto de la nación colombiana; algunas aproximaciones a la cosmovisión del grupo étnico raizal que le habita desde antes de la conformación de la nación misma; y la actual composición socio-cultural de la isla. El análisis pretende dilucidar las raíces del debate que sobre la educación se ha venido dando en la isla para aportar, a la luz de una visión culturalista de la educación, una perspectiva alternativa que permita avanzar en la argumentación. Los análisis y las propuestas aquí presentados, apoyados en los trabajos publicados en este Cuaderno, se constituyen en el cierre de la investigación “Bases para un modelo educativo para la isla de San Andrés” desarrollada entre los años 2002 y 2005. Sus avances invitan a avanzar hacia una segunda fase en la cual se pluralicen las preguntas, las perspectivas de análisis, y se pueda entregar nuevos conocimientos y argumentos a la creación endógena de un modelo educativo, desarrollado en forma colegiada.”","autores":[{"nombre":"Sanmiguel Ardila, Raquel","slug":"sanmiguel-ardila-raquel"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"San Miguel, R. (2006). El debate sobre la Educación en la Isla de San Andrés: un análisis cultural. Cuadernos del Caribe (8), 76-88. Obtenido de https://revistas.unal.edu.co/index.php/ccaribe/article/view/41707/43420","fuente":"https://revistas.unal.edu.co/index.php/ccaribe/article/view/41707/43420 \n","dependencias":{"nombre":"Revista Cuadernos del Caribe","slug":"revista-cuadernos-del-caribe"},"indicadores":{"id":19,"nombre":"ESTUDIOS INTERCULTURALES","slug":"estudios-interculturales","descripcion":"El indicador temático Estudios Interculturales se enfoca en la producción académica relacionada con la interculturalidad en contextos educativos. Este indicador abarca investigaciones y reflexiones que tienen como objetivo comprender y fomentar el diálogo entre diversas culturas. Desde estrategias para la inclusión cultural hasta el análisis de políticas educativas que promueven la diversidad, se recopilan contenidos que exploran los retos, la convivencia y el enriquecimiento mutuo entre diferentes grupos étnicos, lingüísticos o culturales en el ámbito social y educativo."},"subindicadores":{"id":66,"nombre":"ETNOEDUCACIÓN","slug":"etnoeducacion","indicadorMadre":19}},{"id":23,"titulo":{"nombre":"El desafío de leer textos académicos en la universidad: experiencias de investigación y propuestas didácticas","slug":"el-desafio-de-leer-textos-academicos-en-la-universidad-experiencias-de-investigacion-y-propuestas-didacticas"},"resumen":"“Reseña\nLigia Ochoa Sierra, Emilce Moreno Mosquera, Gloria Esperanza Mora-Monroy, autoras\n\nEn el ámbito académico la lectura tiene un lugar fundamental por su función epistémica al ser una mediación que les permite a los estudiantes aprender y conocer sobre sus campos disciplinares. Este libro centra su atención en los procesos de lectura de textos que circulan en el ámbito universitario. Se divide en seis capítulos. En el primer capítulo se exponen algunas consideraciones sobre las principales dificultades que suelen reportar los estudiantes universitarios en relación con sus prácticas de lectura para plantear algunas condiciones importantes a tener en cuenta, todo con el fin de favorecer los procesos de comprensión de lectura de estos estudiantes; así también se busca plantear algunas estrategias didácticas que los docentes puedan implementar con sus estudiantes.\n\nEn el segundo capítulo se presenta la sistematización de una experiencia pedagógica para trabajar la lectura y escritura de textos experienciales con estudiantes de comunidades minorizadas en la universidad desde una perspectiva de educación intercultural. En el tercer capítulo se plantea una reflexión sobre las nuevas maneras de aproximarse a la lectura digital, problematizando su coexistencia con la lectura analógica y evaluando de qué modo la lectura de hipertextos implica desafíos en la enseñanza y en los procesos de alfabetización académica. En los tres últimos capítulos se presentan los resultados de experiencias pedagógicas en el aula universitaria relacionadas con textos narrativos no literarios, textos expositivos y textos argumentativos.\n\nEste libro es de utilidad para aquellos docentes que quieran profundizar en distintas estrategias útiles para favorecer los procesos de lectura y escritura de distintos tipos de textos. También puede ser una herramienta para estudiantes universitarios que deseen mejorar sus procesos de lectura académica.”","autores":[{"nombre":"Ochoa Sierra, Ligia","slug":"ochoa-sierra-ligia"},{"nombre":"Moreno Mosquera, Emilce","slug":"moreno-mosquera-emilce"},{"nombre":"Mora-Monroy,Gloria Esperanza","slug":"mora-monroygloria-esperanza"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Ochoa Sierra, L., Moreno Mosquera, E & Mora-Monroy, E., (2022). El desafío de leer textos académicos en la universidad: experiencias de investigación y propuestas didácticas. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/el-desafio-de-leer-textos-academicos-en-la-universidad-experiencias-de-investigacion-y-propuestas-didacticas","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/el-desafio-de-leer-textos-academicos-en-la-universidad-experiencias-de-investigacion-y-propuestas-didacticas","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."}},{"id":182,"titulo":{"nombre":"El desarrollo profesional de los docentes de inglés en ejercicio: algunas consideraciones conceptuales para Colombia","slug":"el-desarrollo-profesional-de-los-docentes-de-ingles-en-ejercicio-algunas-consideraciones-conceptuales-para-colombia"},"resumen":"“RESUMEN: “Colombia Bilingüe” ha propiciado el crecimiento de programas de desarrollo profesional –PDP– para los docentes de inglés en ejercicio. En este artículo, los autores presentan conceptos básicos en el análisis de la formación continuada de los docentes; analizan los modelos de desarrollo profesional de Richards & Farrell (2005) y James (2001); los autores también resumen los principales conceptos elaborados por académicos colombianos sobre el desarrollo profesional de los docentes de inglés, y proponen un marco conceptual para el país. Las conclusiones sugieren la inclusión de la estrategia del desarrollo y no la del entrenamiento, las perspectivas individual y social del aprendizaje y de la enseñanza, la teoría post-método, la creación de conocimiento en los contextos escolares y sociales y el aprendizaje y la práctica significativa del inglés entre los docentes.”","autores":[{"nombre":"Cárdenas Beltran, Melba Lidia","slug":"cardenas-beltran-melba-lidia"},{"nombre":"González Moncada, Adriana María","slug":"gonzalez-moncada-adriana-maria"},{"nombre":"Álvarez Valencia, José Aldemar","slug":"alvarez-valencia-jose-aldemar"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cárdenas Beltrán, M. L. (2010.). El desarrollo profesional de los docentes de inglés en ejercicio: algunas consideraciones conceptuales para Colombia. Folios (31), 49-68. Recuperado el 28 de octubre de 2023, de https://bibliotecadigital.udea.edu.co/handle/10495/2912","fuente":"https://bibliotecadigital.udea.edu.co/handle/10495/2912","dependencias":{"nombre":"Revista Folios","slug":"revista-folios"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":9,"nombre":"DESARROLLO PROFESIONAL","slug":"desarrollo-profesional","indicadorMadre":10}},{"id":157,"titulo":{"nombre":"El docente y la profesión docente: su papel en la desigualdad social de educación de calidad","slug":"el-docente-y-la-profesion-docente-su-papel-en-la-desigualdad-social-de-educacion-de-calidad"},"resumen":"“Summary\nLa finalidad de este artículo es plantear la importancia de la calidad de los docentes y de la profesión docente, en la igualdad social de oportunidades en educación. Enseñar a pensar, o el desarrollo de las competencias intelectuales generales, a todos los estudiantes, independientemente de su origen, debe ser un objetivo básico en una sociedad democrática, para evitar la dominación social (simbólica) de una pequeña élite pensante, sobre la gran masa con pobre formación intelectual y sometida a esa dominación. Para lograr ese objetivo se requiere un cuerpo docente altamente calificado y con alto grado de desarrollo de sus competencias intelectuales generales. Nadie puede dar de lo que carece. Pero estas competencias son significativamente deficitarias entre los licenciados en educación en Colombia, como lo revelaron las recientes pruebas Saber Pro del 2011. Lo anterior genera el problema sociológico de una mayor desigualdad social en oportunidades de aprendizaje, entre los estudiantes del sector público y los estudiantes del sector privado que pueden contar con docentes de alta competencia intelectual. Esta situación exige una urgente atención del Estado, tanto a la calidad de la formación de los docentes, como a las dimensiones de estatus y remuneración de la profesión docente.”","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M. (2013). El docente y la profesión docente: su papel en la desigualdad social de educación de calidad. Revista Colombiana de Sociología, 36(2), 143-161. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/74009","fuente":"https://repositorio.unal.edu.co/handle/unal/74009","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":10,"nombre":"DESIGUALDAD SOCIAL","slug":"desigualdad-social","indicadorMadre":10}},{"id":201,"titulo":{"nombre":"El efecto de las estrategias metacognitivas en el proceso de escritura en inglés como lengua extranjera.","slug":"el-efecto-de-las-estrategias-metacognitivas-en-el-proceso-de-escritura-en-ingles-como-lengua-extranjera"},"resumen":"“Resumen \nEl propósito de esta investigación fue encontrar el efecto que tuvieron las estrategias metacognitivas en la escritura de estudiantes de segundo semestre de una universidad. El proyecto se desarrolló en tres etapas: A) un diagnóstico cuyo propósito fue el de revelar las principales dificultades en la escritura a través de entrevistas, cuestionarios, entradas de diario y un pre-test. B) una acción la cual consistió en la ejecución de seis planeaciones de clase divididas en tres fases, cada una de ellas dirigidas a la aplicación de tres estrategias metacognitivas. Las planeaciones de clase siguieron el modelo CALLA. C) una evaluación para conocer los resultados obtenidos al finalizar el proceso, incluido un post-test. Los hallazgos reportaron la efectividad del uso de estrategias metacognitivas para mejorar la escritura en cuanto al contenido, vocabulario, mecánicas, precisión y fluidez, lo que a su vez permitió incrementar en los estudiantes su auto-motivación, auto-consciencia y auto-confianza hacia la escritura del inglés como lengua extranjera.”","autores":[{"nombre":"Agudelo-Correa, Yenifer","slug":"agudelo-correa-yenifer"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Agudelo-Correa, Y. (2020). El efecto de las estrategias metacognitivas en el proceso de escritura en inglés como lengua extranjera. Revista Matices en Lenguas Extranjeras (14), 86-117. doi: https://doi.org/10.15446/male.v14n1.92465\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92465","fuente":"https://doi.org/10.15446/male.v14n1.92465\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92465","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":55,"titulo":{"nombre":"El espacio Lúdico y el videojuego, amigos del mundo académico","slug":"el-espacio-ludico-y-el-videojuego-amigos-del-mundo-academico"},"resumen":"“Actualmente, nos encontramos en una sociedad funcionalmente tecnológica y, en el ámbito académico, existen ciertas restricciones sobre temas de interés general en la comunidad estudiantil, por ejemplo, el uso de espacios lúdicos como expresión de libertad y creación humana. Asimismo, podemos ver el papel de las tecnologías de la información y la comunicación conocidas como TIC en el aula, especialmente los videojuegos, los cuales son una forma masiva de entretenimiento para millones de niños, jóvenes y adultos. Sin embargo, en el mundo académico son generalmente despreciados y estigmatizados, cuando no directamente ignorados. Ignorar un fenómeno, darle la espalda y solo ocuparse de él para atribuirle todo tipo de males solo puede servir para que terminen prevaleciendo sus aspectos más negativos y desaprovechen algunas de sus cualidades potenciales, bien sean desde el campo cognitivo hasta el campo emotivo dentro del aula.”","autores":[{"nombre":"Gómez, Alejandro","slug":"gomez-alejandro"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez, A. (2021). El espacio Lúdico y el videojuego, amigos del mundo académico. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/Instituto IMANI, 49, 13-14. Obtenido de https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","fuente":"https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021 ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"subindicadores":{"id":74,"nombre":"INNOVACIÓN PEDAGÓGICA","slug":"innovacion-pedagogica","indicadorMadre":25}},{"id":49,"titulo":{"nombre":"El futuro de la educación de alto nivel en el departamento en manos de los políticos","slug":"el-futuro-de-la-educacion-de-alto-nivel-en-el-departamento-en-manos-de-los-politicos"},"resumen":"“Es de conocimiento público que la gobernación de Amazonas formuló un proyecto de créditos -becas para beneficiar a 60 profesionales de la región para que cursen estudios de Maestría y Doctorado; Proyecto que ya fue aprobado por el OCAD Centro Sur y Colciencias. Por las calles de Leticia son muchos los rumores que se han tejido alrededor de este proyecto, razón por la cual me permito someramente hacer algunas aclaraciones.\"","autores":[{"nombre":"Pantevis Girón, Johana","slug":"pantevis-giron-johana"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Pantevis Girón, J. (2015) El futuro de la educación de alto nivel en el departamento en manos de los políticos. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (30) 11-12\nRecuperado el día 08 de octubre de 2023 de\nhttps://issuu.com/notimani/docs/notimani-30-2015","fuente":"https://issuu.com/notimani/docs/notimani-30-2015","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":32,"nombre":"POLÍTICA","slug":"politica","indicadorMadre":11}},{"id":143,"titulo":{"nombre":"El impacto de las tecnologías de la información y la comunicación en la operatividad de la administración pública de Bogotá dc. y su relación con el ciudadano en el sector de la educación.","slug":"el-impacto-de-las-tecnologias-de-la-informacion-y-la-comunicacion-en-la-operatividad-de-la-administracion-publica-de-bogota-dc-y-su-relacion-con-el-ciudadano-en-el-sector-de-la-educacion"},"resumen":"Summary\nLa presente ponencia hace parte de la realización de un estudio científico sobre el impacto del uso intensivo de las Tecnologías de la Información y la Comunicación (TIC’s) y, en especial, de Internet en la operatividad de la Administración Pública Local de la ciudad de Bogotá D.C., específicamente en la secretaria de Educación en relación con el ciudadano bogotano involucrado en el sector de la educación, en los niveles de primaria y secundaria. Se trata entonces de describir como la relación entre la administración pública y el ciudadano es biunívoca y, fundamentalmente, se circunscribe al hecho de que el ciudadano tiene unos deberes frente a dicha administración y también, tiene unos derechos cuyo disfrute, ella debe garantizar. La asistencia por parte del Estado debe realizarse en una forma amigable para que redunde en el mejoramiento de la calidad de vida de los ciudadanos, en su desarrollo personal y el de su comunidad. Considero entonces que por medio del Gobierno Electrónico la administración pública logrará su cometido. \nPalabras claves Tecnologías, Comunicación, Gobierno Electrónico, Ciudadano, Educación”","autores":[{"nombre":"Ortegón Bolívar, Jairo Augusto","slug":"ortegon-bolivar-jairo-augusto"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ortegón Bolívar, J. A. (2009). El impacto de las tecnologías de la información y la comunicación en la operatividad de la administración pública de Bogotá dc. y su relación con el ciudadano en el sector de la educación. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48511","fuente":"https://repositorio.unal.edu.co/handle/unal/48511 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":45,"nombre":"TECNOLÓGICA Y TIC","slug":"tecnologica-y-tic","indicadorMadre":11}},{"id":216,"titulo":{"nombre":"El impacto de materiales y tareas auténticas en el desarrollo de la competencia comunicativa de estudiantes en un instituto colombiano de idiomas","slug":"el-impacto-de-materiales-y-tareas-autenticas-en-el-desarrollo-de-la-competencia-comunicativa-de-estudiantes-en-un-instituto-colombiano-de-idiomas"},"resumen":"“Summary\nEste artículo da cuenta de un estudio llevado a cabo en un instituto de lengua extranjera de una universidad pública en Colombia. Su propósito principal fue analizar el impacto del uso de materiales y tareas auténticas en el desarrollo de la competencia comunicativa de los estudiantes de un curso de inglés con nivel A2. Se implementó un estudio mixto compuesto de un diseño investigativo cuasi-experimental y descriptivo-cualitativo mediante pre y pos test, observaciones, entrevistas semiestructuradas, encuestas y diarios. Se encontró que la implementación de materiales auténticos y tareas auténticas, en el contexto de un proyecto pedagógico, incidió en el mejoramiento de la competencia comunicativa de los estudiantes y de la práctica pedagógica del docente encargado del grupo experimental.”","autores":[{"nombre":"Castillo Losada, Cesar Augusto","slug":"castillo-losada-cesar-augusto"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castillo Losada, C. A., Insuasty, E. A., & Jaime Osorio, M. F. (2017). El impacto de materiales y tareas auténticas en el desarrollo de la competencia comunicativa de estudiantes en un instituto colombiano de idiomas. PROFILE Issues in Teachers’ Professional Development, \n19(1), 89-104. http://dx.doi.org/10.15446/profile.v19n1.56763\n\nhttps://repositorio.unal.edu.co/handle/unal/66911","fuente":"https://repositorio.unal.edu.co/handle/unal/66911","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":64,"nombre":"LENGUAS EXTRANJERAS","slug":"lenguas-extranjeras","indicadorMadre":16}},{"id":7,"titulo":{"nombre":"El jardín infantil de la Universidad Nacional de Colombia regresó al campus","slug":"el-jardin-infantil-de-la-universidad-nacional-de-colombia-regreso-al-campus"},"resumen":"“De acuerdo con la instrucción por parte del Gobierno Nacional y el Distrito para que los colegios y jardines infantiles volvieran a retomar actividades presenciales para el segundo semestre de este 2021, el jardín infantil de la UNAL desde el pasado 16 de septiembre regresó al campus universitario de la sede Bogotá, teniendo en cuenta todos los protocolos de bioseguridad.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (30 de septiembre de 2021). El jardín infantil de la Universidad Nacional de Colombia regresó al campus. Revista En Plural. Sección: Campus Amable (86). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_campus_amable.php?id_art=219&id_sec=4","fuente":"http://bienestar.bogota.unal.edu.co/enplural_campus_amable.php?id_art=219&id_sec=4","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":3,"nombre":"BIENESTAR UNIVERSITARIO","slug":"bienestar-universitario","descripcion":"El indicador temático Bienestar Universitario se enfoca en optimizar la experiencia integral de los miembros de la comunidad universitaria. A través de un equipo interdisciplinario, se busca fortalecer el potencial individual frente a los desafíos y cambios universitarios. Este indicador se materializa mediante acciones específicas que contribuyen a construir un entorno inclusivo, fomentar el sentido de pertenencia y fortalecer las relaciones humanas, promoviendo así el bienestar general en la institución. Bajo este indicador se agrupan publicaciones de carácter académico, de opinión e informativo relacionada con el Bienestar universitario."}},{"id":33,"titulo":{"nombre":"El largo instante de la percepción: los años setenta y el crepúsculo del arte en Colombia","slug":"el-largo-instante-de-la-percepcion-los-anos-setenta-y-el-crepusculo-del-arte-en-colombia"},"resumen":"“Esta investigación está compuesta por cuatro partes. En la primera, se traza un panorama general de los años setenta, el cual revela una amplísima gama de problemas que confirma su interés, pero al tiempo muestra una tal heterogeneidad que por momentos hace dudar de la posibilidad de trazar una imagen coherente. De este análisis se van desprendiendo una serie de coincidencias en la diversidad de las manifestaciones, líneas de fuerza que apuntan hacia una teoría: el crepúsculo del arte. La segunda parte, entonces, reseña esta teoría que, a la manera de un lente, se aplicará sobre el panorama antes descrito. La imagen resultante es la tercera parte, signos, compuesta de seis ensayos que se refieren a cuatro artistas - Luis Caballero, Santiago Cárdenas, Beatriz González y Miguel Ángel Rojas - y a tres ámbitos de la mirada: el sagrado, el arquitectónico y el fotográfico. Finalmente, aparece una cuarta parte: al rescate de la mirada, y una brevísima conclusión, tautologías”.","autores":[{"nombre":"Huertas Sánchez, Miguel Antonio","slug":"huertas-sanchez-miguel-antonio"}],"años":{"año":2000,"valor":2000},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Huertas Sánchez, M. A (2000). El largo instante de la percepción: los años setenta y el crepúsculo del arte en Colombia. Facultad de Artes. Bogotá: Universidad Nacional de Colombia. Obtenido de https://repositorio.unal.edu.co/handle/unal/63260\n\nEbook: https://books.google.com.co/books?id=s-LPY21354wC&printsec=frontcover&hl=es#v=onepage&q&f=true","fuente":"https://repositorio.unal.edu.co/handle/unal/63260\n\nEbook: https://books.google.com.co/books?id=s-LPY21354wC&printsec=frontcover&hl=es#v=onepage&q&f=true ","dependencias":{"nombre":"Facultad de Artes","slug":"facultad-de-artes"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":19,"nombre":"ARTES","slug":"artes","indicadorMadre":11}},{"id":275,"titulo":{"nombre":"El lenguaje para aprender: análisis de la relación entre política educativa y práctica docente, desde la teoría de política pública","slug":"el-lenguaje-para-aprender-analisis-de-la-relacion-entre-politica-educativa-y-practica-docente-desde-la-teoria-de-politica-publica"},"resumen":"“Resumen\nLa presente investigación se inscribe dentro del grupo de investigación: oralidad, escritura y otros lenguajes, y busca identificar los procesos de comprensión, interpretación e implementación de la política que hace referencia al lenguaje en Colombia y en Bogotá, desde la teoría de políticas públicas, de 29 docentes residentes en la ciudad de Bogotá, quienes ejercen su labor en los grados preescolar, primaria y secundaria y en diferentes áreas, y que hacen parte de un programa de formación permanente de docentes, en el que se abordan temáticas relacionadas con el lenguaje, en una universidad de la ciudad de Bogotá. Adicionalmente, confronta las relaciones que establecen los docentes entre el conocimiento de Política Pública relacionada específicamente con el lenguaje y su aplicación en el aula de clase, encontradas y analizadas a partir de investigaciones hechas por ellos mismos, que se encuentran recopiladas por el Instituto para la Investigación y el Desarrollo Pedagógico IDEP, en los años 2005, 2006, 2007, 2008 y 2009. Para todo esto se toma como concepto clave, El lenguaje para aprender, como una manera de verificar la relación entre lenguaje y educación y su influencia en la construcción de conocimientos. Como resultado importante se encontró que los docentes manifiestan conocimiento del lenguaje como transversal al currículo, reconociendo su importancia, pero no logran ubicarlo como parte de la política pública que se implementa en las aulas de clase.”","autores":[{"nombre":"Galvis Vásquez, Deisy Johana","slug":"galvis-vasquez-deisy-johana"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Galvis Vásquez, D. J. (2010). Tesis de Maestría: El lenguaje para aprender: análisis de la relación entre política educativa y práctica docente, desde la teoría de política pública. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/8505","fuente":"https://repositorio.unal.edu.co/handle/unal/8505\n","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":95,"titulo":{"nombre":"El maestro es como un guía que les pone alas a los estudiantes”: Dolly Montoya Castaño","slug":"el-maestro-es-como-un-guia-que-les-pone-alas-a-los-estudiantes-dolly-montoya-castano"},"resumen":"Entrevista del Ministerio de Educación a la Rectora Dolly Montoya en el marco de su elección como rectora de la Universidad Nacional de Colombia","autores":[{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Ministerio de Educación Nacional, M. (s.f.). El maestro es como un guía que les pone alas a los estudiantes”: Dolly Montoya Castaño. Recuperado el 14 de febrero de 2024, de MEN. Ministerio de Educación Nacional: https://www.mineducacion.gov.co/1759/w3-printer-369645.html \nhttps://www.mineducacion.gov.co/portal/salaprensa/Noticias/369645:El-maestro-es-como-un-guia-que-les-pone-alas-a-los-estudiantes-Dolly-Montoya-Castano#:~:text=enamorar%20del%20conocimiento.-,El%20maestro%20es%20como%20un%20gu%C3%ADa%20que%20les%20pone%20alas,lo%20obligamos%20a%20repetir%20cosas.","fuente":"https://www.mineducacion.gov.co/1759/w3-printer-369645.html \nhttps://www.mineducacion.gov.co/portal/salaprensa/Noticias/369645:El-maestro-es-como-un-guia-que-les-pone-alas-a-los-estudiantes-Dolly-Montoya-Castano#:~:text=enamorar%20del%20conocimiento.-,El%20maestro%20es%20como%20un%20gu%C3%ADa%20que%20les%20pone%20alas,lo%20obligamos%20a%20repetir%20cosas. ","dependencias":{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."}},{"id":189,"titulo":{"nombre":"El manual escolar como objeto de investigación en historia","slug":"el-manual-escolar-como-objeto-de-investigacion-en-historia"},"resumen":"“Summary\nEl manual escolar como espacio de memoria, herramienta pedagógica y vector ideológico se ha constituido en una novedosa pieza de investigación para los historiadores. Desvalorizada por largo tiempo, hoy en día aporta información fundamental para entender los procesos iniciales de la socialización que se vivió en las escuelas. Por su parte, el manual escolar de geografía fue una herramienta que transmitió sendos mensajes nacionales: sobre el territorio y la población. Aunque se ha evidenciado que en España, México, Guatemala, Colombia, Ecuador, Chile y Argentina dichas temáticas fueron recurrentes y prestaron servicios similares, se ha constatado también que la gran mayoría de estudios a este respecto sigue subestimando el papel del manual escolar, tal como lo denunciara Alain Choppin.”","autores":[{"nombre":"Aguirre Rueda, Jorge Alejandro","slug":"aguirre-rueda-jorge-alejandro"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Aguirre Rueda, J. A. (2015). El manual escolar como objeto de investigación en historia. Revista Historia y Sociedad (28), 247-272. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/68083","fuente":"https://repositorio.unal.edu.co/handle/unal/68083 ","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":68,"nombre":"ESCOLAR","slug":"escolar","indicadorMadre":21}},{"id":59,"titulo":{"nombre":"El mejoramiento de la calidad de la educación ¿política de igualdad de oportunidades o discriminación en Leticia","slug":"el-mejoramiento-de-la-calidad-de-la-educacion-politica-de-igualdad-de-oportunidades-o-discriminacion-en-leticia"},"resumen":"“\"La experiencia muestra que la elección de una política educativa a menudo tiene un impacto diferente (diferencial): Mejora las oportunidades para algunos y pone en desventaja a otros.\" \"La revisión de las políticas en el ámbito internacional muestra que cualquier intento por superar las barreras socio históricas de la participación social, mediante un tratamiento igual a los niños de todos los contextos, fracasará. Tratar a los desiguales como iguales significa perpetuar -e incluso empeorar- la desigualdad.\"\n\n Schmelkes, Silva (1997), La calidad de la Educación Primaria: un estudio de caso, México, Fondo de Cultura Económica. \n\nLas anteriores afirmaciones expresan una de las problemáticas más notorias del diseño de las políticas educativas en lo relacionado al derecho a la igualdad y al principio de equidad que deben regir como medidas normativas en lo relacionado al mejoramiento de la calidad de la educación.”","autores":[{"nombre":"Orjuela Molano, Nohora Alicia","slug":"orjuela-molano-nohora-alicia"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Orjuela Molano, N. A. (2015). El mejoramiento de la calidad de la educación ¿política de igualdad de oportunidades o discriminación en Leticia. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (30), 16-17. Recuperado el 24 de octubre de 2023, de https://issuu.com/notimani/docs/notimani-30-2015","fuente":"https://issuu.com/notimani/docs/notimani-30-2015","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":273,"titulo":{"nombre":"El mérito en el acceso a la educación superior: un estudio de caso sobre la pirámide de la desigualdad educativa en Colombia","slug":"el-merito-en-el-acceso-a-la-educacion-superior-un-estudio-de-caso-sobre-la-piramide-de-la-desigualdad-educativa-en-colombia"},"resumen":"\"Resumen\nEste trabajo tiene como propósito demostrar la forma en que el acceso a la educación superior pública en Colombia con su restringido acceso oculta profundas desigualdades y siglos de exclusión social y económica. Para eso, el punto de partida es presentar la insuficiencia igualitaria de la teoría de la justicia de John Rawls, los problemas del mérito como principio orientador en la formulación de las políticas sociales y la disyuntiva entre la igualdad de oportunidades y la igualdad de resultados, optando por la igualdad de resultados como el lugar desde el que se le hace frente a la lucha contra la desigualdad. Luego, se presentan las tendencias en las políticas de educación superior en Colombia a partir de 2011, altamente influenciadas por la búsqueda obsesiva de la estabilidad macroeconómica y la eficiencia microeconómica, donde resalta la desfinanciación de la educación superior pública y el fortalecimiento de los sistemas de recompensa individual asociados al mérito. En un tercer momento, a partir de la muestra de 24 instituciones de educación superior oficiales, usando estadística descriptiva y regresiones lineales se presentan los resultados de analizar los condicionantes ajenos a la responsabilidad de las familias (el sexo, estrato socioeconómico y tipo de colegio del estudiante) que afectan el acceso a la educación superior pública en Colombia, especialmente en las instituciones que ofrecen formación universitaria y de alta calidad, donde queda en evidencia mecanismos de exclusión que refuerzan la pirámide de la desigualdad educativa. Por último, se proponen lineamientos generales para la garantía del derecho a la educación superior y la consolidación de un sistema educativo integrado y funcional horizontalmente. (Texto tomado de la fuente)\"","autores":[{"nombre":"Palacio Restrepo, Alejandro","slug":"palacio-restrepo-alejandro"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Palacio Restrepo, A. (2023). Tesis de Maestría: El mérito en el acceso a la educación superior: un estudio de caso sobre la pirámide de la desigualdad educativa en Colombia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/83831","fuente":"https://repositorio.unal.edu.co/handle/unal/83831","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11}},{"id":91,"titulo":{"nombre":"El papel de las escuelas normales en la feminización de la docencia en la educación básica en Colombia: 2001-2009","slug":"el-papel-de-las-escuelas-normales-en-la-feminizacion-de-la-docencia-en-la-educacion-basica-en-colombia-2001-2009"},"resumen":"“Summary\nLa feminización de la docencia es la presencia mayoritaria de las mujeres en el profesorado de la básica primaria, en la enseñanza de áreas específicas del conocimiento y en el imaginario social. La educación de las mujeres en Colombia, el papel de la formación normalista, así como la organización del trabajo por jornadas en la profesión docente son factores importantes en la feminización como proceso y como una realidad demográfica que socialmente ha sido naturalizada a través de nociones como la de vocación y de la reducción de la enseñanza en la básica primaria al cuidado. El trabajo empírico realizado indica que las Escuelas Normales Superiores durante los últimos diez años han reproducido el carácter femenino de la docencia, pero lentamente se constituyen en una opción deseable para los hombres, pues es una oportunidad para acceder al empleo y para continuar en la educación superior en corto tiempo.”","autores":[{"nombre":"Montoya Palacio, Silvia Eugenia","slug":"montoya-palacio-silvia-eugenia"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Montoya Palacio, S. E. (2012). Tesis de maestría: El papel de las escuelas normales en la feminización de la docencia en la educación básica en Colombia: 2001-2009. Recuperado el 28 de octubre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/9921","fuente":"https://repositorio.unal.edu.co/handle/unal/9921 ","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":14,"nombre":"FEMINIZACIÓN DE LA DOCENCIA","slug":"feminizacion-de-la-docencia","indicadorMadre":10}},{"id":196,"titulo":{"nombre":"El papel de los colegas en formación en la entrevista de autoconfrontación cruzada: un análisis enunciativo del discurso en la formación del profesor de FLE","slug":"el-papel-de-los-colegas-en-formacion-en-la-entrevista-de-autoconfrontacion-cruzada-un-analisis-enunciativo-del-discurso-en-la-formacion-del-profesor-de-fle"},"resumen":"“Resumen \nEl tipo de entrevista de autoconfrontación cruzada es uno de los métodos más utilizados en el campo de la formación profesional. Si bien algunas investigaciones sobre ergonomía dirigidas a guiar las acciones humanas en relación con el trabajo y a transformar el entorno profesional son relevantes para el trabajo docente, la formación de profesores de idiomas extranjeros no es tan completa. No hay duda de que este sistema también puede beneficiar la capacitación de los docentes de francés como lengua extranjera (FLE) y la reflexión sobre esta. Esta estrategia le brinda al profesor entrevistado la oportunidad de «objetivar su subjetividad», con la ayuda no solo del «experto», sino también de sus colegas. Siendo sujetos que participan en un trílogo enunciativamente complejo y orientado praxeológicamente, cuya fuente de referencia —es decir, el curso— está marcado por una importante complejidad enunciativa, los colegas del profesor entrevistado le dan otro punto de vista sobre la interpretación de lo dicho y lo ocurrido en su clase. Asimismo, le ofrecen la oportunidad de objetivar no solo lo que sucedió en clase, sino también lo que él piensa al momento de la entrevista. Este otro punto de vista alienta al profesor entrevistado a darse cuenta de lo que no pudo haber notado solo en cuanto a lo que se dijo y se hizo en el aula. Los compañeros del profesor lo apoyan en la objetivación de su subjetividad como «colegas que objetivan», que pueden encontrar problemas similares durante su entrenamiento.”","autores":[{"nombre":"Ishikawa, Fumiya","slug":"ishikawa-fumiya"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ishikawa, F. (2019). El papel de los colegas en formación en la entrevista de autoconfrontación cruzada: un análisis enunciativo del discurso en la formación del profesor de FLE. Revista Matices en Lenguas Extranjeras 13), 277-299. doi: https://doi.org/10.15446/male.n13.85996","fuente":"https://doi.org/10.15446/male.n13.85996","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."}},{"id":200,"titulo":{"nombre":"El proceso de evaluación como herramienta de motivación en la asignatura de inglés: implementación y fortalecimiento de la habilidad lectora","slug":"el-proceso-de-evaluacion-como-herramienta-de-motivacion-en-la-asignatura-de-ingles-implementacion-y-fortalecimiento-de-la-habilidad-lectora"},"resumen":"“Resumen \nLa falta de motivación hacia la lectura por parte de los estudiantes es un hecho muy común dentro y fuera de las aulas de clase. Este artículo tiene por objeto comprender los obstáculos que presentan los estudiantes al momento de abordar la competencia lectora en inglés y la correlación entre la motivación y la evaluación en el aula. Para ello, se aborda esta indagación principalmente desde una perspectiva mixta, haciendo uso de la investigación-acción, en la que participaron estudiantes del grado sexto de una institución educativa pública de Colombia, la cual ayuda a hacer una introspección de las diferentes situaciones que se presentan en el aula con respecto al objetivo de investigación, mediante diferentes instrumentos de recolección e información (test, encuesta, entrevista, observación y productos de estudiantes). Finalmente, los resultados ratifican la importancia de la evaluación y de la motivación en estudiantes y maestros, así como la sinergia existente entre todos estos factores presentes en el aula de clase.”","autores":[{"nombre":"Frasser-Vargas, John Osiris","slug":"frasser-vargas-john-osiris"},{"nombre":"Moreno-Cuellar, Johana Andrea","slug":"moreno-cuellar-johana-andrea"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Frasser-Vargas, J. O., & Moreno-Cuellar, J. A. (2019). El proceso de evaluación como herramienta de motivación en la asignatura de inglés: implementación y fortalecimiento de la habilidad lectora. Revista Matices en Lenguas Extranjeras (13), 126-167. doi: https://doi.org/10.15446/male.n13.89352\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89352","fuente":"https://doi.org/10.15446/male.n13.89352\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89352 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":301,"titulo":{"nombre":"El profesor como sujeto social en la elaboración del campo curricular","slug":"el-profesor-como-sujeto-social-en-la-elaboracion-del-campo-curricular"},"resumen":"“Resumen\nEl propósito de este escrito es presentar el papel del profesor universita\nrio como sujeto social en la determinación, estructuración y desarrollo \ndel campo curricular. Con base en la revisión bibliográfica y la integra\nción de referentes del contexto político y educativo, se realiza una con\nceptualización del campo curricular, y desde allí, una comprensión de \nla universidad y del profesor en la labor de crear y promover proyectos \nque otorguen significado a la vida social de las personas y de las comu\nnidades. Se acude a referentes que controvierten la contribución de la \nuniversidad y del profesor actualmente limitada al nivel del desarrollo \ndel Currículo y de la producción de conocimiento irrelevante, al mismo \ntiempo que proponen desafíos que justifican el rescate de los espacios \nde reflexión académica e intelectual en la universidad y proponen que \nsea el profesor quien construya un discurso transformador que permita \npensar una nueva propuesta política y educativa. Se considera funda\nmental la participación del profesor como sujeto social en la determi\nnación del campo curricular, para que la educación guíe la transición a \nescenarios éticos, en los cuales la sociedad debe definir el límite de las \nlógicas económicas y promover los valores de la vida, la justicia social y \nel compromiso con las generaciones futuras. \nPalabras clave: educación, universidad, sustentabilidad, ética, proyecto.” (Tomado de la fuente)","autores":[{"nombre":"Barrero Tapias, Gabriel Ernesto","slug":"barrero-tapias-gabriel-ernesto"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Barrero Tapias, G. E. (2020). El profesor como sujeto social en la elaboración del campo curricular. En R. Rojas Monedero, Repensar el campo curricular para la transformación educativa (págs. 159-173). Cali, Colombia: Editorial Universidad Santiago de Cali. Recuperado el 23 de 05 de 2024, de https://libros.usc.edu.co/index.php/usc/catalog/download/217/219/4036?inline=1","fuente":"https://libros.usc.edu.co/index.php/usc/catalog/download/217/219/4036?inline=1","dependencias":{"nombre":"","slug":""},"indicadores":{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","descripcion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes."},"subindicadores":{"id":67,"nombre":"CURRÍCULO","slug":"curriculo","indicadorMadre":20}},{"id":294,"titulo":{"nombre":"El rol del lenguaje figurado en el discurso docente y su influencia en el clima social del aula: análisis de la serie Merlí","slug":"el-rol-del-lenguaje-figurado-en-el-discurso-docente-y-su-influencia-en-el-clima-social-del-aula-analisis-de-la-serie-merli"},"resumen":"\"Resumen\nEsta investigación parte de la ambigüedad que genera la interpretación de las figuras semánticas por sustitución metafórica dentro del discurso docente. Tomando como base las interacciones docente-estudiante identificadas en la primera temporada de la serie catalana Merlí, se buscó demostrar la importancia que tiene el uso del lenguaje figurado dentro del discurso docente y la influencia de éste en el establecimiento del clima social del aula. A través del Análisis del Discurso (AD) docente se evaluaron un total de 194 interacciones en las que la metáfora y la ironía se posicionaron como las figuras retóricas empleadas con mayor frecuencia en el aula de clase. Sin embargo, también se vieron representadas, en menor medida, figuras como la hipérbole, la lítote y el sarcasmo. Se identificó que dependiendo de la intención de uso de estas figuras semánticas dentro de la interacción docente-estudiante es posible establecer una clima nutritivo o tóxico en el aula de clase. La metáfora se posicionó como número uno para promocionar la reflexión crítica en el aula, motivar, atraer a los estudiantes y explicar o ejemplificar temas abstractos. En lo que respecta a la creación de un ambiente humorístico agradable y el establecimiento de críticas a nivel social, la ironía positiva fue la ideal. Por otra parte, la ironía destructiva se enfocó en expresar actitudes negativas hacia el estudiante, reprochar, persuadir negativamente y burlar, mientras que el sarcasmo se encargó de ofender, humillar y provocar al estudiante. No obstante, la mayoría de las interacciones analizadas promovieron un clima nutritivo entre los estudiantes, incluso aquellas en las que el docente hizo uso de un lenguaje malsonante\"","autores":[{"nombre":"Rojas Rojas, Jennifer","slug":"rojas-rojas-jennifer"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rojas Rojas, J. (2020). Tesis de Maestría: El rol del lenguaje figurado en el discurso docente y su influencia en el clima social del aula: análisis de la serie Merlí. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/78918","fuente":"https://repositorio.unal.edu.co/handle/unal/78918","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":11,"nombre":"DISCURSO DOCENTE","slug":"discurso-docente","indicadorMadre":10}},{"id":179,"titulo":{"nombre":"El Sistema Fallon: método de notación alternativa para la enseñanza musical en Colombia (1867−87)","slug":"el-sistema-fallon-metodo-de-notacion-alternativa-para-la-ensenanza-musical-en-colombia-186787"},"resumen":"“Summary\nEn 1867 el célebre poeta, músico, profesor e ingeniero Diego Fallón Carrión (1834−1905) inventó un sistema de notación alternativo para la enseñanza musical fundamentado en la métrica y reglas de pronunciación de la lengua castellana. Dirigido a niños, jóvenes, invidentes y músicos aficionados de la capital como parte de un ambicioso plan educativo y editorial. El sistema tuvo poca acogida a pesar de lo llamativo de su propuesta y pese a su fracaso, es importante para comprender el desarrollo de la educación musical pública y privada en Colombia a mediados del siglo XIX. Este trabajo estudia a Fallon como músico y pionero de la edición musical y valora las obras musicales que se conservaron en sus publicaciones llamadas por él mismo ‘fallongrafías’.\n\nKeywords\nDiego Fallon ; enseñanza musical ; notación musical alternativa ; música doméstica ; edición musical ; música del siglo XIX.”","autores":[{"nombre":"Sarmiento, Pedro","slug":"sarmiento-pedro"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Sarmiento, P. (enero-junio de 2016). El Sistema Fallon: método de notación alternativa para la enseñanza musical en Colombia (1867−87). Ensayos Historia y Teoría del Arte, XX (30), 55-81. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/64308","fuente":"https://repositorio.unal.edu.co/handle/unal/64308","dependencias":{"nombre":"Revista Ensayos: Historia y Teoría del Arte","slug":"revista-ensayos-historia-y-teoria-del-arte"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":63,"nombre":"ENSEÑANZA MUSICAL","slug":"ensenanza-musical","indicadorMadre":16}},{"id":132,"titulo":{"nombre":"Elaboración de un objeto virtual de aprendizaje (ova) sobre “técnicas de facilitación neuromuscular propioceptiva","slug":"elaboracion-de-un-objeto-virtual-de-aprendizaje-ova-sobre-tecnicas-de-facilitacion-neuromuscular-propioceptiva"},"resumen":"“Summary\nEl presente resumen corresponde a un ejercicio de innovación en el aula que se constituye en un aporte en el marco de los “productos electrónicos” los cuales se refieren a libros o contenidos en formato digital diseñados para la educación facilitada con objetos virtuales de aprendizaje. El propósito de elaborar un OVA sobre “Técnicas de Facilitación Neuromuscular Propioceptiva - TFNP” fue proporcionar al fisioterapeuta (profesional o en formación) una herramienta que le facilite el aprendizaje de los patrones de movimiento al integrar la acción que se realiza con los músculos que la ejecutan, detallando el trabajo individual del músculo, su origen, inserción, inervación y acción, así como su trabajo en conjunto con otros músculos, utilizando para ello: texto, dibujo, fotografía y video. La utilización del OVA permite una mayor comprensión y facilita la práctica independiente de la actividad, lo que refuerza la adquisición de destrezas las cuales son fundamentales dentro del proceso de rehabilitación que el fisioterapeuta debe proveer a las personas en situación de discapacidad para su inclusión a la sociedad, como una contribución para una mejor calidad de vida. La elaboración del OVA sobre TFNP se desarrolló como parte de la estrategia de los proyectos de aula que el Programa de Fisioterapia de la Universidad de Santander adelanta en su preocupación por hacer del aprendizaje una experiencia emocionante y relevante. El docente en su papel de orientador debe motivar el aprendizaje significativo, el análisis crítico y el pensamiento creativo día a día. Una forma de introducir novedades al rol docente es mediante la utilización de las TICS, tecnologías de la información y la comunicación, las cuales ofrecen variadas herramientas que despiertan en el estudiante curiosidad y que lo impulsan a entrar en contacto con ellas, despertándose así el interés, sustrato básico para lograr la construcción de conocimientos.”","autores":[{"nombre":"Gómez Díaz, Isabel Cristina","slug":"gomez-diaz-isabel-cristina"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Díaz, I. C. (2009). Elaboración de un objeto virtual de aprendizaje (ova) sobre “técnicas de facilitación neuromuscular propioceptiva”. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48512","fuente":"https://repositorio.unal.edu.co/handle/unal/48512","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":122,"titulo":{"nombre":"Elementos para repensar el Sistema Nacional de Educación","slug":"elementos-para-repensar-el-sistema-nacional-de-educacion"},"resumen":"“Durante este año, en países como Costa Rica, Chile, Perú, Paraguay y España han sido designados nuevos ministros de Educación. Provenientes de diversas disciplinas y con enfoques diferentes, buscan realizar la difícil tarea de mejorar el sistema educativo de sus países. Así mismo sucederá en Colombia después del 7 agosto, lo que se convierte en una oportunidad para reflexionar sobre el enfoque que queremos darle a la educación superior durante los próximos años. Para aportar a este debate, propongo tres elementos que, desde mi experiencia como profesora e investigadora durante 35 años, considero fundamentales para repensar el Sistema Nacional de Educación.\n\nEl primer elemento es la formación de ciudadanos libres, autónomos, íntegros, conscientes de lo que quieren ser, hacer y con quién. Insisto, la sociedad fracasa porque la educación no prioriza la formación de ciudadanos. De nada sirve que los jóvenes memoricen datos y procedimientos en las universidades sin un conjunto de valores que orienten su accionar en el diario vivir. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (07 de julio de 2018). Elementos para repensar el Sistema Nacional de Educación. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=440&cHash=ff6c132d7e81d5f1eb399afafb469c33","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=440&cHash=ff6c132d7e81d5f1eb399afafb469c33","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":213,"titulo":{"nombre":"Emociones de profesores de AICLE en formación en la enseñanza de materias en inglés","slug":"emociones-de-profesores-de-aicle-en-formacion-en-la-ensenanza-de-materias-en-ingles"},"resumen":"“Resumen\nEste artículo presenta un estudio exploratorio y descriptivo sobre las emociones de futuros profesores de aprendizaje integrado de contenidos y lenguas extranjeras. El estudio, realizado en una universidad española, buscó analizar la experiencia práctica de diecinueve profesores en formación de un máster en enseñanza bilingüe (español-inglés) para la educación primaria y secundaria para determinar las emociones experimentadas y sus causas. Los participantes completaron un cuestionario cuyo análisis evidenció que las emociones positivas se experimentaron en mayor medida que las negativas, siendo la materia impartida, el sexo del profesorado, la experiencia previa, la actitud del tutor de los centros y los propios estudiantes las causas de dichas emociones. El estudio pone de manifiesto la dimensión afectiva del aprendizaje integrado de contenidos y lenguas extranjeras.”","autores":[{"nombre":"Belmonte Carrasco, Lucia","slug":"belmonte-carrasco-lucia"},{"nombre":"De la Maya Retamar,Guadalupe","slug":"de-la-maya-retamarguadalupe"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Belmonte Carrasco, L., & De la Maya Retamar, G. (julio-diciembre de 2023). Emociones de profesores de AICLE en formación en la enseñanza de materias en inglés. Profile: Issues in Teachers' Professional Development, 25(2), 185-199. Recuperado el 31 de octubre de 2023, de https://revistas.unal.edu.co/index.php/profile/article/view/104914","fuente":"https://revistas.unal.edu.co/index.php/profile/article/view/104914 ","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":13,"nombre":"EXPERIENCIAS","slug":"experiencias","indicadorMadre":10}},{"id":45,"titulo":{"nombre":"Enseñanza-aprendizaje de las Ciencias Naturales y la Educación Ambiental en contextos multiculturales","slug":"ensenanza-aprendizaje-de-las-ciencias-naturales-y-la-educacion-ambiental-en-contextos-multiculturales"},"resumen":"“Resumen\nLa educación básica secundaria en Ciencias Naturales y Educación ambiental en contextos multiculturales, se constituye en un espacio potencial de interacción, dado el encuentro de diferentes visiones respecto a la relación hombre-naturaleza, y en muchos casos ontologías1 múltiples. Los desencuentros entre las exigencias educativas de las comunidades étnicas (indígenas, afrocolombianas y room) y, a su vez, del Ministerio de Educación Nacional, limitan las posibilidades de los planteamientos curriculares e implementación de estrategias pedagógicas apropiadas que atiendan la integración de conocimientos de las diferentes visiones sobre el medio ambiente, la naturaleza y los seres vivos, lo cual no es una tarea fácil pero tampoco inalcanzable. En esta perspectiva, esta investigación presenta un análisis del reconocimiento y articulación del capital cultural de los estudiantes y las orientaciones curriculares en Ciencias Naturales y Educación Ambiental, en las instituciones de educación básica secundaria en contextos multiculturales en la Amazonia como es el caso de algunas instituciones públicas en el departamento del Vaupés, Guainía y Amazonas, según las voces de los docentes del área. Para ello, en el diseño metodológico se tomaron elementos de la auto-etnografía, entrevistas a docentes, dado que son quienes orientan los procesos pedagógicos y, se hizo una revisión documental. Los hallazgos de esta investigación revelan las tensiones entre los planteamientos curriculares, las propuestas pedagógicas institucionales y estatales, las demandas educativas y la realidad de los contextos escolares, además de las posibilidades y fortalezas que ofrece esta área del conocimiento. Así como también evidencian algunas estrategias pedagógicas, que implementan los docentes en estos contextos para lograr espacios de aprendizaje más equitativos, en los cuales se involucren diversos tipos de conocimientos. Igualmente, los diálogos con los docentes permitieron reconocer un conjunto de necesidades pedagógicas, conceptuales y didácticas importantes para proponer una reflexión acerca del diseño curricular y de los alcances y dificultades en la implementación de proyectos educativos interculturales en la Amazonia.”","autores":[{"nombre":"Palomar Aya, Jenny Patricia","slug":"palomar-aya-jenny-patricia"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Palomar Aya, J. P. (2022). Tesis de Maestría: Enseñanza-aprendizaje de las Ciencias Naturales y la Educación Ambiental en contextos multiculturales. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/81605","fuente":"https://repositorio.unal.edu.co/handle/unal/81605","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":20,"nombre":"CIENCIAS NATURALES Y AMBIENTALES","slug":"ciencias-naturales-y-ambientales","indicadorMadre":11}},{"id":198,"titulo":{"nombre":"Enseñanza del alemán a personas ciegas","slug":"ensenanza-del-aleman-a-personas-ciegas"},"resumen":"“Resumen \nLa experiencia investigativa que se presenta a continuación tiene como fin contribuir en el estudio de procesos didácticos que favorezcan el aprendizaje del idioma alemán en la población ciega. Este tipo de población tiende a ser dejada de lado en muchos ámbitos no sólo académicos sino profesionales, por la escasa capacitación docente, la falta de adecuación de los contenidos educativos, del currículo, del sistema evaluativo y de los espacios de aprendizaje. También influyen presuposiciones de ciertos grupos sociales o la indiferencia e irrelevancia que se ejerce sobre el que tiene condiciones sensoriales diferentes, obstáculos que la población mencionada debe sortear constantemente. Por ello, esta investigación de carácter mixto nació como una posibilidad de asumir el reto de trabajar con personas ciegas que requieren elementos pedagógicos y didácticos que van más allá de los que usualmente se enseñan en las carreras de filología. En la experiencia investigativa se utiliza el sistema de escritura braille como punto de apoyo principal para el desarrollo de las sesiones, cuyos contenidos se estructuraron de acuerdo con las cuatro habilidades sugeridas por el Marco Común Europeo de Referencia para las Lenguas (mcer): Comprensión oral, comprensión escrita, producción escrita y producción e interacción oral. Así mismo, se realizó un examen que evaluó estas habilidades comunicativas al final de las sesiones con los estudiantes participantes de esta investigación, evidenciando que el conocimiento del idioma alemán puede ser altamente accesible para la población que tiene limitación visual. Los aportes de esta investigación muestran la necesidad imperante de tener en cuenta a poblaciones con necesidades educativas especiales (como la ciega) en la adaptación de los procesos de planeación, diseño curricular y en las prácticas evaluativas. Este trabajo también amplía el marco de acción en la enseñanza de lenguas extranjeras dada la escasa investigación que existe alrededor de esta temática”","autores":[{"nombre":"Curmen-Rojas, Ernesto Atahualpa","slug":"curmen-rojas-ernesto-atahualpa"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Curmen-Rojas, E. A. (2019). Enseñanza del alemán a personas ciegas. Revista Matices en Lenguas Extranjeras (13), 15-59. doi: https://doi.org/10.15446/male.n13.89607 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89607","fuente":"https://doi.org/10.15446/male.n13.89607 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89607 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":62,"nombre":"ENSEÑANZA LENGUAS EXTRANJERAS","slug":"ensenanza-lenguas-extranjeras","indicadorMadre":16}},{"id":199,"titulo":{"nombre":"Enseñanza del inglés en Colombia: un necesario cambio de paradigma","slug":"ensenanza-del-ingles-en-colombia-un-necesario-cambio-de-paradigma"},"resumen":"“Resumen \nEn primera instancia, este artículo presenta una reflexión sobre el estado de la enseñanza del inglés como lengua extranjera en Colombia. A través del análisis de las certificaciones y formaciones de docentes, las metodologías, las políticas lingüísticas y los materiales usados, el texto discute cómo estos procesos dependen esencialmente de importaciones tecnológicas. En segundo lugar, el artículo presenta el abordaje socio-crítico, un desarrollo reciente en el área de lenguas extranjeras que podría resolver el problema de las importaciones tecnológicas dado que este abordaje implica cambiar las políticas actuales de una orientación privada a pública, de un enfoque “arriba-abajo” a “abajo-arriba” para implementar un abordaje del Inglés como lengua extranjera basado en el contexto local colombiano.”","autores":[{"nombre":"Legal, Damien","slug":"legal-damien"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Le Gal, D. (2018). Enseñanza del inglés en Colombia: un necesario cambio de paradigma. Revista Matices en Lenguas Extranjeras, 12. doi: https://doi.org/10.15446/male.n12.73267 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/73267","fuente":"https://doi.org/10.15446/male.n12.73267 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/73267 \n","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":62,"nombre":"ENSEÑANZA LENGUAS EXTRANJERAS","slug":"ensenanza-lenguas-extranjeras","indicadorMadre":16}},{"id":104,"titulo":{"nombre":"Entrevista: Dolly Montoya: \"En Colombia hemos conseguido que la Universidad sea un espacio de paz\"","slug":"entrevista-dolly-montoya-en-colombia-hemos-conseguido-que-la-universidad-sea-un-espacio-de-paz"},"resumen":"Dolly Montoya, la primera mujer en ser rectora de la Universidad Nacional de Colombia (UNAL) desde su fundación en 1867, ha transformado la institución en un baluarte de paz en un país marcado por el conflicto armado. Montoya, reconocida por su liderazgo y humildad, sostiene que las universidades deben ser espacios de paz y combate contra la guerra y la corrupción. Ha implementado centros de investigación en regiones afectadas, desarrollado programas de admisión especiales para estudiantes de áreas marginadas y fomentado la inclusión educativa. Su gestión ha resultado en la formación de líderes regionales y ha convertido las aulas en alternativas a la violencia, ejemplificando un modelo de educación pública comprometida con el cambio social.","autores":[{"nombre":"Cabanillas, Fermín","slug":"cabanillas-fermin"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Cabanillas, F. (24 de julio de 2023). Dolly Montoya: \"En Colombia hemos conseguido que la Universidad sea un espacio de paz\". Recuperado el 14 de febrero de 2024, de Magisterio: https://www.magisnet.com/2023/07/dolly-montoya-en-colombia-hemos-conseguido-que-la-universidad-sea-un-espacio-de-paz/","fuente":"https://www.magisnet.com/2023/07/dolly-montoya-en-colombia-hemos-conseguido-que-la-universidad-sea-un-espacio-de-paz/","dependencias":{"nombre":"Otros","slug":"otros"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":30,"nombre":"JUSTICIA SOCIAL","slug":"justicia-social","indicadorMadre":11}},{"id":304,"titulo":{"nombre":"Envolvimiento familiar y desempeño escolar en estudiantes de familias no nucleares","slug":"envolvimiento-familiar-y-desempeno-escolar-en-estudiantes-de-familias-no-nucleares"},"resumen":"\"Resumen\nEsta investigación identificó cómo el Envolvimiento Familiar influencia las características de las relaciones sociales y los desempeños académicos y convivenciales de los estudiantes que pertenecen a Familias No Nucleares (FNN) en el curso 804, jornada tarde, de la Institución Educativa General Santander del municipio de Soacha. Las bases teóricas principales corresponden a los conceptos de Familia Nuclear, de Claude Lévi Strauss; Familia No Nuclear, con base en Ximena Pachón y Ana Rico de Alonso; Envolvimiento Familiar, de Rubén Cervini; y Socialización Primaria y Secundaria, de Peter Berger y Thomas Luckmann. La investigación es de tipo cualitativo, con enfoque holístico y metodología de estudio de caso interpretativo. La población está compuesta por 41 estudiantes, 21 de ellos pertenecen a Familias No Nucleares. La triangulación de información de grupos focales, entrevistas y una encuesta produjo como hallazgos que el Envolvimiento Familiar en las FNN del curso 804 se caracteriza por la poca compañía que hacen los padres a sus hijos, debido a las responsabilidades laborales. Razón por la que los estudiantes son acompañados por la familia extendida, que no puede forjar con eficacia en ellos hábitos escolares a favor del rendimiento académico. La ruptura entre padres que origina la Familiar No Nuclear hace que los estudiantes tengan períodos en los cuales no encuentran apoyo económico y axiológico, afectándose sus desempeños escolares. Sin embargo, la principal afectación del Envolvimiento Familiar en los desempeños escolares se da académicamente y no convivencialmente, donde el resultado es muy cercano al de estudiantes de Familias Nucleares.\"","autores":[{"nombre":"Bohórquez Torres, Mónica","slug":"bohorquez-torres-monica"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Bohórquez Torres, M. (2016). Tesis de Maestría: Envolvimiento familiar y desempeño escolar en estudiantes de familias no nucleares. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59499","fuente":"https://repositorio.unal.edu.co/handle/unal/59499\n\n","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":68,"nombre":"ESCOLAR","slug":"escolar","indicadorMadre":21}},{"id":188,"titulo":{"nombre":"Escuela nueva y saber pedagógico en Colombia: apropiación, modernidad y métodos de enseñanza. Primera mitad del siglo xix","slug":"escuela-nueva-y-saber-pedagogico-en-colombia-apropiacion-modernidad-y-metodos-de-ensenanza-primera-mitad-del-siglo-xix"},"resumen":"“Summary\nLa Escuela Nueva es una propuesta de naturaleza pedagógica extendida en toda América Latina, y que tuvo una influencia variada en la educación en los diferentes países de América Latina. En Colombia, la Escuela Nueva significó la apertura hacia un proceso de apropiación de los saberes modernos. En este sentido, el artículo desarrolla algunas reflexiones sobre esta tendencia pedagógica durante la primera mitad del siglo XX, para hacer visible desde una perspectiva histórica, las transformaciones en los métodos de enseñanza de las ciencias y los saberes en el saber pedagógico colombiano.”","autores":[{"nombre":"Ríos Beltrán, Rafael","slug":"rios-beltran-rafael"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ríos Beltrán, R. (enero-junio de 2013). Escuela nueva y saber pedagógico en Colombia: apropiación, modernidad y métodos de enseñanza. Primera mitad del siglo xix. Historia y Sociedad (24), 79-107. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/73265","fuente":"https://repositorio.unal.edu.co/handle/unal/73265","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"},"indicadores":{"id":17,"nombre":"ESCUELA NUEVA","slug":"escuela-nueva","descripcion":"Escuela Nueva es un indicador temático que concentra la producción académica relacionada con este enfoque pedagógico. La Escuela Nueva es un modelo educativo que busca transformar la enseñanza, fomentando la participación activa de los estudiantes, la personalización del aprendizaje y el trabajo colaborativo. Aquí se incluyen investigaciones, análisis y reflexiones que exploran la implementación, impacto y desarrollo de la Escuela Nueva en diversos contextos educativos."}},{"id":228,"titulo":{"nombre":"Estado del arte sobre las investigaciones en dificultades de aprendizaje: Un enfoque pedagógico, Bogotá 2000-2006","slug":"estado-del-arte-sobre-las-investigaciones-en-dificultades-de-aprendizaje-un-enfoque-pedagogico-bogota-2000-2006"},"resumen":"“Realizar una investigación documental sobre el desarrollo de la investigación en torno al tema de dificultades de aprendizaje desde una perspectiva pedagógica, es una labor de alta trascendencia para un colectivo educativo, para el entorno local de un país, y en general para el contexto mundial, siempre preocupado por el avance y conocimiento de innovaciones en este campo de la formación y la educación. La escuela debe garantizar el aprendizaje de todos los niños y niñas; sin embargo, lo que se evidencia en la práctica muestra un panorama muy diferente, pues los docentes en general, manifiestan no contar en su formación profesional con herramientas que les permitan abordar los casos de aquellos niños que presentan ritmos diferentes de aprendizaje o dificultades específicas; las intervenciones en el aula se quedan cortas, frente a esta población particular.”","autores":[{"nombre":"González Acevedo, Angélica María","slug":"gonzalez-acevedo-angelica-maria"},{"nombre":"Beltrán Escobar, Carolina","slug":"beltran-escobar-carolina"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"González, A. M., & Beltrán Escobar, C. (2009). Estado del arte sobre las investigaciones en dificultades de aprendizaje: Un enfoque pedagógico, Bogotá 2000-2006. Bogotá: IDEP.\n(El Instituto para la Investigación Educativa y el Desarrollo Pedagógico). Recuperado el 28 de octubre de 2023\nhttps://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones\n\nFuente asociada: \nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones \n\nDocumento alojado en: \nhttps://descubridor.idep.edu.co/Record/3998","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones\n\nFuente asociada: \nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones \n\nDocumento alojado en: \nhttps://descubridor.idep.edu.co/Record/3998 ","dependencias":{"nombre":"Servicio de Atención psicológica -SAP-","slug":"servicio-de-atencion-psicologica-sap"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":59,"nombre":"DIFICULTADES DE APRENDIZAJE","slug":"dificultades-de-aprendizaje","indicadorMadre":16}},{"id":81,"titulo":{"nombre":"Estado, mercado y comunidad: reformas educativas y redefinición de lo público en Colombia, 1994-2005.","slug":"estado-mercado-y-comunidad-reformas-educativas-y-redefinicion-de-lo-publico-en-colombia-1994-2005"},"resumen":"“Resumen\nEl trabajo describe y analiza las reformas educativas en Colombia en el período 1994-2005, en la educación básica y media, relacionándolas con otras en el ámbito internacional, mostrando el tipo de argumentos y tradicionales ideológicas desde donde se han justificado, los mecanismos utilizados en su implementación, las transformaciones producidas en los centros escolares, el posicionamiento y la actuación de los actores directamente implicados, y los cambios en la redefinición de la educación como servicio público y en su sentido general. Lo anterior se aborda desde la intersección de tres aspectos: en primer lugar, pensando la escuela, el centro escolar como organización. En segundo lugar, la problemática de las políticas sociales y las políticas educativas, es decir, la forma como algunos macro-actores (Agencias internacionales, administración nacional y local, sindicatos, medios masivos) intervienen para organizar dicha acción educativa. Un tercer elemento apunta a estudiar las relaciones y las tensiones entre el mercado y el sector público en el campo educativo.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Miñana Blasco, C. (2006). Tesis de Maestría: Estado, mercado y comunidad: reformas educativas y redefinición de lo público en Colombia, 1994-2005. Recuperado el 20 de febrero de 2024, de Dianet: https://dialnet.unirioja.es/servlet/tesis?codigo=131905","fuente":"https://dialnet.unirioja.es/servlet/tesis?codigo=131905 ","dependencias":{"nombre":"Maestria en Educación. Universidad de Barcelona","slug":"maestria-en-educacion-universidad-de-barcelona"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":90,"titulo":{"nombre":"Estatuto de profesionalización docente en Colombia: análisis de los dos estatutos vigentes (decreto 2277 de 1979 y decreto 1278 de 2002), diferencias en la labor docente.","slug":"estatuto-de-profesionalizacion-docente-en-colombia-analisis-de-los-dos-estatutos-vigentes-decreto-2277-de-1979-y-decreto-1278-de-2002-diferencias-en-la-labor-docente"},"resumen":"“Summary\nEn Colombia la profesión docente a nivel de la educación básica y media está reglamentada por dos decretos que funcionan simultáneamente, el Decreto 2277 de 1979 y el Decreto 1278 de 2002, éstos regularizan las relaciones del Estado con los educadores a su servicio, determinan los parámetros para la profesionalización de su labor, el ejercicio de sus funciones, y los mecanismos de inserción, permanencia y promoción en la carrera docente. Teniendo en cuenta este funcionamiento simultáneo, se comparan ambas normatividades, encontrando similitudes y diferencias, luego se indaga por el efecto y la visión de estas sobre la función docente a través de un estudio de caso. Información empírica que junto con las diferencias al ser analizadas desde una perspectiva sociológica pretenden mostrar parcialmente el impacto que pueden tener sobre la labor de los docentes. Constituyendo una invitación a la investigación y el conocimiento de la situación laboral actual de los docentes en Colombia.”","autores":[{"nombre":"Cifuentes Cubillos, Carolina","slug":"cifuentes-cubillos-carolina"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Cifuentes Cubillos, C (2013). Tesis de maestría: Estatuto de profesionalización docente en Colombia: análisis de los dos estatutos vigentes (decreto 2277 de 1979 y decreto 1278 de 2002), diferencias en la labor docente. Obtenido de Repositorio Institucional UN. Biblioteca Digital : https://repositorio.unal.edu.co/handle/unal/48562","fuente":"https://repositorio.unal.edu.co/handle/unal/48562","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":249,"titulo":{"nombre":"Estrategias Pedagógicas Inclusivas.","slug":"estrategias-pedagogicas-inclusivas"},"resumen":"Este texto ofrece una guía práctica para educadores, con estrategias específicas para crear un ambiente de clase inclusivo para estudiantes con diversas discapacidades. Incluye recomendaciones sobre cómo organizar el espacio para estudiantes con discapacidad física, cómo manejar el estrés en estudiantes con discapacidad psicosocial, y cómo estructurar clases para aquellos con discapacidad intelectual. También proporciona consejos sobre el uso de tecnologías y métodos adecuados para estudiantes con discapacidad visual y auditiva, asegurando que todos los estudiantes puedan participar plenamente y efectivamente en el aula.","autores":[{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}],"años":{"año":null,"valor":"(s.f)"},"tipos":{"nombre":"Infografía","slug":"infografia"},"referencia":"Observatorio de Inclusión Educativa para Personas con Discapacidad. (s.f.). Estrategias Pedagógicas Inclusivas. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Carpeta_de_pedagogias_inclusivas_para_docentes.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Carpeta_de_pedagogias_inclusivas_para_docentes.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":176,"titulo":{"nombre":"Evaluación de contenidos curriculares y percepción de competencias de estudiantes del área de la salud respecto del Modelo Integral de Atención en Salud en Colombia.","slug":"evaluacion-de-contenidos-curriculares-y-percepcion-de-competencias-de-estudiantes-del-area-de-la-salud-respecto-del-modelo-integral-de-atencion-en-salud-en-colombia"},"resumen":"“Summary\nObjetivo Identificar la percepción de los estudiantes de último nivel de los programas de formación profesional y técnica en salud respecto a sus competencias para desempeñarse en el MIAS, y evaluar la presencia de dichas competencias dentro de los contenidos curriculares de los programas de salud en Santander. Métodos Se realizó un estudio descriptivo transversal en 451 estudiantes y una revisión documental de currículos de 26 programas. Se construyó y validó el contenido de un cuestionario en línea de percepción de competencias en los ámbitos del saber ser, saber conocer y saber hacer. Resultados En la revisión documental se encontró deficiencias en la inclusión de competencias tales como las de ejercer liderazgo (80 %) y realizar un enfoque diferencial en la atención (84 %). En la encuesta de percepción, el 36 % de los estudiantes manifestaron tener un conocimiento regular o deficiente sobre Rutas Integrales de Atención en Salud, planes de beneficios y actores del sistema de salud. Adicionalmente, el 7,5 % afirmaron ser poco competentes para realizar actividades de coordinación intersectorial, vigilancia epidemiológica o investigación en salud pública. Conclusiones Los resultados evidencian la necesidad de incluir en los currículos de programas de salud algunos aspectos fundamentales para la adecuada implementación del MIAS.”","autores":[{"nombre":"Rodríguez-Villamizar, Laura A.","slug":"rodriguez-villamizar-laura-a"},{"nombre":"Vera-Cala, Lina M.","slug":"vera-cala-lina-m"},{"nombre":"Rojas-Sánchez, Oscar A.","slug":"rojas-sanchez-oscar-a"},{"nombre":"Rivera-Carvajal, Raquel","slug":"rivera-carvajal-raquel"},{"nombre":"Uribe-Rivero, Luz M.","slug":"uribe-rivero-luz-m"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rodriguez-Villamizar, L. A., Vera-Cala, L. M., Rojas-Sánchez, O. A., Rivera-Carvajal, R., & Uribe-Rivero, L. M. (agosto de 2017). Evaluación de contenidos curriculares y percepción de competencias de estudiantes del área de la salud respecto del Modelo Integral de Atención en Salud en Colombia. Revista de Salud Pública, 19(4), 491-498. doi: https://doi.org/10.15446/rsap.v19n4.67261\n\nhttps://repositorio.unal.edu.co/handle/unal/65494","fuente":"https://doi.org/10.15446/rsap.v19n4.67261\n\nhttps://repositorio.unal.edu.co/handle/unal/65494","dependencias":{"nombre":"Revista de Salud Pública","slug":"revista-de-salud-publica"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":67,"nombre":"CURRÍCULO","slug":"curriculo","indicadorMadre":20}},{"id":235,"titulo":{"nombre":"Evaluación de la eficacia de quédate en Colmayor como estrategia de enseñanza y aprendizaje complementaria de la Institución Universitaria Colegio Mayor de Antioquia, Medellín, Colombia.","slug":"evaluacion-de-la-eficacia-de-quedate-en-colmayor-como-estrategia-de-ensenanza-y-aprendizaje-complementaria-de-la-institucion-universitaria-colegio-mayor-de-antioquia-medellin-colombia"},"resumen":"Esta investigación evalúa el programa educativo complementario \"Quédate en Colmayor\", implementado en 2012 en la Institución Universitaria Colegio Mayor de Antioquia. Utiliza las bases teóricas de Tinto y Pascarella y Terenzini para examinar su impacto en la formación de estudiantes autónomos y críticos, así como en su permanencia y graduación. El estudio, de tipo descriptivo y correlacional, combina fuentes de información secundarias y primarias, incluyendo encuestas y análisis estadísticos. Los resultados muestran que el programa contribuye positivamente al rendimiento académico y a la permanencia estudiantil, especialmente para aquellos que asisten regularmente. Los estudiantes perciben el programa como efectivo y relacionan su participación con una mayor probabilidad de éxito académico y menor riesgo de abandono. En conclusión, el estudio destaca la importancia de programas complementarios para mejorar el rendimiento y la permanencia estudiantil en la educación superior.","autores":[{"nombre":"Jaramillo García, Ivón Patricia","slug":"jaramillo-garcia-ivon-patricia"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"García, I. P., & Velásquez, J. V. (2022). Evaluación de la eficacia de quédate en colmayor como estrategia de enseñanza y aprendizaje complementaria de la Institución Universitaria Colegio Mayor de Antioquia, Medellín, Colombia. X CLABES Congreso Latinoamericano sobre el Abandono de la Educación superior. Virtual. Recuperado el 05 de 02 de 2024, de https://revistas.utp.ac.pa/index.php/clabes/article/view/3348","fuente":"https://revistas.utp.ac.pa/index.php/clabes/article/view/3348","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":12,"titulo":{"nombre":"¿Evaluar para formar o evaluar para rajar? espacio de reflexión sobre la importancia de transformar el método evaluativo en Colombia","slug":"evaluar-para-formar-o-evaluar-para-rajar-espacio-de-reflexion-sobre-la-importancia-de-transformar-el-metodo-evaluativo-en-colombia"},"resumen":"“En entrevista con En Plural, el Historiador y Director del Instituto de Investigación en Educación de la Facultad de Ciencias Humanas de la Universidad Nacional, profesor Darío Campos Rodríguez, habla acerca de la importancia de cambiar el método de evaluación en Colombia como un vehículo que ayude a obtener mejores resultados de desarrollo y aprendizaje en las generaciones futuras”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (15 de septiembre de 2017). ¿Evaluar para formar o evaluar para rajar? espacio de reflexión sobre la importancia de transformar el método evaluativo en Colombia. Revista En Plural. Sección: Entre Líneas (47). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=13&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=13&id_sec=2 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":38,"titulo":{"nombre":"Experiencia de construcción de un proyecto pedagógico para la Facultad de Enfermería de la Universidad Nacional de Colombia 2012-2015","slug":"experiencia-de-construccion-de-un-proyecto-pedagogico-para-la-facultad-de-enfermeria-de-la-universidad-nacional-de-colombia-2012-2015"},"resumen":"“Detalles\nEste libro ofrece al lector la posibilidad de identificar los elementos centrales del proyecto pedagógico desarrollado en los últimos años al interior de Facultad de Enfermería de la Universidad Nacional de Colombia, realizado a través de un proceso participativo de autorreconocimiento de docentes y estudiantes de la Facultad. Su construcción se realizó en un periodo aproximado de dos años y su depuración y consolidación como producto final en un tiempo similar. Se espera que este texto sea una propuesta para la reflexión al interior de otros programas de formación de enfermeras/os, tanto en el país como en el exterior, especialmente porque su utilidad se centra en dar opciones para la educación. La pedagogía y el desarrollo curricular de los programas que están comprometidos con la formación de profesionales de enfermería en diferentes niveles, tanto en el pregrado como en el posgrado.”","autores":[{"nombre":"Díaz Heredia, Luz Patricia","slug":"diaz-heredia-luz-patricia"},{"nombre":"Rivera Álvarez, Luz Nelly","slug":"rivera-alvarez-luz-nelly"},{"nombre":"Gómez Ochoa, Ana Maritza","slug":"gomez-ochoa-ana-maritza"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Díaz Heredia, L. P., Rivera Álvarez, L. N., & Gómez Ochoa, A. M. (2019). Experiencia de construcción de un proyecto pedagógico para la Facultad de Enfermería de la Universidad Nacional de Colombia 2012-2015. Bogotá: Editorial Universidad Nacional de Colombia. Recuperado el 12 de diciembre de 2023, de https://www.libreriaunal.com/libro/experiencia-de-construccion-de-un-proyecto-pedagogico-para-la-facultad-de-enfermeria-de-la-universidad-nacional-de-colombia-2012-2015_20801","fuente":"https://www.libreriaunal.com/libro/experiencia-de-construccion-de-un-proyecto-pedagogico-para-la-facultad-de-enfermeria-de-la-universidad-nacional-de-colombia-2012-2015_20801","dependencias":{"nombre":"Facultad de Enfermería","slug":"facultad-de-enfermeria"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":73,"nombre":"ENFERMERÍA","slug":"enfermeria","indicadorMadre":25}},{"id":207,"titulo":{"nombre":"Experimento didáctico de conciencia y expresión narrativas para la clase de literatura en ELE SITA en el Caribe.","slug":"experimento-didactico-de-conciencia-y-expresion-narrativas-para-la-clase-de-literatura-en-ele-sita-en-el-caribe"},"resumen":"“Resumen \nEn este artículo se presentará un experimento didáctico para la optimización de la expresión narrativa en español como lengua extranjera desarrollado recientemente con alumnos de Literatura Hispánica de la University of the West Indies en la isla caribeña de Barbados. Se trata de un modelo de aplicación didáctica que tiene como triple objetivo analizar los elementos subjetivos y afectivos de focalización narratológica que estructuran todo relato, así como crear conciencia entre nuestros alumnos del engranaje narrativo-neurolingüístico-emocional, y afianzar su propia expresión narrativa en español. El ejercicio consta de dos partes analítico-expresivas respectivamente. Como soporte didáctico para ambas se incorporan dos muestras de textos literarios del Caribe hispano, una contemporánea (un capítulo de la novela De nombres y animales, de la autora dominicana Rita Indiana, 2013), y una tradicional (“Tía Zorra y los peces”, popular fábula de folclore oral afro-caribeño venezolano). Los alumnos participantes en el experimento reciben un cuadernillo de trabajo que incluye el material de lectura, así como cada una de las tareas de reflexión, análisis y expresión en el orden de iteración y progresión indagativas y creativas previsto para su desarrollo en clase. Bajo la apariencia de simples preguntas semi-abiertas de breve respuesta se guía al estudiante por este proceso de observación consciente, equipándolo (sin lastrarlo con nociones teóricas) con un estuche básico de herramientas epistemológicas de corte narratológico y psiconeurolingüístico, tales como la focalización narrativa, la estructura superficial y profunda del lenguaje, y la noción neurocientífica de engrama), hasta llegar a la tarea final de creación propia y autónoma de una fábula en español.”","autores":[{"nombre":"Herrero-Martín, Rosana","slug":"herrero-martin-rosana"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Herrero-Martín, R. (2019). Experimento didáctico de conciencia y expresión narrativas para la clase de literatura en ELE SITA en el Caribe. Revista Matices en Lenguas Extranjeras (13), 98-128. doi: https://doi.org/10.15446/male.n13.89350\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89350","fuente":"https://doi.org/10.15446/male.n13.89350\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89350","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":9,"nombre":"DIDÁCTICA","slug":"didactica","descripcion":"Este indicador temático abarca la producción académica relacionada con la didáctica en diversas disciplinas y ámbitos educativos. La Didáctica es la disciplina que se encarga del estudio y la reflexión sobre cómo enseñar y aprender de manera efectiva en distintos contextos educativos. Incluye aspectos como la planificación de clases, la evaluación del aprendizaje, el diseño de materiales y la implementación de metodologías innovadoras. Esta disciplina se centra en los métodos, estrategias, técnicas y enfoques utilizados para optimizar la comprensión y el desarrollo de habilidades en los estudiantes. La producción académica recopilada abarca investigaciones, estudios empíricos, análisis teóricos y propuestas metodológicas que exploran la didáctica desde múltiples perspectivas y áreas de conocimiento."},"subindicadores":{"id":72,"nombre":"DIDÁCTICA","slug":"didactica","indicadorMadre":25}},{"id":218,"titulo":{"nombre":"Exploración de los criterios para evaluar el desempeño de los maestros de inglés en servicio","slug":"exploracion-de-los-criterios-para-evaluar-el-desempeno-de-los-maestros-de-ingles-en-servicio"},"resumen":"“Resumen \nEste estudio de caso exploró los criterios de evaluación aplicados por seis supervisores de un instituto privado de idiomas (tres hombres y tres mujeres) en un contexto de inglés como lengua extranjera. Para recoger datos se usaron entrevistas individuales en profundidad, listas de verificación de observación de los supervisores y comentarios escritos. Un análisis temático permitió identificar cinco temas principales y dos subtemas. Así, se desarrolló un marco tentativo que abarca cinco dominios: el inglés y el conocimiento del contenido, las habilidades de enseñanza, los rasgos personales, el cumplimiento de las expectativas del lugar de trabajo y la retroalimentación de los padres/estudiantes/compañeros. El marco propuesto puede ser útil para aumentar el conocimiento de los supervisores de idiomas sobre la evaluación docente.”","autores":[{"nombre":"Hassani, Azadeh","slug":"hassani-azadeh"},{"nombre":"Saeedi, Zari","slug":"saeedi-zari"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Hassani, A., & Saeedi, Z. (julio-diciembre de 2023). Exploración de los criterios para evaluar el desempeño de los maestros de inglés en servicio. Profile: Issues in Teachers' Professional Development, 25(2), 165-181. Recuperado el 31 de octubre de 2023, de https://revistas.unal.edu.co/index.php/profile/article/view/103917/89223","fuente":"https://revistas.unal.edu.co/index.php/profile/article/view/103917/89223","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":14,"titulo":{"nombre":"Expresso Escolar: un proyecto pionero en el país","slug":"expresso-escolar-un-proyecto-pionero-en-el-pais"},"resumen":"“La radio es y seguirá siendo uno de los medios de comunicación masiva más usados y pese al predominio actual de los medios digitales, alumnos y docentes del colegio Iparm de la Universidad Nacional de Colombia Sede Bogotá, apuestan por aprovechar sus beneficios y potenciar espacios que fortalezcan las relaciones y la integración de esa comunidad.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (29 de noviembre de 2019). Expresso Escolar: un proyecto pionero en el país. Revista En Plural. Sección: Entre Líneas (68). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=128&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=128&id_sec=2 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"subindicadores":{"id":74,"nombre":"INNOVACIÓN PEDAGÓGICA","slug":"innovacion-pedagogica","indicadorMadre":25}},{"id":67,"titulo":{"nombre":"Factores asociados a la gestión en educación superior a distancia: propuesta de un modelo","slug":"factores-asociados-a-la-gestion-en-educacion-superior-a-distancia-propuesta-de-un-modelo"},"resumen":"“Resumen\nEl concepto de modelo de gestión ha venido incorporándose como soporte para la administración de organizaciones. Dada la particular connotación de las Instituciones de Educación Superior a Distancia (IESD), se sintetiza en este trabajo la caracterización de la metodología de educación a distancia (EaD)1 analizando la problemática inherente, así como la normatividad pertinente y logrando un acercamiento al concepto de modelo de gestión, para luego presentar los factores asociados a la gestión en EaD y finalmente desarrollar una propuesta. El modelo de gestión propuesto para las IESD integra los factores de gestión de calidad, gestión organizacional, gestión académica y proyección universitaria, determinantes para una gestión efectiva en este tipo de instituciones.”","autores":[{"nombre":"Morantes Higuera, Adriana Elizabeth","slug":"morantes-higuera-adriana-elizabeth"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Morantes Higuera, A. E. (2013). Tesis de Maestría: Factores asociados a la gestión en educación superior a distancia: propuesta de un modelo. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/51772","fuente":"https://repositorio.unal.edu.co/handle/unal/51772","dependencias":{"nombre":"Maestría en Administración","slug":"maestria-en-administracion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":44,"nombre":"SUPERIOR","slug":"superior","indicadorMadre":11}},{"id":175,"titulo":{"nombre":"Factores familiares de riesgo de consumo de sustancias psicoactivas en estudiantes de una institución de educación media técnica de Colombia.","slug":"factores-familiares-de-riesgo-de-consumo-de-sustancias-psicoactivas-en-estudiantes-de-una-institucion-de-educacion-media-tecnica-de-colombia"},"resumen":"“Summary\nObjetivo El presente estudio busca determinar los factores de riesgo familiar que inciden en el consumo de sustancias psicoactivas (SPA), en estudiantes de la Institución Educativa Técnica San Luís Gonzaga del corregimiento de Chicoral. Metodología Esta investigación es de tipo cuantitativo, descriptivo y transversal. La recolección de la información se realizó aplicando la “Encuesta Internacional para estudiantes de enseñanza media; cuestionario estandarizado–Versión 2009 de Argentina. El procesamiento de la información se llevó a cabo en la base de datos, del paquete estadístico SPSS versión 19. Resultados Las sustancias psicoactivas consumidas por los estudiantes son: alcohol, cigarrillo, marihuana, estimulantes, energizantes, tranquilizantes y otras; ocupando el alcohol el primer lugar, seguido del cigarrillo, dentro de las sustancias lícitas; la marihuana ocupa el primer lugar. La edad de inicio para el consumo de Sustancias Psicoactivas se da entre los 8 y los 13 años y las edades de mayor consumo son entre los 15 y los 17 años. No hay una diferencia significativa entre hombres y mujeres. La casa propia, la de los amigos, el colegio y sus alrededores son los ambientes que se identifican como aquellos donde se ofrecen el mayor número de SPA.Conclusiones La familia juega un papel primordial en los adolescentes y en la prevención frente al consumo de Sustancias psicoactiva; modificando acciones que lleven al conocimiento de los hijos, actividades que realizan, lugares que frecuentan y amigos con los cuales se relacionan, se pueden establecer mecanismos de control que permitan estar más cerca de ellos.”","autores":[{"nombre":"Guiza, Norma Constanza","slug":"guiza-norma-constanza"},{"nombre":"Aldana Pinzón, Olga Beatriz","slug":"aldana-pinzon-olga-beatriz"},{"nombre":"Bonilla Ibáñez, Claudia Patricia","slug":"bonilla-ibanez-claudia-patricia"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Guiza, Norma C.; Aldana Pinzón, Olga B; Bonilla, Claudia P (2017). Factores familiares de riesgo de consumo de sustancias psicoactivas en estudiantes de una institución de educación media técnica de Colombia. Revista de Salud Pública, 19(1), 3-9. doi: https://doi.org/10.15446/rsap.v19n1.41785\n\nhttps://repositorio.unal.edu.co/handle/unal/65541","fuente":"https://doi.org/10.15446/rsap.v19n1.41785\n\nhttps://repositorio.unal.edu.co/handle/unal/65541","dependencias":{"nombre":"Revista de Salud Pública","slug":"revista-de-salud-publica"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":43,"nombre":"SUBSTANCIAS PSICOÁCTIVAS","slug":"substancias-psicoactivas","indicadorMadre":11}},{"id":234,"titulo":{"nombre":"Formación artística y cultural: ¿arte para la convivencia?","slug":"formacion-artistica-y-cultural-arte-para-la-convivencia"},"resumen":"Descripción\nLa ponencia se pregunta por la reducción del presupuesto y el giro de las políticas públicas culturales colombianas en la última década hacia proyectos y programas orientados a la convivencia pacífica. Muestra las fuentes ideológicas de este giro. Problematiza los discursos sobre el potencial de la formación artística y cultural en la formación en valores, para la paz, para la convivencia y resolución de conflictos. Para ello, además de la discusión teórica basada en Simmel, Turner y Goffman, se toma como base un trabajo de campo en las ciudades de Barranquilla, Cali, Popayán, Medellín y Bogotá. Presenta una tipología de las experiencias visitadas y reflexiona sobre las condiciones de posibilidad de una formación artística y cultural que contribuya a desarrollar formas de sociabilidad y convivencia.\nEn la última década hemos asistido en Colombia–y en algunos otros países en la región-a una situación paradójica: mientras se promulgaban modernas y participativas leyes de cultura (1997 en el caso colombiano), acordes con nuevas y más democráticas constituciones (1991 en Colombia), se producía un recorte significativo en los recursos públicos destinados al área de cultura, artes y patrimonio. 1 Los recortes se han justificado desde la disciplina fiscal y el adelgazamiento del Estado promovidos desde el Fondo Monetario Internacional. Este argumento se ha aplicado también a otros sectores, como el educativo o la salud, pero no a otros como el militar, que ha incrementado notoriamente sus presupuestos en el mismo período.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Ariza, Alejandra","slug":"ariza-alejandra"},{"nombre":"Arango, Carolina","slug":"arango-carolina"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Miñana Blasco, C., Ariza, A., & Arango, C. (2006). Formación artística y cultural: ¿arte para la convivencia? VII Encuentro para la promoción y difusión del patrimonio inmaterial de países iberoamericanos, 17. Caracas. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:K3LRdlH-MEoC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:K3LRdlH-MEoC","dependencias":{"nombre":"Congreso VII Encuentro para la Promoción y Difusión del Patrimonio Inmaterial de Países Iberoamericanos. Venezuela: Caracas, San Felipe","slug":"congreso-vii-encuentro-para-la-promocion-y-difusion-del-patrimonio-inmaterial-de-paises-iberoamericanos-venezuela-caracas-san-felipe"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":19,"nombre":"ARTES","slug":"artes","indicadorMadre":11}},{"id":117,"titulo":{"nombre":"Formación integral, retos para nuestra sociedad","slug":"formacion-integral-retos-para-nuestra-sociedad"},"resumen":"“Hoy se cumplen 60 días de paro estudiantil en el país. Dos meses en los que el diálogo y la discusión informada han prevalecido por sobre la intransigencia y los intentos de violencia. En estos meses ya se han cumplido ocho marchas de nivel nacional que han puesto en el debate público y la conciencia colectiva, la crítica situación de la educación superior pública del país.\n\nLos estudiantes universitarios, padres de familia, egresados, profesores y administrativos, todos ellos miembros activos de nuestras comunidades universitarias, en su gran mayoría, han demostrado su profunda conciencia social, al ejercer su libertad y autonomía mediante la participación pacífica y creativa en esta movilización, que propone salidas financieras a la crisis estructural de la universidad pública y la construcción de una verdadera política de Estado para el sector. Es evidente que todas las partes han demostrado voluntad política para llegar a acuerdos mediante el diálogo y la discusión. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (08 de diciembre de 2018). Formación integral, retos para nuestra sociedad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=534&cHash=e2502a045fd30527c2dd6df84002cccd","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=534&cHash=e2502a045fd30527c2dd6df84002cccd","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":69,"nombre":"INTEGRAL","slug":"integral","indicadorMadre":21}},{"id":129,"titulo":{"nombre":"Formación integral y la inteligencia artificial","slug":"formacion-integral-y-la-inteligencia-artificial"},"resumen":"“Hoy día, con el avance acelerado de la tecnología, estamos observando y siendo partícipes de una transformación de la vida y condición humana sin precedentes. Luego de la aparición de las computadoras y el internet ha crecido una tecnología, que tiene su génesis años atrás, que parece cambiará por completo la forma en que nos relacionamos en materia social, productiva y educativa, la inteligencia artificial (IA). (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (09 de septiembre de 2023). Formación integral y la inteligencia artificial. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1511&cHash=e049a5b15f49f4030d289943f7244468","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1511&cHash=e049a5b15f49f4030d289943f7244468","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":311,"titulo":{"nombre":"Gestión de la Innovación Educativa. Guía comprensiva","slug":"gestion-de-la-innovacion-educativa-guia-comprensiva"},"resumen":"\"Introducción: En la Universidad Nacional de Colombia, en consonancia con el Plan Estratégico Institucional\n2034 y el Plan Global de Desarrollo 2024, se pueden identificar cuatro líneas de acción para\nser impulsadas desde la Dirección Nacional de Innovación Académica DNIA (ver anexo 1):\n๏ Conformación de un ecosistema de innovación académica\n๏ Desarrollo de las capacidades institucionales innovación académica\n๏ Diseño, implementación y difusión de proyectos de innovación académica de Sede\n๏ Gestión y divulgación de la innovación académica\nLa línea de acción 4 Gestión y divulgación de la innovación educativa es, especialmente, la\nbase organizacional, administrativa y financiera de las tres primeras líneas de acción. La\npresente guía comprensiva pretende ser un apoyo en términos de criterios y acciones para la\ngestión de la innovación educativa desde un enfoque centrado en la gestión del conocimiento\ndesde una perspectiva ecosistémica.\" (Tomado de la fuente)","autores":[{"nombre":"DNIA Dirección Nacional de Innovación Académica","slug":"dnia-direccion-nacional-de-innovacion-academica"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"DNIA. (2023). Gestión de la Innovación Educativa. Guía comprensiva. Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024","fuente":"","dependencias":{"nombre":"DNIA","slug":"dnia"},"indicadores":{"id":22,"nombre":"INNOVACIÓN ACADÉMICA","slug":"innovacion-academica","descripcion":"El indicador temático Innovación Académica engloba la producción académica enfocada en la creación y aplicación de innovaciones en el ámbito educativo. Incluye investigaciones, análisis, reflexiones y experiencias sobre nuevas metodologías de enseñanza, tecnologías educativas, modelos pedagógicos innovadores y todo lo que contribuya al mejoramiento constante de los procesos de enseñanza y aprendizaje, adaptándose a las exigencias y dinámicas sociales actuales."}},{"id":36,"titulo":{"nombre":"Gobierno y gobernabilidad en las universidades públicas","slug":"gobierno-y-gobernabilidad-en-las-universidades-publicas"},"resumen":"“Summary\nLa mayoría de estudios sobre educación superior pública se centran en el grado de cumplimiento de sus funciones objetivas (formación, investigación, extensión, etc.) o en la naturaleza de sus relaciones con factores o agentes externos (Estado, economía, demandas sociales, internacionalización y otros). Sin embargo, son escasos los estudios de índole internacionalista, orientados a la comprensión de factores, dinámicas o agentes internos que generan \"culturas\" institucionales particulares que definen la dinámica o conservadurismo- de las instituciones que caracterizan su proceso de toma de decisiones y su capacidad de modernización y adaptación a los requerimientos de una sociedad y una economía continuamente cambiantes. / Contenido. Preliminares; Capítulo 1 - Visión general sobre gobierno y gobernabilidad en la educación superior; Capítulo 2 - Modalidades de gobierno; Capítulo 3 - Agenda de investigación; Capítulo 4 - El estudio: objetivos, metodología y conclusiones; Capítulo 5 - Un breve epílogo; Anexos.”","autores":[{"nombre":"Gómez Campo,Victor Manuel","slug":"gomez-campovictor-manuel"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez Campo, V. M. (2004). Gobierno y gobernabilidad en las universidades públicas. Bogotá: Universidad Nacional de Colombia -Sede Bogotá-. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/2988","fuente":"https://repositorio.unal.edu.co/handle/unal/2988","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":30,"nombre":"UNIVERSIDADES PÚBLICAS","slug":"universidades-publicas","descripcion":"El indicador temático Universidades Públicas, se enfoca en la recopilación de investigaciones y análisis que abordan aspectos específicos relacionados con las instituciones de educación superior de carácter público. Este indicador agrupa producciones académicas que exploran la misión, el impacto social, los retos y las oportunidades de las universidades públicas."},"subindicadores":{"id":89,"nombre":"GOBERNANZA","slug":"gobernanza","indicadorMadre":30}},{"id":269,"titulo":{"nombre":"Gubernamentalidad en la escuela: técnicas y capilaridades en el biopoder y la disciplina. Estudio de caso en un colegio de clase alta de la ciudad de Bogotá","slug":"gubernamentalidad-en-la-escuela-tecnicas-y-capilaridades-en-el-biopoder-y-la-disciplina-estudio-de-caso-en-un-colegio-de-clase-alta-de-la-ciudad-de-bogota"},"resumen":"“Resumen\nEsta investigación desarrollada como un estudio de caso, guarda una profunda relación con la producción del poder y del sujeto en un colegio de clase alta de Bogotá. El eje central es la “gubernamentalidad”, entendida como la conducción de las acciones entre los sujetos en los procesos formativos del espacio escolar; dentro de dos formas de poder: por una parte, la relacionada con la población llamada “biopoder”, a partir de la cual se indaga la relación entre la política educativa y el neoliberalismo, y por otra, la “disciplina” asociada al sujeto, en torno a la cual se explora su funcionamiento actual. Para ello, se realiza un análisis de las técnicas de producción de poder y de las sujeciones que emergen en el Sistema de Gestión de Calidad, en los espacios del aula y en una actividad extracurricular del colegio. La metodología es de carácter cualitativo y los instrumentos de producción y recolección de información, son el análisis documental, la entrevista y la observación. La investigación permite exponer: que el neoliberalismo es una fuerza de poder presente en la política educativa que genera sujeciones complejas hacia la competitividad tanto para estudiantes como para docentes y que la disciplina se ejerce de una manera heterogénea y menos represiva. Ambos hallazgos, resultan guardar una estrecha relación con el proceso de “elección escolar” mediante el cual las familias y los colegios procuran reproducir su clase social alta, planteando así, algunas reflexiones alrededor de la desigualdad social y educativa.”","autores":[{"nombre":"Reyes López, Diana Carolina","slug":"reyes-lopez-diana-carolina"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Reyes López, D. C. (2012). Tesis de Maestría: Gubernamentalidad en la escuela: técnicas y capilaridades en el biopoder y la disciplina. Estudio de caso en un colegio de clase alta de la ciudad de Bogotá. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/12126","fuente":"https://repositorio.unal.edu.co/handle/unal/12126\n","dependencias":{"nombre":"Maestría en Estudios Culturales","slug":"maestria-en-estudios-culturales"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":164,"titulo":{"nombre":"Hacia una experiencia profunda dentro de la Investigación Acción Participativa.","slug":"hacia-una-experiencia-profunda-dentro-de-la-investigacion-accion-participativa"},"resumen":"“Resumen\nCon base en el planteamiento fenomenológico de Larrosa sobre el valor de la experiencia como fuente de conocimiento, y a partir de las ideas de Antonio Gramsci, Paulo Freire y Orlando Fals Borda, se presenta una propuesta sistematizada que pretende contribuir al trabajo de quienes desean emprender procesos de Investigación Acción Participativa (iap). En este sentido, quienes aspiren realizar investigaciones con la iap deberían asumir las implicaciones de una ciencia socialmente comprometida, así como acceder a un referente más acerca de la importancia que tiene la experiencia como un medio para el autoconocimiento y la transformación, tanto personal como colectiva. Esas transformaciones parten del reconocimiento de quienes hacen investigación como sujetos vulnerables, sensibles y abiertos. Así mismo, están cimentadas en el establecimiento de relaciones afectivas en las que lo vivencial sustenta el compromiso de la iap como opción sociológica. Se propone la toma de conciencia sobre la manera en que la posición de los investigadores está influida por los paradigmas de la racionalidad instrumental misma que, desde la cuantificación, pretende establecer la validez de los conocimientos. Frente a esto, se abre la opción de otra racionalidad, una de carácter relacional que plantea el buen vivir y que nos invita a comprender la existencia desde la experiencia histórico colectiva. La aspiración es cultivar una actitud de apertura y atención afectiva y espiritual con respecto a los acontecimientos, y establecer relaciones de reciprocidad. Para desarrollar esta última actitud, conviene asumir posiciones de co-creación, mediación, servicio, confraternización y reconciliación, que se deben trabajar constantemente dentro de diferentes espacios cotidianos, sagrados e íntimos, para generar relaciones de mayor confianza, apertura y disposición de parte de los colectivos. La finalidad debe ser rebasar la mera búsqueda de obtener datos o el cumplimiento de indicadores, al contrario, se trata de experimentar el ámbito emotivo e incluso espiritual de nuestro quehacer, dadas las resonancias producidas durante la convivencia.”","autores":[{"nombre":"Urdapilleta Carrasco, Jorge","slug":"urdapilleta-carrasco-jorge"},{"nombre":"Limón Aguirre, Fernando","slug":"limon-aguirre-fernando"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Urdapilleta Carrasco, J., & Limón Aguirre, F. (2018). Hacia una experiencia profunda dentro de la Investigación Acción Participativa. Revista Colombiana de Sociología, 41(1), 111-131. Recuperado el 02 de noviembre de 2023, de https://revistas.unal.edu.co/index.php/recs/article/view/66559/pdf","fuente":"https://revistas.unal.edu.co/index.php/recs/article/view/66559/pdf","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}},{"id":163,"titulo":{"nombre":"Hacia una sociología de la educación propia. Reconstrucción reflexiva a partir de la obra de Orlando Fals Borda","slug":"hacia-una-sociologia-de-la-educacion-propia-reconstruccion-reflexiva-a-partir-de-la-obra-de-orlando-fals-borda"},"resumen":"“Resumen \nEl presente artículo propone reconstruir la obra de Orlando Fals Borda desde una perspectiva enfocada en sus aportes a la sociología de la educación. Se presentan algunos elementos específicos de lo que se podría denominar una sociología de la educación falsbordiana, en estrecha relación con la Investigación Acción Participativa (iap), pero que no se agota ni se limita en ella. Se retoman algunos elementos centrales de su postura en torno a una educación propia, bastante cercana a las aproximaciones desde la educación popular, así como con la idea de una política del conocimiento, caracterizada por la construcción y la consolidación de una ciencia propia, con base en procesos de endogénesis contextual.\nSe sugiere un énfasis en sus aportes para consolidar no solo la sociología como disciplina en el país, sino una sociología de la educación con impacto nacional, regional e internacional, caracterizada por una apuesta clara y concreta desde el punto de vista epistemológico, conceptual y metodológico. Así mismo, se destacan algunos aspectos poco conocidos en nuestro medio sobre la apropiación de la obra de Fals Borda en el contexto internacional, en especial en el medio anglosajón de corte crítico y alternativo, en torno a la sociología de la liberación.”","autores":[{"nombre":"Quintero Ramírez, Oscar Alejandro","slug":"quintero-ramirez-oscar-alejandro"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Quintero Ramírez, O. A. (2019). Hacia una sociología de la educación propia. Reconstrucción reflexiva a partir de la obra de Orlando Fals Borda. Revista Colombiana de Sociología, 42(2), 135-61. doi: https://doi.org/10.15446/rcs.v42n2.78315\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/78315","fuente":"https://doi.org/10.15446/rcs.v42n2.78315\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/78315","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":35,"nombre":"PROPIA","slug":"propia","indicadorMadre":11}},{"id":251,"titulo":{"nombre":"Hoja de ruta para la accesibilidad física en la Universidad Nacional de Colombia.","slug":"hoja-de-ruta-para-la-accesibilidad-fisica-en-la-universidad-nacional-de-colombia"},"resumen":"El documento presenta la Hoja de Ruta para la inclusión educativa de personas con discapacidad en la Universidad Nacional de Colombia, enmarcada en el Acuerdo 036 de 2012 del Consejo Superior Universitario. Esta iniciativa del Observatorio de Inclusión Educativa para Personas con Discapacidad busca eliminar barreras y hacer los entornos físicos accesibles e inclusivos. Se priorizó la accesibilidad física basándose en el Acuerdo 036, resultados de diagnósticos previos y proyecciones del Plan Global de Desarrollo. La Hoja de Ruta se estructura en cinco apartados: contexto institucional, marco conceptual, beneficios de la accesibilidad, marco legal y la propia Hoja de Ruta. También incluye \"rutas específicas\" para sedes con estudiantes discapacitados. El documento pretende ser una herramienta para la transformación institucional hacia la inclusión y diversidad. Este documento contiene los siguientes anexos: \nHoja de ruta Accesibilidad física UNAL\nAnexo 1 — Documento de apoyo a la hoja de ruta\nAnexo 2 — ABC de la Hoja de Ruta de Accesibilidad Física UNAL\nAnexo 3 — Tomo II: Hoja de Ruta de Accesibilidad Física Sede Bogotá\nAnexo 4 — Tomo III: Hoja de Ruta de Accesibilidad Física Sede Medellín\nAnexo 5 — Tomo IV: Hoja de Ruta de Accesibilidad Física Sede Manizales\nAnexo 5 — Tomo V: Hoja de Ruta de Accesibilidad Física Sede Palmira\n\nTodos disponibles en https://bienestar.unal.edu.co/index.php?id=33","autores":[{"nombre":"Díaz Paola","slug":"diaz-paola"},{"nombre":"Solá, María Teresa","slug":"sola-maria-teresa"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Díaz, P., & Solá, M. T. (2021). Hoja de ruta para la accesibilidad física en la Universidad Nacional de Colombia. Recuperado el 20 de 05 de 2024, de https://drive.google.com/file/d/1cfRsD8gZ6Btj8WmZoLgAjavy8OJq0vQG/view?usp=drive_web","fuente":"https://drive.google.com/file/d/1cfRsD8gZ6Btj8WmZoLgAjavy8OJq0vQG/view?usp=drive_web","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":126,"titulo":{"nombre":"Hoja de ruta para la educación en América Latina y el Caribe","slug":"hoja-de-ruta-para-la-educacion-en-america-latina-y-el-caribe"},"resumen":"“Las universidades públicas de América Latina y el Caribe tenemos la tarea de contribuir a la construcción de naciones más prósperas, justas, inclusivas, equitativas, solidarias, sostenibles y en paz. En épocas de crisis, como las que hemos vivido recientemente, se hace más visible la necesidad del liderazgo colectivo de las universidades en la formación integral y en el trabajo con las comunidades y con distintos actores sociales, así como en la solución de problemas como el calentamiento global y la desigualdad social. No podemos continuar siendo el continente más desigual del mundo. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (16 de julio de 2022). Hoja de ruta para la educación en América Latina y el Caribe. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1362&cHash=3f7a6fa02d74e3ca138bb5ab7bb14abd","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1362&cHash=3f7a6fa02d74e3ca138bb5ab7bb14abd","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":81,"nombre":"EDUCACIÓN EN AMÉRICA LATINA Y EL CARIBE","slug":"educacion-en-america-latina-y-el-caribe","indicadorMadre":28}},{"id":155,"titulo":{"nombre":"Impacto del nuevo estatuto de profesionalización en la función docente en Colombia. Análisis de los dos estatutos vigentes: Decreto 2277 de 1979 y Decreto 1278 del 2002","slug":"impacto-del-nuevo-estatuto-de-profesionalizacion-en-la-funcion-docente-en-colombia-analisis-de-los-dos-estatutos-vigentes-decreto-2277-de-1979-y-decreto-1278-del-2002"},"resumen":"“Descripción: La profesión docente del nivel de la educación básica y media, en Colombia, está reglamentada por dos decretos: el Decreto 2277 de 1979 y el Decreto 1278 del 2002; estos funcionan simultáneamente y regulan las relaciones del Estado con los educadores a su servicio, determinan los parámetros para la profesionalización de su labor, definen el ejercicio de sus funciones, así como los mecanismos de inserción, permanencia y promoción en la carrera docente. Teniendo en cuenta dicho funcionamiento, en este texto se realiza un ejercicio comparativo de las dos normativas, el cual permite hallar similitudes y diferencias. Igualmente, se indaga por el efecto y por la visión de las normas sobre el ejercicio docente, mediante un estudio de caso. La información empírica resultante, junto con las diferencias, se analizaron desde una perspectiva sociológica, con la pretensión de mostrar el impacto que pueden tener las políticas públicas en educación sobre la labor de los docentes. Finalmente, el artículo se constituye en una invitación a la investigación y al conocimiento de la situación laboral actual de los docentes en Colombia, con el fin de reflexionar sobre lo que debe hacerse para llegar a una transformación educativa en la nación colombiana.”","autores":[{"nombre":"Cifuentes Cubillos, Carolina","slug":"cifuentes-cubillos-carolina"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cifuentes Cubillos, C. (2014). Impacto del nuevo estatuto de profesionalización en la función docente en Colombia. Análisis de los dos estatutos vigentes: Decreto 2277 de 1979 y Decreto 1278 del 2002. Revista Colombiana de Sociología, 37(2), 213-250. Recuperado el 30 de octubre de 2023, de https://revistas.unal.edu.co/index.php/recs/article/view/51705","fuente":"https://revistas.unal.edu.co/index.php/recs/article/view/51705\n","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":80,"titulo":{"nombre":"Imposición y deber ser. Reflexiones sobre algunos aspectos constitutivos de mi disciplina","slug":"imposicion-y-deber-ser-reflexiones-sobre-algunos-aspectos-constitutivos-de-mi-disciplina"},"resumen":"“Summary\nEl presente texto está compuesto, en primera medida, por la recolección de ciertas experiencias personales que surgen luego de haber sido estudiante por muchos años del Conservatorio de MÚSICA de la Universidad Nacional, que dan cuenta de la predominancia del “deber ser” en el paradigma pedagógico de dicha institución (hipótesis que se trabajará a lo largo del trabajo), “deber ser” que implica la imposición de algo ajeno que no se relaciona con la experiencia de quien aprende. En segundo lugar, se procurará enriquecer la historia sobre la fundación del Conservatorio y en especial en lo relacionado con Guillermo Uribe Holguín su fundador, por dos razones, la primera, para rastrear la historia del mencionado “deber ser” y darle así un fundamento más amplio a esta hipótesis que lo personalmente experienciado, y la segunda, para comprender mejor lo que me constituye como el profesor y músico que soy. Por último, se presentará una propuesta pedagógica producto de la presente reflexión la cual corresponderá entonces a una alternativa a la imposición del “deber ser”, que procure la experiencia como base del acto pedagógico y artístico. Quiero añadir, además, que todo el trabajo aquí expuesto fue pensado en varios momentos al cursar la maestría en “Educación Artística” y por tanto no es un trabajo que surja ajeno a los procesos que se llevaron a cabo allí.”","autores":[{"nombre":"Ramírez Benítez, Alexander","slug":"ramirez-benitez-alexander"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ramírez Benítez, A. (2018). Tesis de Maestría: Imposición y deber ser. Reflexiones sobre algunos aspectos constitutivos de mi disciplina. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69097","fuente":"https://repositorio.unal.edu.co/handle/unal/69097","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":76,"nombre":"MUSICAL","slug":"musical","indicadorMadre":25}},{"id":248,"titulo":{"nombre":"Inclusiómetro","slug":"inclusiometro"},"resumen":"Instrumento de investigación. Es un cuestionario de una hoja diseñado para identificar que tan inclusiva es una persona.","autores":[{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}],"años":{"año":null},"tipos":{"nombre":"Cuestionario","slug":"cuestionario"},"referencia":"Observatorio de Inclusión Educativa para Personas con Discapacidad. (s.f.). Inclusiometro. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Inclusiometro_2022_OIED.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Inclusiometro_2022_OIED.pdf ","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":142,"titulo":{"nombre":"Innovación en procesos pedagógicos de enseñanza aprendizaje del componente tecnológico en proyectos arquitectónicos.","slug":"innovacion-en-procesos-pedagogicos-de-ensenanza-aprendizaje-del-componente-tecnologico-en-proyectos-arquitectonicos"},"resumen":"“Summary\nEs innegable el impacto que los medios informáticos han tenido en el campo de la arquitectura, sobre todo en la visualización de proyectos. Pero más allá de participar en una representación bidimensional como resultado de un proceso de diseño, ¿podrán estos medios informáticos ayudar al arquitecto y/o al estudiante de arquitectura, en el desarrollo de métodos de aprendizaje que le faciliten la comprensión y apropiación de conocimiento fundamental para su formación? Y en el caso del docente, ¿estas herramientas le permitirían o le facilitarían metodologías pedagógicas en las cuales le sea más fácil interactuar con el estudiante, de una forma más clara e integral, ayudándole a construir conocimiento conjunto? Los diferentes medios digitales disponibles, de acuerdo a sus características y a sus potencialidades dentro de cada área del conocimiento, podrían llegar a proveer un ambiente con ciertas propiedades a explotar. En nuestro caso específico (arquitectura) estos medios, aplicados al aula y al proceso pedagógico, podrían llegar a facilitar procesos de integración de variables, simulaciones, verificaciones en cuanto a comportamientos esperados, facilitación de procesos de aprendizaje, etc. Se busca evaluar de manera experimental, que pertinencia tendrían estos medios dentro de un curso, cuáles serían sus potencialidades y que posibles metodologías se podrían plantear para su implementación.”","autores":[{"nombre":"Cortes Páez, Eliana Catalina","slug":"cortes-paez-eliana-catalina"},{"nombre":"López, Francisco","slug":"lopez-francisco"},{"nombre":"Velandia, Diego","slug":"velandia-diego"},{"nombre":"Cubillos, Sonia","slug":"cubillos-sonia"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cortes, E. C., López, F., Cubillos, S., & Velandia, D. (2008). Innovación en procesos pedagógicos de enseñanza aprendizaje del componente tecnológico en proyectos arquitectónicos. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/28119","fuente":"https://repositorio.unal.edu.co/handle/unal/28119 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"subindicadores":{"id":74,"nombre":"INNOVACIÓN PEDAGÓGICA","slug":"innovacion-pedagogica","indicadorMadre":25}},{"id":141,"titulo":{"nombre":"Integración de las tic en el decanato de ingeniería civil como elemento de inclusión social al sistema formativo universitario.","slug":"integracion-de-las-tic-en-el-decanato-de-ingenieria-civil-como-elemento-de-inclusion-social-al-sistema-formativo-universitario"},"resumen":"“Summary\nUna de las funciones de la Universidad, es la de aportar soluciones a los problemas de la comunidad, como, por ejemplo, satisfacer la demanda de inclusión al sistema de educación superior. Para ello, se debe promover nuevas alternativas educativas implementando modalidades de estudio, como las no presenciales, que permitan ingresar una mayor cantidad de población manteniendo a la vez la calidad académica. En el presente artículo se expone el proceso de gestión del proyecto dirigido a integrar las TIC en el Decanato de Ingeniería Civil de la Universidad Centroccidental Lisandro Alvarado, con la finalidad de insertar a la carrera y a la comunidad universitaria al mundo de la virtualidad, favoreciendo el acceso a una mayor matrícula estudiantil. El proyecto se enfocó en aspectos claves como: sensibilizar a la colectividad educativa con respecto al uso de las TIC como herramientas de aprendizaje, brindar apoyo a los profesores a fin de adecuar las asignaturas de la carrera bajo las modalidades e-learning y b-learning, capacitar a los docentes en la adquisición de competencias y habilidades para gestionar cursos en entornos virtuales de aprendizaje. Estos aspectos se fundamentan en el hecho de que, al emplear las TIC en los procesos formativos se requiere, entre otras cosas, de estrategias de enseñanza y de aprendizaje, así como de mediadores pedagógicos, ajustados a los entornos virtuales. Señalamientos que exigen, tanto tutores con capacidad de adaptar los currículos tradicionales a las posibilidades educativas de las nuevas tecnologías, como estudiantes autónomos, con capacidad de trabajo cooperativo y colaborativo. El resultado durante la gestión del proyecto, se ha plasmado en la creación de una unidad de tecnología educativa, apertura de cursos para la capacitación docente, cursos editados en la plataforma de gestión de contenidos Moodle y producción de materiales didácticos de autoinstrucción bajo diversos formatos. Palabras claves Gestión de proyectos educativos virtuales, gestión de e-learning”","autores":[{"nombre":"Casadei Carniel, Luisa","slug":"casadei-carniel-luisa"},{"nombre":"Cuicas Avila, Marisol","slug":"cuicas-avila-marisol"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Casadei Carniel, L., & Cuicas Avila, M. (2009). Integración de las tic en el decanato de ingeniería civil como elemento de inclusión social al sistema formativo universitario. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48514","fuente":"ttps://repositorio.unal.edu.co/handle/unal/48514 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":238,"titulo":{"nombre":"Intelligence assessment and their impact in the formulation of educational policies in Colombia.","slug":"intelligence-assessment-and-their-impact-in-the-formulation-of-educational-policies-in-colombia"},"resumen":"“It is analyzed the impact that presents the intelligence assessment by objective tests, in the formulation of educational public policies, especially in the frame of the identification of children with educational special needs. Method: it is carried out an analysis of public policies from the conceptual frame proposed by Shonkoff (2000), by means of documental analysis and interviews. Conclusions: In Colombia the educational policies assume as referent a unidimensional intelligence theory, proposing their evaluation through standardized instruments as the scales Weschler, with the purpose of assuring the justness and equality, standing out incongruities between the psychological knowledge and their appropriation for the political actors.”","autores":[{"nombre":"Arias, Erika Margarita","slug":"arias-erika-margarita"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Arias, E. (2008). Intelligence assessment and their impact in the formulation of educational policies in Colombia. In the XXIX International Congress of Psychology, 20 to 25 July, Berlin Germany. Recuperado el 18 de octubre de 2023, de\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones\n\n Alojado en: https://www.researchgate.net/publication/275950415_Intelligence_Assessments_and_their_impact_in_the_formulation_of_educational_policies_in_Colombia","fuente":"https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones\n\n Alojado en: https://www.researchgate.net/publication/275950415_Intelligence_Assessments_and_their_impact_in_the_formulation_of_educational_policies_in_Colombia ","dependencias":{"nombre":"Congreso XXIX International Congress of Psychology, Berlin Germany","slug":"congreso-xxix-international-congress-of-psychology-berlin-germany"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":106,"titulo":{"nombre":"Interdisciplinariedad y currículo. Construcción de proyectos escuela - universidad.","slug":"interdisciplinariedad-y-curriculo-construccion-de-proyectos-escuela-universidad"},"resumen":"El libro aborda la importancia de la interdisciplinariedad y el currículo en la educación, específicamente en la construcción de proyectos entre escuelas y universidades. También explora temas como la educación ambiental y la formación ciudadana, presentando experiencias prácticas en colegios de Bogotá. Se identifican limitaciones como la falta de colaboración entre profesores y la falta de conexión entre los saberes escolares y los problemas del entorno. Se propone el desarrollo de Proyectos Interdisciplinarios de Carácter Curricular (PIC) como una forma de fortalecer la educación. También se mencionan políticas e iniciativas internacionales para fomentar la interdisciplinariedad en la educación. Se destaca la importancia de la interdisciplinariedad en la producción de conocimiento y se mencionan diferentes enfoques pedagógicos relacionados con el currículo interdisciplinario. También se habla sobre la falta de producción académica en interdisciplinariedad y currículo en países como Colombia y se presentan propuestas para promover una educación ambiental integral y una formación ciudadana activa. Se mencionan proyectos educativos en ciudades como Barcelona y Buenos Aires que incorporan la educación urbana y la participación ciudadana en el currículo escolar. Por último, se aborda la relación entre los museos y las escuelas, destacando la importancia de la planificación y reflexión previa a las visitas y la participación de especialistas en educación de los museos en el diseño de las exposiciones.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Miñana Blasco, C. (2002). Interdisciplinariedad y currículo. Construcción de proyectos escuela - universidad. Memorias del V Seminario internacional, Bogotá, junio 19-23 de 2000. (C. M. Blasco, Ed.) Bogotá: Universidad Nacional de Colombia. Programa RED. Recuperado el 14 de febrero de 2024, de https://www.academia.edu/85619048/Interdisciplinariedad_y_curr%C3%ADculo_Construcci%C3%B3n_de_proyectos_escuela_universidad_Memorias_del_V_Seminario_internacional_Bogot%C3%A1_junio_19_23_de_2000&nav_from=1ef6b6af-7721-4cfc-b65f-968322411ca9&rw_pos=0","fuente":"https://www.academia.edu/85619048/Interdisciplinariedad_y_curr%C3%ADculo_Construcci%C3%B3n_de_proyectos_escuela_universidad_Memorias_del_V_Seminario_internacional_Bogot%C3%A1_junio_19_23_de_2000&nav_from=1ef6b6af-7721-4cfc-b65f-968322411ca9&rw_pos=0","dependencias":{"nombre":"Programa RED","slug":"programa-red"},"indicadores":{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","descripcion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes."}},{"id":107,"titulo":{"nombre":"Interdisciplinariedad y currículo. Un Estado del Arte","slug":"interdisciplinariedad-y-curriculo-un-estado-del-arte"},"resumen":"En resumen, el texto aborda la interdisciplinariedad en el currículo educativo, mencionando diferentes enfoques y tipos de interdisciplinariedad. También destaca las diferencias entre disciplinas académicas y disciplinas escolares, y menciona propuestas para implementar la interdisciplinariedad en la educación. Además, se menciona la falta de producción académica sobre interdisciplinariedad y currículo en Colombia, y se destacan algunas propuestas en Brasil, España y Canadá. El autor resalta la importancia de preservar disciplinas en las reformas curriculares, pero también la necesidad de integrar saberes interdisciplinarios. Se habla de la influencia extranjera en la producción cultural y la importancia de promover una apropiación crítica de estas ideas. Además, se plantea la necesidad de que la teoría se integre con la práctica en los estudios de currículo y que los especialistas participen en la toma de decisiones curriculares. Se argumenta que la reforma curricular implica un cambio en la práctica educativa y presenta el desafío de la relación entre teoría y práctica. Para lograrlo, es fundamental promover un diálogo entre diferentes grupos y extenderlo más allá de las escuelas y sistemas educativos.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Miñana Blasco, C. ((2002).). Interdisciplinariedad y currículo. Un Estado del Arte. En C. Miñana Blasco, & C. Miñana Blasco (Ed.), Interdisciplinariedad y currículo. Construcción de proyectos escuela - universidad. Memorias del V Seminario internacional, Bogotá, junio 19-23 de 2000. (págs. 1-48). Bogotá: Universidad Nacional de Colombia. Programa RED. Recuperado el 14 de febrero de 2024, de https://www.academia.edu/85626150/Interdisciplinariedad_y_curr%C3%ADculo_Un_estado_del_arte","fuente":"https://www.academia.edu/85626150/Interdisciplinariedad_y_curr%C3%ADculo_Un_estado_del_arte ","dependencias":{"nombre":"Programa RED","slug":"programa-red"},"indicadores":{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","descripcion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes."}},{"id":227,"titulo":{"nombre":"Interdisciplinarity and research on local issues in schools: Policies and experiences from Colombia","slug":"interdisciplinarity-and-research-on-local-issues-in-schools-policies-and-experiences-from-colombia"},"resumen":"“Abstract \nThis article examines education policy on curricular integration and interdisciplinary practices in primary and secondary education (K-11) in Colombia. It presents an overview of institutional and teachers’ discourses and practices concerning this subject, based on empirical work that was done in Bogotá. Finally, it presents a cooperative research project undertaken by 16 schools and a university that aimed to transform the curriculum with interdisciplinary projects focused on local issues. The conclusion reached is that, despite the complexity inherent in these kinds of projects, it is possible to mobilize people and use knowledge to transform the school, giving it new meaning and enriching its ties to its surroundings and the world.”","autores":[{"nombre":"Rodríguez, José Gregorio","slug":"rodriguez-jose-gregorio"},{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rodríguez, J. G., Blasco, C. M., Lenoir, Y., & Klein, J. T. (2010). Interdisciplinarity and research on local issues in schools: Policies and experiences from Colombia. Issues in Interdisciplinary Studies (28), 109-137. Recuperado el 20 de febrero de 2024, de https://files.eric.ed.gov/fulltext/EJ1101098.pdf","fuente":"https://files.eric.ed.gov/fulltext/EJ1101098.pdf ","dependencias":{"nombre":"Revista. Issues in Interdisciplinary Studies. Texas","slug":"revista-issues-in-interdisciplinary-studies-texas"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":285,"titulo":{"nombre":"Internacionalización de la educación superior en Colombia","slug":"internacionalizacion-de-la-educacion-superior-en-colombia"},"resumen":"\"Resumen\nInternacionalización de la Educación Superior en Colombia El objetivo de esta tesis es analizar el proceso de internacionalización de la educación superior en Colombia, comprendiendo los procesos institucionales de las entidades implicadas en la materia, y evidenciar la existencia de una relación entre la normatividad-regulación de la internacionalización y los planes de las instituciones de educación superior. El estudio aborda el proceso de internacionalización en el sistema educativo colombiano en contexto con el panorama internacional. El trabajo de investigación presenta en un primer momento una descripción del sistema de educación superior de Colombia, incluyendo las principales instituciones ligadas con la internacionalización en el país, y el más importante referente internacional en el tema. En un segundo bloque temático, el estudio abarca un análisis de las tendencias internacionales en la materia y se estudia el cómo las entidades vinculadas al proceso han adoptado y adaptado a través de la normatividad, la regulación, las estrategias, entre otras formas, la denominada internacionalización. Para finalizar, se demuestra la influencia de los desarrollos legales y de política pública sobre el proceso de internacionalización en el caso de referencia de Chile y se consolidan aportes que contribuyen al fortalecimiento real de la internacionalización de la educación superior colombiana, a través de directrices claras, explicitas y con carácter nacional. (texto tomado de la fuente)\"","autores":[{"nombre":"Mejía Ardila, Omar Camilo","slug":"mejia-ardila-omar-camilo"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Mejía Ardila, O. C. (2015). Tesis de Maestría: Internacionalización de la educación superior en Colombia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/55307","fuente":"https://repositorio.unal.edu.co/handle/unal/55307","dependencias":{"nombre":"Maestría en Derecho","slug":"maestria-en-derecho"},"indicadores":{"id":23,"nombre":"INTERNACIONALIZACIÓN DE LA EDUCACIÓN","slug":"internacionalizacion-de-la-educacion","descripcion":"Este indicador se centra en el estudio y análisis de la movilidad estudiantil y académica, la colaboración interinstitucional a nivel global, la adopción de estándares y prácticas internacionales en la educación, así como el impacto de la globalización en los sistemas educativos. También incluye aspectos como el desarrollo de programas educativos internacionales, la internacionalización del currículo y la formación de ciudadanos globales."}},{"id":167,"titulo":{"nombre":"Internacionalización de la educación superior y educación superior internacional: elementos para un análisis sociológico general","slug":"internacionalizacion-de-la-educacion-superior-y-educacion-superior-internacional-elementos-para-un-analisis-sociologico-general"},"resumen":"“Summary\nLa internacionalización de la educación constituye un tema de muy reciente análisis y discusión, el cual ha sido un tema trabajado hasta el momento principalmente por funcionarios que tratan cotidianamente con el tema, algunos organismos multilaterales, interinstitucionales, redes y asociaciones internacionales de universidades e institutos de investigación que se agrupan en torno al diseño y asesoría de planes institucionales educativos. Así mismo por economistas, en tanto la internacionalización de la educación es un tema que por defecto está implícito en los análisis de los procesos de globalización comercial e integración económica regional. Sin embargo, es un tema complejo que permite identificar algunas problemáticas sociológicas que pueden tener un interés particular susceptible de ser investigado con detenimiento y profundidad. La internacionalización de la educación no es en verdad un fenómeno social nuevo, tal como los procesos de globalización no lo son tampoco. En efecto, las olas de imperialización en el mundo a través de la historia, en las cuales, los fenómenos de transferencia cultural jugaron un papel protagónico en la consolidación de los poderes políticos, han sido la manera más clara en las que las formas de educación han sido trasplantadas de una sociedad a otra, aunque en estos casos, no es del todo correcta la aplicación del término «internacionalización» por obvias razones de anacronismo. Palabras clave: internacionalización, educación, globalización, universidad.”","autores":[{"nombre":"Cañón Pinto, Javier Fernando","slug":"canon-pinto-javier-fernando"}],"años":{"año":2005,"valor":2005},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Pinto, J. F. (2005). Internacionalización de la educación superior y educación superior internacional: elementos para un análisis sociológico general. Revista Colombiana de Sociología (25), 105-125. Recuperado el 28 de octubre de 2023, de \nhttps://repositorio.unal.edu.co/handle/unal/25443","fuente":"https://repositorio.unal.edu.co/handle/unal/25443","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":23,"nombre":"INTERNACIONALIZACIÓN DE LA EDUCACIÓN","slug":"internacionalizacion-de-la-educacion","descripcion":"Este indicador se centra en el estudio y análisis de la movilidad estudiantil y académica, la colaboración interinstitucional a nivel global, la adopción de estándares y prácticas internacionales en la educación, así como el impacto de la globalización en los sistemas educativos. También incluye aspectos como el desarrollo de programas educativos internacionales, la internacionalización del currículo y la formación de ciudadanos globales."}},{"id":35,"titulo":{"nombre":"Investigación e innovación educativas: docentes","slug":"investigacion-e-innovacion-educativas-docentes"},"resumen":"“Reseña \nLigia Ochoa Sierra, editora\n\nLos docentes de distintos niveles educativos: básico, medio y superior, en cuanto actores esenciales de los procesos formativos, son el objeto de estudio del presente libro. Su rol como maestros, los cambios y continuidades de la figura del profesor en diferentes momentos históricos, las percepciones de los docentes sobre el tema del plagio y la relación entre nuevas tecnologías y experiencias innovadoras en aula, son algunos de los tópicos tratados que demuestran la cercana correspondencia entre investigación e innovación.”","autores":[{"nombre":"Ochoa Sierra, Ligia. Editora","slug":"ochoa-sierra-ligia-editora"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Ochoa Sierra, L. (2015). Investigación e innovación educativas: docentes. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-e-innovacion-educativas-docentes","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-e-innovacion-educativas-docentes","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."}},{"id":22,"titulo":{"nombre":"Investigación en el aula en L1 y L2. Estudios, experiencias y reflexiones","slug":"investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones"},"resumen":"“Reseña \nMelba Libia Cárdenas Beltrán, editora\n\nEste libro es una recopilación de trabajos de investigación sobre educación en lenguas, especialmente en las áreas de enseñanza y aprendizaje de lenguas extranjeras y de formación de docentes investigadores. Se trata de difundir estudios, experiencias y reflexiones sobre la autonomía, la lengua materna y las lenguas extranjeras, específicamente sobre su enseñanza y la investigación y la innovación en distintos contextos educativos, con alusión a los principios pedagógicos que los inspiraron.”","autores":[{"nombre":"Cárdenas Beltran, Melba Lidia","slug":"cardenas-beltran-melba-lidia"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Cárdenas Beltrán, M. L. (2009). Investigación en el aula en L1 y L2. Estudios, experiencias y reflexiones. (M. L. Cárdenas Beltrán, Ed.) Bogotá: Centro Editorial Facultad de Ciencias de Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":64,"nombre":"LENGUAS EXTRANJERAS","slug":"lenguas-extranjeras","indicadorMadre":16}},{"id":50,"titulo":{"nombre":"La arquitectura, el espacio y el tiempo en la acción educativa","slug":"la-arquitectura-el-espacio-y-el-tiempo-en-la-accion-educativa"},"resumen":"“La arquitectura, o el diseño que han definido las bases del sistema educativo tradicional, el cual hasta la actualidad sigue dirigiendo el quehacer pedagógico, y que se ha preocupado casi que por centrar sus dinámicas en el docente y no en el estudiante, ha sido un diseño heredado de la revolución industrial, en el cual la educación se ha entendido como un proceso de formación y transformación de los individuos para el trabajo. Estas características que centran al individuo en el modelo de fábrica han estado acompañadas de esa arquitectura bajo la que se ha construido el sistema de educación que se mueve por el beneficio de utilidad, en donde cada persona vista desde ese modelo debe necesariamente “servir para algo”. Es evidente que se establece a través de la arquitectura tradicional de la educación una relación jerárquica y de poder sobre el estudiante o el individuo a “formar”.”","autores":[{"nombre":"Quintero Gonzales, Juan Sebastian","slug":"quintero-gonzales-juan-sebastian"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Quintero Gonzales J.S. (2021) La arquitectura, el espacio y el tiempo en la acción educativa. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (49) 9-10. Obtenido de https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","fuente":"https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021 ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":18,"nombre":"ARQUITECTURA","slug":"arquitectura","indicadorMadre":11}},{"id":195,"titulo":{"nombre":"La autonomía y la capacidad para ejercerla en el aprendizaje de lenguas: el caso de estudiantes en formación docente de lenguas","slug":"la-autonomia-y-la-capacidad-para-ejercerla-en-el-aprendizaje-de-lenguas-el-caso-de-estudiantes-en-formacion-docente-de-lenguas"},"resumen":"“Resumen \nLa autonomía del estudiante para aprender está relacionada con su motivación, sentimientos de auto-eficacia y competencia y las relaciones positivas que tenga con otros participantes en el proceso de aprendizaje. Este artículo describe un proyecto de investigación con una metodología mixta, que explora aspectos de la motivación del estudiante, los sentimientos de competencia y las relaciones personales en su contexto de aprendizaje de un idioma. Una muestra de 88 estudiantes que participan en un programa de formación de profesores de inglés en una universidad pública mexicana respondió un cuestionario que contiene preguntas cerradas y abiertas, lo que permite un análisis de datos cuantitativos y cualitativos. Se encontró que, según los datos cuantitativos, los estudiantes participantes mostraron buenos niveles de auto-eficacia, motivación y sentimientos de competencia para cumplir con el trabajo del programa de estudios. La parte cualitativa del estudio informa de las contribuciones abiertas de los participantes y las relaciona con sus perfiles individuales reveladas en las respuestas de las preguntas cerradas del cuestionario. Si bien el instrumento cuantitativo está parcialmente justificado por los datos cualitativos, se muestra que el instrumento cuantitativo no es capaz de detectar diferencias individuales importantes entre los participantes. Los datos individuales recopilados también sugieren que el entorno de aprendizaje creado por los profesores y los estudiantes está estrechamente relacionado con los sentimientos de competencia de aprendizaje en algunos participantes.”","autores":[{"nombre":"Llaven-Nucamendi, María Elena","slug":"llaven-nucamendi-maria-elena"},{"nombre":"Chuc-Piña, Ismael Ignacio","slug":"chuc-pina-ismael-ignacio"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Llaven-Nucamendi, M. E., & Chuc-Piña, I. I. (2019). La autonomía y la capacidad para ejercerla en el aprendizaje de lenguas: el caso de estudiantes en formación docente de lenguas. Revista Matices en Lenguas Extranjera (12), 62-88. doi: https://doi.org/10.15446/male.n12.69833","fuente":"https://doi.org/10.15446/male.n12.69833","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":15,"nombre":"FORMACIÓN","slug":"formacion","indicadorMadre":10}},{"id":260,"titulo":{"nombre":"La Contra \"Revolución Educativa\"","slug":"la-contra-revolucion-educativa"},"resumen":"“Resumen\nEste libro da continuidad a una línea de trabajo de examen de la política educativa neoliberal en Colombia, que inicié hace casi ya un lustro. Producto de ella, se han publicado múltiples artículos y, en abril de 2002, el libro \"Viejos y nuevos caminos hacia la privatización de la educación pública. Política educativa y neoliberalismo\". Para consolidar esta línea de trabajo, además del esfuerzo y la disciplina que demanda la producción intelectual, ha sido fundamental el estrecho vínculo que he mantenido con el movimiento social y popular, en especial con sectores importantes del magisterio. Ello ha permitido compartir y someter mis tesis a escrutinio en diferentes escenarios, con académicos, maestros, estudiantes, padres de familia, dirigentes sociales y políticos. También, seguir de cerca los nuevos desarrollos de la política educativa, con el doble propósito de ahondar en el conocimiento de las nuevas configuraciones que asume tal política y de contribuir a la concepción de una noción de resistencia activa y de construcción de alternativas en este campo esencial de la vida social y cultural. El proyecto político de Álvaro Uribe Vélez, la edificación de un \"Estado comunitario\", cuyo fundamento sería la \"seguridad democrática\", ha sido presentado a la población como un proyecto que también propendería por la equidad social. La \"revolución educativa\" se concibe precisamente como uno de los \"elementos principales\" para construir tal equidad; sus políticas y proyectos son promocionados”","autores":[{"nombre":"Estrada Álvarez, Jairo","slug":"estrada-alvarez-jairo"}],"años":{"año":2003,"valor":2003},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jairo, E. Á. (2003). La Contra \"Revolución Educativa\". Universidad Nacional de Colombia. Recuperado el 21 de 05 de 2024, de https://www.researchgate.net/publication/335879881_Presentacion_a_La_Contra_Revolucion_Educativa","fuente":"https://www.researchgate.net/publication/335879881_Presentacion_a_La_Contra_Revolucion_Educativa\n","dependencias":{"nombre":"Estudios en Política Educativa","slug":"estudios-en-politica-educativa"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":131,"titulo":{"nombre":"La defensa de la universidad pública es una tarea de largo plazo.","slug":"la-defensa-de-la-universidad-publica-es-una-tarea-de-largo-plazo"},"resumen":"“La educación pública es la vía más poderosa que tiene un país para hacer buen uso de las capacidades de sus gentes y sus recursos naturales. El pregrado, la maestría y el doctorado los cursé en las mejores instituciones públicas de Colombia, México y Alemania, respectivamente. Cada universidad, con sus particularidades, me ofreció una visión amplia del mundo y me hizo entender la necesidad de trabajar con la academia, el Estado, las comunidades y los empresarios para construir un país mejor. Por ello, nunca he vacilado un instante en manifestar mi apoyo a los miles de estudiantes que en todo el país marchan a favor de mayores recursos para la educación superior. Desde la Rectoría, y en el marco del Sistema Universitario Estatal (SUE), propusimos la formulación e implementación de una política de Estado que permita fortalecer la educación pública de calidad, orientada a crear equidad y avance social desde la educación y el conocimiento como derechos de todos los ciudadanos. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (24 de noviembre de 2018). La defensa de la universidad pública es una tarea de largo plazo. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=527&cHash=22452b8f233fa053ea143c8ff02096c4","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=527&cHash=22452b8f233fa053ea143c8ff02096c4 ","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":30,"nombre":"UNIVERSIDADES PÚBLICAS","slug":"universidades-publicas","descripcion":"El indicador temático Universidades Públicas, se enfoca en la recopilación de investigaciones y análisis que abordan aspectos específicos relacionados con las instituciones de educación superior de carácter público. Este indicador agrupa producciones académicas que exploran la misión, el impacto social, los retos y las oportunidades de las universidades públicas."}},{"id":297,"titulo":{"nombre":"La Democracia en la escuela vista desde la Acción de tutela","slug":"la-democracia-en-la-escuela-vista-desde-la-accion-de-tutela"},"resumen":"\"Resumen\nLa Constitución Política de Colombia de 1991 introdujo elementos novedosos para la concepción de democracia en el país, uno de ellos fue precisamente la Acción de tutela cuyo objetivo fue la protección inmediata de los Derechos Fundamentales, tales como el Derecho a la Educación. Así, la Tutela en este escenario ha jugado un rol importante, no solo para la garantía y protección de los derechos de la Comunidad Educativa, sino también en la determinación del tipo de democracia que se vive en ella, generando con ello transformaciones y relaciones de poder. Estos elementos se hacen visibles a partir de la jurisprudencia de la Corte Constitucional por medio de sus fallos de Tutela, en las que se abordan temáticas como discapacidad, intimidad, discriminación, población desplazada, inclusión, igualdad, infraestructura, acceso, etc. y cuyo análisis permite dar respuesta al tipo de democracia que se promueve en la escuela.\"","autores":[{"nombre":"Morales Martínez, Fredy Alexander","slug":"morales-martinez-fredy-alexander"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Morales Martínez, F. A. (2016). Tesis de Maestría: La Democracia en la escuela vista desde la Acción de tutela. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59615","fuente":"https://repositorio.unal.edu.co/handle/unal/59615","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":108,"titulo":{"nombre":"La Educación en el contexto neoliberal.","slug":"la-educacion-en-el-contexto-neoliberal"},"resumen":"“Resumen \nEl documento presenta en primer lugar la doctrina neoliberal en torno a la educación de una forma sintética a partir de las formulaciones de Hayek (1960) y de algunos de sus seguidores, para a continuación realizar una crítica a dicha doctrina. En una segunda parte se aborda la forma como se ha concretado dicha doctrina en las políticas educativas de Gran Bretaña y EE.UU. desde los gobiernos de Tatcher y Reagan en la década de los 80, así como en América Latina y en Colombia impulsadas por el Banco Interamericano de Desarrollo y las agencias internacionales vinculadas al Banco Mundial. Aquí se da cuenta también de su impacto en los sistemas educativos y se formula una crítica a dichas políticas. Finalmente se proponen algunos criterios para la construcción de alternativas a las propuestas neoliberales.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Rodríguez, José Gregorio","slug":"rodriguez-jose-gregorio"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. & Rodríguez, J. G. (2002). La Educación en el contexto neoliberal. Recuperado el 14 de febrero de 2024, de Programa RED: https://www.humanas.unal.edu.co/red/files/3112/7248/4191/Artculos-eduneoliberal.pdf","fuente":"https://www.humanas.unal.edu.co/red/files/3112/7248/4191/Artculos-eduneoliberal.pdf","dependencias":{"nombre":"Programa RED","slug":"programa-red"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":224,"titulo":{"nombre":"“La educación pública es la mejor inversión”: rectora de la Nacional","slug":"la-educacion-publica-es-la-mejor-inversion-rectora-de-la-nacional"},"resumen":"“Dolly Montoya, rectora de la institución, propone mejorar la educación pública a través de una inversión que debe hacerse en formación integral, en docencia, gestión de conocimiento e investigación. En entrevista con SEMANA relata las transformaciones que se deben realizar para superar el déficit atrasado de las instituciones públicas. (…)”","autores":[{"nombre":"Ayala, María Fernanda","slug":"ayala-maria-fernanda"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ayala, M. F. (10 de octubre de 2018). “La educación pública es la mejor inversión”: rectora de la Nacional. Revista Semana. Recuperado el 14 de febrero de 2024, de https://www.semana.com/educacion/articulo/entrevista-a-dolly-montoya-rectora-de-la-universidad-nacional-sobre-la-educacion-publica-en-colombia/586330/","fuente":"https://www.semana.com/educacion/articulo/entrevista-a-dolly-montoya-rectora-de-la-universidad-nacional-sobre-la-educacion-publica-en-colombia/586330/ ","dependencias":{"nombre":"Otros","slug":"otros"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11}},{"id":290,"titulo":{"nombre":"La educación superior y el campo laboral de la música en Bogotá: la condición de mercados y la formación de músicos profesionales en el siglo XXI","slug":"la-educacion-superior-y-el-campo-laboral-de-la-musica-en-bogota-la-condicion-de-mercados-y-la-formacion-de-musicos-profesionales-en-el-siglo-xxi"},"resumen":"\"Resumen\nLa investigación se centró en analizar el estado de la educación superior en música (ESM) en la ciudad de Bogotá y su relación con la articulación del músico profesional con el campo laboral y la condición de mercados en una razón gubernamental neoliberal. Se hizo foco en 5 fases que buscaron identificar las percepciones de un grupo heterogéneo desde la aplicación de encuestas vía internet a 153 estudiantes de la ESM, como también en las conversaciones gestadas en mesas de trabajo con un anillo focal de 33 involucrados en la economía de la música en Bogotá, desde docentes, estudiantes, egresados, gestores, agentes y mediadores de las industrias culturales y creativas, de manera sincrónica online, debido a la pandemia del SARS-CoV2. Se recurrió a herramientas tecnológicas como NVivo y STATA para la segmentación, categorización y organización de los datos, lo que permitió cruzar la información en el análisis crítico de lo emergente. Lo más importante que se reafirma en la investigación, es que la razón gubernamental neoliberal, en su sentido más amplio, no es ajena al enmarañamiento de los campos de acción profesional, ni mucho menos a la forma en la que la educación superior se articula con la sociedad del siglo XXI, movida en una condición de mercados, en una cultura digital y, para el caso del músico en la ciudad, en una multiactividad y precarización laboral. (Texto tomado de la fuente)\"","autores":[{"nombre":"Niño Sanabria, Andrés Felipe","slug":"nino-sanabria-andres-felipe"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Niño Sanabria, A. F. (2023). Tesis de Maestría: La educación superior y el campo laboral de la música en Bogotá: la condición de mercados y la formación de músicos profesionales en el siglo XXI. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84022","fuente":"https://repositorio.unal.edu.co/handle/unal/84022\n\n","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":113,"titulo":{"nombre":"La educación Técnica y Tecnológica: una necesidad urgente","slug":"la-educacion-tecnica-y-tecnologica-una-necesidad-urgente"},"resumen":"“En pasadas ocasiones hemos dicho que la educación es el principal motor para las transformaciones que requiere nuestro continente. Nuestra responsabilidad con el futuro de las nuevas generaciones exige que construyamos una educación que sea comprendida como un proceso a lo largo de la vida, en el que cada nivel tiene una importancia social fundamental.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (03 de diciembre de 2022). La educación Técnica y Tecnológica: una necesidad urgente. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1453&cHash=a00ce0630a4b8b1d572289cc9ea88636","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1453&cHash=a00ce0630a4b8b1d572289cc9ea88636","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":45,"nombre":"TECNOLÓGICA Y TIC","slug":"tecnologica-y-tic","indicadorMadre":11}},{"id":26,"titulo":{"nombre":"La educación tecnológica en Colombia","slug":"la-educacion-tecnologica-en-colombia"},"resumen":"“Summary\nLa educación tecnológica es en la actualidad, cuando el desarrollo de las fuerzas productivas depende cada vez más del conocimiento científico y tecnológico, una modalidad educativa de creciente importancia. / Contenido. Preliminares; Capítulo 1 - Introducción; Capítulo 2 - ¿Qué es educación tecnológica en el contexto internacional?; Capítulo 3 - ¿Qué es la educación tecnológica en Colombia? evolución histórica del concepto; Capítulo 4 - Estudio sobre la educación tecnológica en Colombia; Capítulo 5 - La educación tecnológica como primer ciclo de la formación en ingenierías y en ciencias; Anexos.”","autores":[{"nombre":"Gómez Campo,Victor Manuel","slug":"gomez-campovictor-manuel"}],"años":{"año":1995,"valor":1995},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez Campo, V. M. (1995). La educación tecnológica en Colombia. Editorial Universidad Nacional EUN. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/3013","fuente":"https://repositorio.unal.edu.co/handle/unal/3013\n","dependencias":{"nombre":"Otros","slug":"otros"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":45,"nombre":"TECNOLÓGICA Y TIC","slug":"tecnologica-y-tic","indicadorMadre":11}},{"id":272,"titulo":{"nombre":"La encrucijada de la calidad educativa y su incidencia en las prácticas burocráticas escolares","slug":"la-encrucijada-de-la-calidad-educativa-y-su-incidencia-en-las-practicas-burocraticas-escolares"},"resumen":"\"Resumen\nLa tesis expone la relación entre las prácticas burocráticas y la calidad educativa a partir de la relación entre instituciones del sector oficial que están inmersas dentro del contexto urbano – rural del municipio de La Calera. Se muestra en tres (3) capítulos, la incidencia de las políticas educativas a nivel internacional, nacional y municipal; se reflexiona sobre la preparación y definición de las evaluaciones de medición de la calidad y su impacto en los factores asociados; y se plantean argumentos sobre la importancia de la humanización de las prácticas burocráticas para los colegios del sector. Dentro de las fuentes se cuenta con el registro documental – oral de entrevistas que se hicieron al equipo docente y administrativo de las cuatro (4) instituciones oficiales del municipio. Además, se destaca el registro documental de documentos oficiales, el uso de artículos científicos y libros sobre educación, calidad y burocracia En síntesis, la investigación profundiza en un contexto regional cercano a Bogotá en el campo educativo y las relaciones institucionales que consideran el mejoramiento de la calidad educativa, sus aciertos, sus falencias y sus proyecciones para el municipio de La Calera.\"","autores":[{"nombre":"Montes Hernández, Juan Manuel","slug":"montes-hernandez-juan-manuel"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Montes Hernández, J. M. (2014). Tesis de Maestría: La encrucijada de la calidad educativa y su incidencia en las prácticas burocráticas escolares. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/49479","fuente":"https://repositorio.unal.edu.co/handle/unal/49479","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."}},{"id":197,"titulo":{"nombre":"La Enseñanza de español como lengua extranjera en la India","slug":"la-ensenanza-de-espanol-como-lengua-extranjera-en-la-india"},"resumen":"“Resumen\nEl presente artículo se centra en la enseñanza-aprendizaje de lenguas extranjeras, específicamente del español como una lengua extranjera en el ámbito educativo de la India. Tratará de abarcar, desde los inicios, el desarrollo y la situación actual junto con el futuro del español. En detalle, se revisará la trayectoria de su desarrollo, su amplia presencia en las universidades, institutos, academias, centros y colegios públicos y privados del país. Seguidamente, se mostrarán algunos desafíos que se han evidenciado a lo largo de los años de su presencia y desarrollo, con la finalidad de tenerlos en cuenta para adoptar medidas que permitan cosechar un futuro brillante del español en el espacio fértil de la India académica. También, se tratarán los desafíos para su establecimiento eficaz favoreciendo la activa participación de diferentes países hispanoparlantes, organismos internacionales de hispanistas, docentes e investigadores internacionales del español junto con los de la India.”","autores":[{"nombre":"Bharti, Priy","slug":"bharti-priy"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Bharti, P. (2018). La Enseñanza de español como lengua extranjera en la India. Revista Matices en Lenguas Extranjeras (12), 41-61. Doi: https://doi.org/10.15446/male.n12.76970\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/76970","fuente":"https://doi.org/10.15446/male.n12.76970\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/76970 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":62,"nombre":"ENSEÑANZA LENGUAS EXTRANJERAS","slug":"ensenanza-lenguas-extranjeras","indicadorMadre":16}},{"id":13,"titulo":{"nombre":"La Escuela como un espacio de construcción social","slug":"la-escuela-como-un-espacio-de-construccion-social"},"resumen":"“Auditorio Virginia Gutiérrez - Edificio de posgrados Ciencia Humanas, diciembre 26 de 2011.\n\nLa Escuela como un espacio de construcción social\nConclusiones como esta surgieron en el transcurso del I Encuentro de Pedagogía organizado por el Iparm, en el que el tema central fueron las experiencias, reflexiones e investigaciones alrededor de la pedagogía y la educación básica y media. Al evento asistieron alrededor de 600 personas de distintas regiones del país.\n\n(Bienestar Sede Bogotá, 29 de noviembre). “La educación no puede ser entendida como un espacio aislado donde se forma para la vida, sino como un lugar donde a través de prácticas pedagógicas se discute la vida misma y se contribuye al desarrollo de las sociedades”.\n\nEsta fue una de las conclusiones de Hugo Venegas, representante de Ecuador ante la Unesco, quien en el panel “Evaluación, escuela y sociedad”, planteó la necesidad de articular la escuela con la vida diaria.”","autores":[{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Bienestar Universitario Bogotá. (26 de diciembre de 2011). La Escuela como un espacio de construcción social. Noticias. Portal Bienestar Universitario. Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/ver_noticia.php?id_noticia=112","fuente":"http://bienestar.bogota.unal.edu.co/ver_noticia.php?id_noticia=112 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":68,"nombre":"ESCOLAR","slug":"escolar","indicadorMadre":21}},{"id":53,"titulo":{"nombre":"La escuela de formación política indígena: una apuesta al fortalecimiento de los procesos organizativos","slug":"la-escuela-de-formacion-politica-indigena-una-apuesta-al-fortalecimiento-de-los-procesos-organizativos"},"resumen":"“La Escuela de Formación Política de la Organización de los Pueblos Indígenas de la Amazonía Colombiana, OPIAC, es el resultado de las aspiraciones y esfuerzos que por años hemos hecho los pueblos indígenas de la Amazonía Colombiana para la formación integral de liderazgos propios orientados a la incidencia, la participación política y el goce efectivo de nuestros derechos individuales y colectivos.\n\n Esta escuela inició sus actividades en el 2016 con el propósito de educar el liderazgo político a los diferentes pueblos de la Amazonía Colombiana. …”","autores":[{"nombre":"Umirez Buinage, Maritza Yasmina","slug":"umirez-buinage-maritza-yasmina"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Umirez Buinage, M. (2023). La escuela de formación política indígena: una apuesta al fortalecimiento de los procesos organizativos. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (51), 12-13. Recuperado el 24 de octubre de 2023, de https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51","fuente":"https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51 ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":32,"nombre":"POLÍTICA","slug":"politica","indicadorMadre":11}},{"id":115,"titulo":{"nombre":"La evaluación del quehacer universitario.","slug":"la-evaluacion-del-quehacer-universitario"},"resumen":"“La evaluación permanente es un instrumento fundamental en todas las Instituciones de Educación Superior (IES) para mejorar constantemente su calidad. Particularmente, en la Universidad Nacional la consideramos una de nuestras responsabilidades ante el país. Pues los colombianos deben conocer oportuna y claramente el desempeño de ésta, su principal casa de estudios. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (20 de julio de 2019). La evaluación del quehacer universitario. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=637&cHash=5811173cfc4f091c165b7bf44d9165fe","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=637&cHash=5811173cfc4f091c165b7bf44d9165fe","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":161,"titulo":{"nombre":"La formación del investigador social en la Universidad Nacional de Colombia (1959-1968)","slug":"la-formacion-del-investigador-social-en-la-universidad-nacional-de-colombia-1959-1968"},"resumen":"“Resumen \nEl proyecto fundador del Departamento y la Facultad de Sociología de la Universidad Nacional de Colombia, sede Bogotá, a mediados del siglo xx, involucró el diseño de planes curriculares y cursos de teoría social y metodología; así como la puesta en marcha de diversas investigaciones que difundieron nuevas perspectivas de análisis y reflexión sobre la realidad política, económica y social del país. Los actores sociales que formaron parte trascendental de este proyecto académico —entre los más destacados, Orlando Fals Borda, Camilo Torres Restrepo, Virginia Gutiérrez de Pineda, Eduardo Umaña Luna y Carlos Escalante Angulo— desplegaron una serie de acciones encaminadas a la unificación de prácticas, que representaron principios de visión y de afinidades por las ciencias sociales y humanas. De esa manera, se posibilitó la configuración de un lenguaje común y una forma concreta del quehacer del científico social comprometido con las problemáticas sociales de su época.\nEste artículo parte de la descripción del proyecto docente —programas de los cursos, bibliografías referenciadas, guías de cátedra—, esto es, la malla curricular, a partir de la cual se estableció el perfil de la sociología impartida en este campus universitario. El énfasis recayó en líneas como sociología rural, sociología urbana y sociología de la familia, las cuales, a su vez, constituyeron los principales ejes de discusión del grupo intelectual líder en dicho proceso fundacional. En un segundo momento, se detalla el proyecto investigativo que permite entrever la agenda de trabajo y los intereses temáticos que, en consonancia con las necesidades sociopolíticas y las prescripciones de sus entes financiadores públicos y privados, se fueron destacando como los ámbitos más relevantes dentro de la investigación social. Se concluye que la multiplicidad de enfoques y marcos interpretativos difundidos por el cuerpo docente propició la diversificación de líneas teóricas que fueron afianzadas en el devenir del desarrollo de la sociología en Colombia.”","autores":[{"nombre":"Arcila Aristizábal, Zoraida De Jesús","slug":"arcila-aristizabal-zoraida-de-jesus"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Aristizábal, Z. (2019). La formación del investigador social en la Universidad Nacional de Colombia (1959-1968). Revista Colombiana de Sociología, 42(02), 23-45. doi: https://doi.org/10.15446/rcs.v42n2.76490","fuente":"https://doi.org/10.15446/rcs.v42n2.76490 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}},{"id":240,"titulo":{"nombre":"La formación del/a sociólogo/a en la ‘sociedad del conocimiento’: Aproximación a la formación en el Departamento de Sociología de la Universidad Nacional de Colombia sede Bogotá","slug":"la-formacion-dela-sociologoa-en-la-sociedad-del-conocimiento-aproximacion-a-la-formacion-en-el-departamento-de-sociologia-de-la-universidad-nacional-de-colombia-sede-bogota"},"resumen":"“Summary\nEn el presente ensayo se identifica a la universidad del siglo XXI como lugar estratégico para estrechar la brecha digital, destacándose la necesidad de integrar a la formación profesional las competencias digitales, como requisito para la participación activa de las nuevas generaciones en la ´sociedad del conocimiento’; esta dinámica socio técnica se toma como principio para comprender la formación de sociólogos y sociólogas, y a partir de ello esbozar una propuesta de formación que articule el desarrollo de competencias digitales en este campo de saber, y así realizar una aproximación analítica del currículo que presenta la formación de profesionales en sociología en la Universidad Nacional de Colombia sede Bogotá”","autores":[{"nombre":"Alfonso Zorro, Sonia Elizabeth","slug":"alfonso-zorro-sonia-elizabeth"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Alfonso Zorro, S. E. (4 de marzo de 2019). Tesis de maestría: La formación del/a sociólogo/a en la ‘sociedad del conocimiento’: Aproximación a la formación en el Departamento de Sociología de la Universidad Nacional de Colombia sede Bogotá. Obtenido de Repositorio Institucional UN. Biblioteca digital: https://repositorio.unal.edu.co/handle/unal/69823","fuente":"https://repositorio.unal.edu.co/handle/unal/69823 ","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":42,"nombre":"SOCIOLOGÍA","slug":"sociologia","indicadorMadre":11}},{"id":116,"titulo":{"nombre":"La formación universitaria, más allá de las aulas.","slug":"la-formacion-universitaria-mas-alla-de-las-aulas"},"resumen":"“Del 17 al 21 de septiembre tuvo lugar, en la Universidad Nacional, la Semana Universitaria, cinco días en los que se celebra la fundación de la Universidad, que proviene de mediados del siglo XIX. En la Semana Universitaria se abren espacios de reflexión sobre nuestro quehacer como universidad pública y se reconocen los esfuerzos del personal académico y administrativo que día a día hace que la Universidad Nacional sea lo que es: el más importante proyecto cultural y colectivo de la nación. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (02 de octubre de 2018). La formación universitaria, más allá de las aulas. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=490&cHash=fe44267d2e4c521428e85b68cf2b7d49","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=490&cHash=fe44267d2e4c521428e85b68cf2b7d49","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":69,"nombre":"INTEGRAL","slug":"integral","indicadorMadre":21}},{"id":169,"titulo":{"nombre":"La idealización de los espacios rurales en Educación Secundaria y bachillerato. Un estudio de representaciones sociales","slug":"la-idealizacion-de-los-espacios-rurales-en-educacion-secundaria-y-bachillerato-un-estudio-de-representaciones-sociales"},"resumen":"“Resumen \nLa teoría de las representaciones sociales contribuye a conocer los discursos que influyen en la vida de las personas y cómo los sujetos reproducen esos conocimientos para interpretar el mundo. El conocimiento que nos interesa en esta investigación es la cosmovisión que los estudiantes de 3.º de Educación Secundaria Obligatoria (ESO) y de 2.º de bachillerato de la provincia de Valencia (España) tienen acerca de los espacios rurales. Dicha cosmovisión proviene de diferentes fuentes y contextos de información, por lo que la aplicación de las representaciones sociales al campo de la didáctica de la geografía es pertinente en este estudio. En concreto, el enfoque fenomenológico de la Geografía de la Percepción y del Comportamiento se une a las representaciones sociales del espacio geográfico en su vertiente Subjetiva y tripartita (espacio vivido, espacio percibido y espacio concebido). Así, se pretende comprender los elementos que influyen en la explicación escolar de los espacios rurales y su presencia en la geografía escolar para conseguir dos objetivos: primero, conocer la estructura y el significado de la representación escolar del alumnado de diez centros escolares de la provincia de Valencia; segundo, comprobar cómo se ha plasmado la representación de la figura humana en los libros de texto en los niveles educativos analizados entre 1959 y 2016, y en las representaciones pictóricas del alumnado, para evidenciar tendencias convergentes en los elementos de una representación social de los espacios en cuestión. Para ello 581 estudiantes de centros escolares de la provincia de Valencia respondieron un cuestionario mixto, con un test de asociación de palabras analizado mediante el software Evocation 2005. La aplicación del índice jicuadrado al análisis de las fotografías de los libros de texto y los dibujos del alumnado acerca de los espacios rurales revela que existe una representación idealizada de dichos espacios que dificulta la comprensión de sus problemáticas sociales y ambientales.”","autores":[{"nombre":"García-Monteagudo, Diego","slug":"garcia-monteagudo-diego"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"García-Monteagudo, D. (2021). La idealización de los espacios rurales en Educación Secundaria y bachillerato. Un estudio de representaciones sociales. Revista Colombiana de Sociología, 44(2), 269-290. doi: https://doi.org/10.15446/rcs.v44n2.90081 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90081","fuente":"https://doi.org/10.15446/rcs.v44n2.90081 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90081 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":40,"nombre":"RURAL","slug":"rural","indicadorMadre":11}},{"id":211,"titulo":{"nombre":"La implementación del Programa Nacional de Bilingüismo en Colombia: ¿acceso igualitario a capital lingüístico?","slug":"la-implementacion-del-programa-nacional-de-bilinguismo-en-colombia-acceso-igualitario-a-capital-linguistico"},"resumen":"“Resumen\nBasándose en el concepto de capital de Bourdieu, este artículo de investigación exploratoria, secuencial y mixta examina la implementación del Programa Nacional de Bilingüismo, una política que tiene como objetivo brindar a los estudiantes colombianos oportunidades igualitarias para aprender inglés. Los datos se recolectaron en tres aulas de grado quinto de tres escuelas públicas colombianas. Los hallazgos revelaron que la implementación diferenciada del programa implica un acceso desigual a oportunidades de construir capital lingüístico y niveles desiguales de logros académicos entre las tres escuelas. La implementación del programa para proveer igualdad de oportunidades y logros para construir el capital lingüístico de los estudiantes colombianos se ve obstaculizada por las estructuras de financiamiento actuales.”","autores":[{"nombre":"Cardona Escobar, Diego","slug":"cardona-escobar-diego"},{"nombre":"Barnes, Melissa","slug":"barnes-melissa"},{"nombre":"Pruyn, Marc","slug":"pruyn-marc"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cardona-Escobar, D., Barnes, M., & Pruyn, M. (2023). The Enactment of the Colombian National Bilingual Program: Equal Access to Language Capital. La implementación del Programa Nacional de Bilingüismo en Colombia: ¿acceso igualitario a capital lingüístico? Profile: Issues in Teachers' Professional Development, 25(2), 95-110. doi: https://doi.org/10.15446/profile.v25n2.103003","fuente":"https://doi.org/10.15446/profile.v25n2.103003","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":64,"nombre":"LENGUAS EXTRANJERAS","slug":"lenguas-extranjeras","indicadorMadre":16}},{"id":58,"titulo":{"nombre":"La Investigación como enseñanza pedagógica en el proceso de Enseñanza-Aprendizaje.","slug":"la-investigacion-como-ensenanza-pedagogica-en-el-proceso-de-ensenanza-aprendizaje"},"resumen":"“En primer lugar, los niños seleccionan lo que quieren aprender, ya sea motu proprio o por motivación de su profesor. El papel del profesor debe ser un orientador, lo que yo llamo un maestro inspirador, quien estimula este proceso de aprendizaje reflexivo. Esta estrategia pedagógica usa la investigación como herramienta fundamental en el proceso enseñanza-aprendizaje.\n La investigación es la herramienta con la cual nuestra sociedad busca reflexivo y sistemáticamente el conocimiento a través de fenómenos que surgen como preguntas, mediante el entendimiento y la explicación de la realidad observada, empleando un sistema que usa un sustento empírico para lograr resultados, el análisis e interpretación de aquellos generando un conocimiento nuevo.”","autores":[{"nombre":"Palacios, Pablo A.","slug":"palacios-pablo-a"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Palacios, pablo A (2017). La Investigación como enseñanza pedagógica en el proceso de Enseñanza-Aprendizaje. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (33) 5-6 https://issuu.com/notimani/docs/notimani_33_final_impresi_n_22_de_mayo","fuente":"https://issuu.com/notimani/docs/notimani_33_final_impresi_n_22_de_mayo ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":209,"titulo":{"nombre":"La investigación sobre la enseñanza en Colombia: positivismo, control, reflexividad y política","slug":"la-investigacion-sobre-la-ensenanza-en-colombia-positivismo-control-reflexividad-y-politica"},"resumen":"“El estudio describe en detalle la evolución histórica de la investigación educacional en Colombia a partir de los años 50. En dicho país los inicios de la investigación han estado marcados por los intereses de los organismos internacionales que requieren información confiable para orientar su intervención en educación, así como dar cuenta del impacto de su inversión. El artículo también se refiere al nacimiento de las ciencias sociales y su impacto en la investigación educacional, a los docentes en su rol de investigadores finalizando con la investigación pedagógica en las universidades. El autor concluye con la necesidad de delimitar teóricamente el concepto de \"prácticas de enseñanza\" para lograr una articulación efectiva de éstas con las problemáticas en y fuera del aula. \n\nLíneas de Investigación: Historia y filosofía de la educación, Educación superior, Ciencias sociales, Prácticas de enseñanza, Investigación educativa, Colombia, Profesores, Enfoques.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2009). La investigación sobre la enseñanza en Colombia: positivismo, control, reflexividad y política. Revista Pensamiento Educativo, 44 (1), 53-76. Recuperado el 21 de febrero de 2024, de https://biblat.unam.mx/es/revista/pensamiento-educativo/articulo/la-investigacion-sobre-la-ensenanza-en-colombia-positivismo-control-reflexividad-y-politica","fuente":"https://biblat.unam.mx/es/revista/pensamiento-educativo/articulo/la-investigacion-sobre-la-ensenanza-en-colombia-positivismo-control-reflexividad-y-politica","dependencias":{"nombre":"Revista Pensamiento Educativo","slug":"revista-pensamiento-educativo"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":60,"nombre":"ENSEÑANZA EN COLOMBIA","slug":"ensenanza-en-colombia","indicadorMadre":16}},{"id":99,"titulo":{"nombre":"La laicidad: un requisito para la educación pluralista","slug":"la-laicidad-un-requisito-para-la-educacion-pluralista"},"resumen":"“RESUMEN\nEste ensayo trata el tema de la laicidad tomando como punto de partida el debate francés, que nuevamente ha trascendido las fronteras europeas, específicamente tras las contradicciones entre el presidente de esa República y el ministro de cultos de ese país en materia de administrar públicamente la diversidad religiosa. A partir de allí, se pretende caracterizar lo que sería un Estado laico, para desembocar en la importancia de una educación pluralista\ne intercultural, que no privilegie confesión alguna pero que les dé cabida a todas desde el punto de vista de la enseñanza-aprendizaje de una cultura religiosa capaz de fomentar valores éticos y críticos, en pro de la democracia y el bien común de los ciudadanos.\n PALABRAS CLAVE: laicidad, pluralismo, diversidad religiosa, educación intercultural, secularización.”","autores":[{"nombre":"Sanabria, Fabián","slug":"sanabria-fabian"}],"años":{"año":2005,"valor":2005},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Sanabria, Fabián. (2005.). La laicidad: un requisito para la educación pluralista. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 278-283. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23225","fuente":"https://repositorio.unal.edu.co/handle/unal/23225","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":38,"nombre":"RELIGIÓN","slug":"religion","indicadorMadre":11}},{"id":37,"titulo":{"nombre":"La Narrativa: Herramienta Pedagógica para el Conocimiento de Enfermería","slug":"la-narrativa-herramienta-pedagogica-para-el-conocimiento-de-enfermeria"},"resumen":"“Este libro surge del espíritu inquieto de los estudiantes y profesores del curso Seminario de Evaluación de la Teoría para la Práctica y la Investigación, del doctorado en Enfermería de la Facultad de Enfermería de la Universidad Nacional de Colombia. Trasciende de la lectura comprensiva a la materialización del pensamiento complejo para demostrar desde la práctica de enfermería los enlaces filosóficos, conceptuales y teóricos en la solución de necesidades del cuidado de la salud de las personas. En cada uno de los capítulos se presentan, por medio de una narrativa, las interacciones entre el/la enfermero/a y el sujeto de cuidado, los cambios ocurridos entre este día dan y la argumentación de los diferentes enlaces soportados en el conocimiento construido por la enfermería.”","autores":[{"nombre":"Bueno Robles, Luz Stella","slug":"bueno-robles-luz-stella"},{"nombre":"Soto Lesmes, Victoria Inés","slug":"soto-lesmes-victoria-ines"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Bueno Robles, L. S., & Soto Lesmes, V. I. (2019). La Narrativa: Herramienta Pedagógica para el Conocimiento de Enfermería. Universidad Nacional de Colombia. Obtenido de https://unilibros.co/gpd-la-narrativa-herramienta-pedagogica-para-el-conocimiento-de-enfermeria.html","fuente":"https://unilibros.co/gpd-la-narrativa-herramienta-pedagogica-para-el-conocimiento-de-enfermeria.html","dependencias":{"nombre":"Facultad de Enfermería","slug":"facultad-de-enfermeria"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":73,"nombre":"ENFERMERÍA","slug":"enfermeria","indicadorMadre":25}},{"id":307,"titulo":{"nombre":"La oralidad como parte y fuente del conocimiento en los procesos pedagógicos de la comunidad indígena del resguardo la asunción","slug":"la-oralidad-como-parte-y-fuente-del-conocimiento-en-los-procesos-pedagogicos-de-la-comunidad-indigena-del-resguardo-la-asuncion"},"resumen":"\"Resumen\nLa investigación analiza la importancia de la oralidad o tradición oral en las instituciones educativas indígenas, para ello, realiza el presente estudio en la institución educativa la Asunción, perteneciente a la comunidad indígena Tucano oriental ubicada en el municipio de El Retorno, Guaviare; esta institución cuenta con 17 estudiantes con orígenes étnicos diversos, pero que paradójicamente no conocen, hablan ni escriben su lengua materna, lo que significa una pérdida de costumbres, tradiciones y creencias propias debido en gran parte a que los procesos pedagógicos no contemplan dentro de los currículos aspectos relevantes para estas comunidades como lo es la oralidad, problemática que permite preguntar ¿De qué manera la oralidad puede contribuir en los procesos pedagógicos de los niños y adolescentes de la escuela del Resguardo Indígena La Asunción? Para llevar a cabo la investigación se sigue una metodología etnográfica, en la que se parte de un análisis sobre la etnoeducación en el país en términos generales; paso seguido se realiza un trabajo de campo con la finalidad de ahondar en el proceso educativo que se maneja en la institución educativa la Asunción; por último, se diseñó una perspectiva de un proyecto educativo comunitario que tiene como finalidad rescatar a través de la escuela la tradición oral. Como resultados se logró evidenciar que el proceso educativo presente en la institución no se desarrolla bajo los lineamientos establecidos por el MEN para las comunidades étnicas, es decir, bajo las tradiciones y costumbres, lo que implica una pérdida de la tradición oral.\"","autores":[{"nombre":"Obregón Rivas, Luz Amparo","slug":"obregon-rivas-luz-amparo"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Obregón Rivas, L. A. (2020). Tesis de Maestría: La oralidad como parte y fuente del conocimiento en los procesos pedagógicos de la comunidad indígena del resguardo la asunción. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/78248","fuente":"https://repositorio.unal.edu.co/handle/unal/78248","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":77,"nombre":"ORALIDAD","slug":"oralidad","indicadorMadre":25}},{"id":259,"titulo":{"nombre":"La pirámide de la desigualdad social en la educación superior en Colombia. Diversificación y tipología de instituciones","slug":"la-piramide-de-la-desigualdad-social-en-la-educacion-superior-en-colombia-diversificacion-y-tipologia-de-instituciones"},"resumen":"“Este libro es el resultado de un proceso de integración, contextualización y actualización de una larga trayectoria de estudio sobre la problemática de la educación técnica y tecnológica en Colombia y sus implicaciones en la política de educación superior. Se enfoca particularmente, sobre la tipología de instituciones que deben conformar un sistema diversificado de ofertas de formación, que responda tanto a la variedad de intereses y expectativas de los estudiantes como a las necesidades de diversidad y especialización en el conocimiento.”","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez, V. M. (2015). La pirámide de la desigualdad social en la educación superior en Colombia. Diversificación y tipología de instituciones. Editorial UN. Recuperado el 21 de 05 de 2024, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/la-piramide-de-la-desigualdad-social-en-la-educacion-superior-en-colombia-diversificacion-y-tipologia-de-instituciones","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/la-piramide-de-la-desigualdad-social-en-la-educacion-superior-en-colombia-diversificacion-y-tipologia-de-instituciones","dependencias":{"nombre":"Estudios en Política Educativa","slug":"estudios-en-politica-educativa"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":217,"titulo":{"nombre":"La planeación de un curso de evaluación en línea para docentes de inglés de Latinoamérica.","slug":"la-planeacion-de-un-curso-de-evaluacion-en-linea-para-docentes-de-ingles-de-latinoamerica"},"resumen":"“Resumen \nEn este artículo reportamos los hallazgos de una investigación mixta acerca de los deseos y necesidades en evaluación de un grupo de docentes de inglés con el objetivo de diseñar un curso en línea de evaluación de lenguas extranjeras. Tras ser entrevistados, veinte docentes de inglés de cuatro países latinoamericanos informaron que deseaban un curso que les permitiera discutir los retos de la evaluación; estudiar maneras novedosas de evaluar, y aprender sobre la evaluación auténtica, válida y ética. Es decir, un curso que incorpore la teoría, la práctica y los principios de evaluación y que además explore temas emergentes en la evaluación del inglés como lengua extranjera: la evaluación bilingüe y la evaluación de estudiantes con necesidades educativas especiales.”","autores":[{"nombre":"Giraldo, Frank","slug":"giraldo-frank"},{"nombre":"Yan, Xun","slug":"yan-xun"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Giraldo, F., & Yan, X. (julio-diciembre de 2023). Planning an Online Assessment Course for English Language Teachers in Latin America. La planeación de un curso de evaluación en línea para docentes de inglés de Latinoamérica. Profile: Issues in Teachers' Professional Development, 25(2), 147-164. doi: https://doi.org/10.15446/profile.v25n2.104703\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/104703/89221","fuente":"https://doi.org/10.15446/profile.v25n2.104703\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/104703/89221","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":49,"nombre":"VIRTUAL","slug":"virtual","indicadorMadre":11}},{"id":205,"titulo":{"nombre":"La planificación de la clase de segunda lengua: las fases de la enseñanza-aprendizaje como medio para promover el sentimiento de placer","slug":"la-planificacion-de-la-clase-de-segunda-lengua-las-fases-de-la-ensenanza-aprendizaje-como-medio-para-promover-el-sentimiento-de-placer"},"resumen":"“Resumen \nEl presente artículo examina cómo la didáctica y las estrategias pedagógicas pueden provocar en los estudiantes el placer de aprender después de haber seguido varias sesiones de clase. La experiencia se llevó a cabo en la enseñanza del inglés y del español como lengua extranjera en el sistema universitario en Francia. El placer no está relacionado con el rendimiento académico de los estudiantes, sino con la satisfacción que muestran estos frente a la enseñanza y a las estrategias utilizadas por el profesor. Nuestra hipótesis es que una profunda preparación de las actividades y de los recursos pedagógicos y didácticos, conforme a las etapas de aprendizaje en general, ayuda a promover el placer de aprender, independientemente de la lengua que se enseña, del contenido del curso o del nivel de los estudiantes. A partir de una planificación común que toma en cuenta las fases de enseñanza-aprendizaje (motivación/expectativa, comprensión/atención, generalización/transferencia), llevamos a cabo una investigación de aula para corroborar nuestra hipótesis. Para ello, se seleccionaron 180 estudiantes universitarios por medio de un muestreo de conveniencia. Para la recolección de datos, se empleó un cuestionario en papel autoadministrado teniendo en cuenta seis grados de satisfacción en una escala de Likert. Dicho cuestionario evaluaba tres aspectos: los contenidos, la metodología del profesor y la participación de los alumnos. El análisis cuantitativo de los datos deja traslucir que existe una relación entre una planificación estricta y el sentimiento de placer de los estudiantes durante el aprendizaje.”","autores":[{"nombre":"Duffé-Montalván, Aura Luz","slug":"duffe-montalvan-aura-luz"},{"nombre":"Valdez, Cristian","slug":"valdez-cristian"},{"nombre":"Contreras-Roa, Leonardo","slug":"contreras-roa-leonardo"},{"nombre":"Ali, Saandia Vanessa","slug":"ali-saandia-vanessa"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Duffé-Montalván, A. L., Valdez, C., Contreras-Roa, L., & Ali, S. V. (2019). La planificación de la clase de segunda lengua: las fases de la enseñanza-aprendizaje como medio para promover el sentimiento de placer. Revista Matices en Lenguas Extranjeras (13), 60-97. doi: https://doi.org/10.15446/male.n13.89349","fuente":"https://doi.org/10.15446/male.n13.89349","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":64,"nombre":"LENGUAS EXTRANJERAS","slug":"lenguas-extranjeras","indicadorMadre":16}},{"id":271,"titulo":{"nombre":"La política de educación básica y media en Colombia y su relación con el logro educativo","slug":"la-politica-de-educacion-basica-y-media-en-colombia-y-su-relacion-con-el-logro-educativo"},"resumen":"“Resumen\nLa presente tesis aborda el tema de la calidad en educación básica y media en Colombia entre los años 2008-2019 desde un enfoque cognitivo de la política pública conocido como el Análisis por el Referencial de Pierre Müller. La hipótesis aquí planteada se centra en la posible relación entre el referencial adoptado a nivel territorial y los puntajes de las pruebas Saber 11, medida de la calidad educativa en Colombia. Para su demostración, se construye el referencial de política en clave de educación en tres niveles: internacional, nacional y departamental; Para garantizar la comparación entre departamentos con similares características socioeconómicas se crearon grupos según el Índice de Desarrollo Humano Subnacional, lo que permitió atribuir el éxito o fracaso en las pruebas a los referenciales de política educativa y no a características económicas y sociales propias de los territorios. Entre los hallazgos se resalta, la presencia de un referencial propio a nivel territorial pese a tener el mismo referencial internacional y nacional; se logró evidenciar la existencia de características entre los referenciales que favorecen la obtención de mejores puntajes en las pruebas Saber 11. Con lo anterior se aporta evidencia de la importancia de las políticas públicas y sus efectos en el devenir socioeconómico. (Texto tomado de la fuente)”","autores":[{"nombre":"Arenas Estevez, Luisa Fernanda","slug":"arenas-estevez-luisa-fernanda"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Arenas Estevez, L. F. (2022). Tesis de Maestría: La política de educación básica y media en Colombia y su relación con el logro educativo. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/81748","fuente":"https://repositorio.unal.edu.co/handle/unal/81748\n","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":274,"titulo":{"nombre":"La política educativa (etnoeducación) para pueblos indígenas en Colombia a partir de la constitución de 1991","slug":"la-politica-educativa-etnoeducacion-para-pueblos-indigenas-en-colombia-a-partir-de-la-constitucion-de-1991"},"resumen":"\"Resumen\nA través de este trabajo se indagó sobre el eventual cambio de concepción de una Nación homogénea, como fundamento de la Nacionalidad colombiana propuesto en la Constitución de 1886 e implementado a través del proceso educativo para toda la población incluida la indígena, a una Nación pluricultural y multiétnica, establecida en la nueva carta constitucional de 1991. En la investigación se tuvo en cuenta la información de las organizaciones indígenas, se entrevistaron líderes indígenas y se realizó trabajo de campo en las mesas de concertación para la educación indígena, para determinar si hubo cambios o, por el contrario, lo que se produjo fue una modificación del discurso, para seguir fortaleciendo su homogenización y su integración. Se concluyó que, si bien no es uniforme está situación al interior del Estado, sigue en marcha un proceso de integración validado paradójicamente por la participación de parte de estas organizaciones en los espacios de concertación.\"","autores":[{"nombre":"Rodríguez Reinel, Sonia Mercedes","slug":"rodriguez-reinel-sonia-mercedes"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Reinel, S. M. (2011). Tesis de Maestría: La política educativa (etnoeducación) para pueblos indígenas en Colombia a partir de la constitución de 1991. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/8656","fuente":"https://repositorio.unal.edu.co/handle/unal/8656","dependencias":{"nombre":"Maestría en Antropología","slug":"maestria-en-antropologia"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":268,"titulo":{"nombre":"La prestación del servicio público educativo en los niveles de preescolar, básica y media: un análisis de eficiencia relativa","slug":"la-prestacion-del-servicio-publico-educativo-en-los-niveles-de-preescolar-basica-y-media-un-analisis-de-eficiencia-relativa"},"resumen":"“Resumen\nEl presente trabajo analiza la eficiencia en la prestación del servicio público educativo en los niveles de preescolar, básica y media. Para lo cual se definen dos insumos y dos productos propios del sector y a través de la técnica no paramétrica análisis envolvente de datos (DEA por sus siglas en inglés) se estiman los puntajes de eficiencia. Las unidades de análisis o DMU corresponden a los establecimientos educativos oficiales, aunque también se analiza la eficiencia del responsable de administrar el colegio y prestar el servicio, es decir a la entidad territorial certificada en educación. Los insumos definidos corresponden a los recursos que administran los colegios y al número de docentes por grupos de 22 estudiantes; por su parte, los productos analizados corresponden a la tasa de deserción, lo cual da una idea del nivel de permanencia de los estudiantes en el sistema educativo y los resultados en las pruebas saber 11. Tanto insumos como productos presentan una alta heterogeneidad a nivel de colegio, razón por la cual, en el presente trabajo el análisis de eficiencia se realiza al interior de grupo homogéneos de entidades territoriales, para lo cual se considera la propuesta de categorización del DNP denominado capacidades iniciales y por nivel de ruralidad, lo cual permite concluir que la valoración de eficiencia es un concepto relativo, depende de con quien se compare el colegio. La identificación de eficiencias en colegios oficiales permitirá definir políticas para mejorar la distribución de los recursos y para el cierre de brechas en el sector. (Texto tomado de la fuente).”","autores":[{"nombre":"Carmona Sánchez, Cristian Oswaldo","slug":"carmona-sanchez-cristian-oswaldo"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Carmona Sánchez, C. O. (2023). Tesis de Maestría: La prestación del servicio público educativo en los niveles de preescolar, básica y media: un análisis de eficiencia relativa. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84033","fuente":"https://repositorio.unal.edu.co/handle/unal/84033\n","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11}},{"id":262,"titulo":{"nombre":"La privatización de la educación en Colombia y Chile","slug":"la-privatizacion-de-la-educacion-en-colombia-y-chile"},"resumen":"Se cita el número 87 de la revista de manera completa, ya que los artículos que contiene se concentran en temas específicos como la desinstitucionalización del Estado y la educación contemporánea, así como la Ley 1381 de 2010: etnoeducación e interculturalidad. Temas que pueden ser de gran interés para la línea base y los estudios en políticas educativas\n\nTabla de contenido: \nEDUCACIÓN Y CULTURA\n4. Carta del Director\n7. Editorial\n \nDEBATE\n10. La Ley 1294 y el Decreto 2355 de 2009: La privatización de la educación\n\n TEMA CENTRAL:\n privatización de la educación\n 16. La privatización de la educación: diez cuestiones\n Pablo Gentili\n 18. Privatización y mercantilización de la educación pública estatal. Otra muerte anunciada: A propósito del Decreto 2355 de 2009\n Jairo Estrada Álvarez\n 25. La privatización de la educación pública: endógena y exógena\n Víctor Orlando Gaona Rosas, Luís Grubert\n \nINTERNACIONAL\n 34. Espejismos de igualdad: privatización y segregación educativa en Chile. Jorge Inzunza H.\n\n1810-2010 DOSCIENTOS AÑOS DE LUCHA POR LA DEMOCRACIA\n 40. La contra-historia del Bicentenario. Efraín Alzate Salazar\n\n ACTUALIDAD\n 45. Ley de lenguas, etnoeducación e interculturalidad\n Sergio De Zubiría Samper, Mayra Ortiz\n 50. Una semilla para el PEPA: Ciudadanía laboral juvenil con perspectiva de género en la escuela. Sohely Rúa Castañeda\n 55. La educación pública a contracorriente, una relación entre desarrollo humano, pedagogía y escuela. José Darwin Lenis Mejía\n\n REFLEXIONES PEDAGÓGICAS\n 61. La desinstitucionalización del Estado y la \neducación contemporánea: Entrevista a Guillermina Tiramonti. \n Anny Ocoró Loango, Amanda Cortés Salcedo\n 66. Maestros, representaciones y medios de comunicación.\n Javier Guerrero Rivera, Elsa María Ortiz Casallas\n\n AUTONOMÍA ESCOLAR\n 73. La ciencia en familia\nDocentes del Colegio Gimnasio Moderno, Bogotá, D.C. \n\nALEGRÍA DE LEER Y PENSAR\n AGENDA PEDAGÓGICA","autores":[{"nombre":"Hernández Barbosa, Rubén","slug":"hernandez-barbosa-ruben"},{"nombre":"Beatriz Vargas, Amparo","slug":"beatriz-vargas-amparo"},{"nombre":"Chorny de Salah, Betty","slug":"chorny-de-salah-betty"},{"nombre":"Merizalde Estupiñán, Carolina","slug":"merizalde-estupinan-carolina"},{"nombre":"Céspedes Jaramillo, Diana Patricia","slug":"cespedes-jaramillo-diana-patricia"},{"nombre":"Ossa Aristizábal, Dora Cecilia","slug":"ossa-aristizabal-dora-cecilia"},{"nombre":"Moreno Rodríguez, Gustavo","slug":"moreno-rodriguez-gustavo"},{"nombre":"Chona Albarracín, Magdalena","slug":"chona-albarracin-magdalena"},{"nombre":"Barrero Cubillos, Marco","slug":"barrero-cubillos-marco"},{"nombre":"Rojas Molina, Martha Inés","slug":"rojas-molina-martha-ines"},{"nombre":"del Rocío Ávila, Natalia","slug":"del-rocio-avila-natalia"},{"nombre":"Buitrago Pulido, Néstor Raúl","slug":"buitrago-pulido-nestor-raul"},{"nombre":"Barragán Moreno, Olga Lucía","slug":"barragan-moreno-olga-lucia"},{"nombre":"Tabares Salcedo, Pilar","slug":"tabares-salcedo-pilar"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Revista","slug":"revista"},"referencia":"Revista Educación y Cultura. (julio de 2010). La privatización de la educación en Colombia y Chile. Revista trimestral del Centro de Estudios e Investigaciones Docentes CEID de la Federación Colombiana de Educadores FECODE(87). Recuperado el 21 de 05 de 2024, de https://revistavirtual.fecode.edu.co/images/revistas_1-100/Educacion%20y%20Cultura%2087.pdf","fuente":"https://revistavirtual.fecode.edu.co/images/revistas_1-100/Educacion%20y%20Cultura%2087.pdf","dependencias":{"nombre":"Centro de Estudios e Investigaciones Docentes CEID de la Federación Colombiana de Educadores FECODE","slug":"centro-de-estudios-e-investigaciones-docentes-ceid-de-la-federacion-colombiana-de-educadores-fecode"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":190,"titulo":{"nombre":"La propuesta conservadora frente al proyecto educativo del liberalismo radical: la defensa de una educación católica a través de la prensa y las asociaciones","slug":"la-propuesta-conservadora-frente-al-proyecto-educativo-del-liberalismo-radical-la-defensa-de-una-educacion-catolica-a-traves-de-la-prensa-y-las-asociaciones"},"resumen":"“Summary\nDurante la segunda mitad del siglo XIX sectores conservadores y allegados a la Iglesia católica se opusieron al proyecto de instrucción pública formulado por el gobierno liberal entre 1860 y 1870, debido a su orientación laica, la cual aquellos veían como una amenaza para la estabilidad de la religión y la iglesia en el país. A raíz de esto los grupos “procatólicos” emprendieron una ofensiva contra el gobierno para hacer frente a su proyecto instruccionista y promover al mismo tiempo su propia propuesta pedagógica. El presente artículo tiene por objeto examinar dos de los mecanismos centrales a los que aquellos recurrieron con el fin mencionado, tales fueron la prensa y las asociaciones. De este modo, se pretende que este examen contribuya a una mejor comprensión de la transformación que tuvo la educación colombiana hacia el último cuarto del siglo XIX, al pasar de un modelo educativo laico a uno confesional.”","autores":[{"nombre":"Jaramillo Jaramillo, Juliana","slug":"jaramillo-jaramillo-juliana"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jaramillo J, Juliana (2016). La propuesta conservadora frente al proyecto educativo del liberalismo radical: la defensa de una educación católica a través de la prensa y las asociaciones. Revista Historia y Sociedad (30), 291-319. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/68043","fuente":"https://repositorio.unal.edu.co/handle/unal/68043","dependencias":{"nombre":"Revista Historia, Educación y Política","slug":"revista-historia-educacion-y-politica"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":38,"nombre":"RELIGIÓN","slug":"religion","indicadorMadre":11}},{"id":303,"titulo":{"nombre":"La segregación digital y las ciencias sociales escolares. Análisis en el colegio Distrital Pablo Neruda, Bogotá (2015-2016)","slug":"la-segregacion-digital-y-las-ciencias-sociales-escolares-analisis-en-el-colegio-distrital-pablo-neruda-bogota-2015-2016"},"resumen":"\"Resumen\nEste estudio tuvo como objetivo analizar los factores que intervienen en la integración de las tecnologías digitales e Internet en las clases de Ciencias Sociales del Colegio Pablo Neruda, de la ciudad de Bogotá durante, 2015-2016. Se utilizó una metodología mixta, con predominio cualitativo. A partir del estudio de caso y del análisis del discurso oficial se reconocieron directrices internacionales, nacionales y locales que fomentan la masificación del acceso a TD y a Internet y la conectividad en los centros educativos. El componente etnográfico permitió un acercamiento a la brecha digital y a la segregación digital que existe al interior de la escuela a partir, del estudio de cuatro estadios: “motivación al acceso, acceso material, acceso a las habilidades y uso real” (Van Dijk, 2006). Ante este panorama, se indagó por las condiciones de acceso, uso y apropiación de tecnologías digitales e Internet que tienen estudiantes y profesores de Ciencias Sociales del Colegio Distrital Pablo Neruda de la ciudad de Bogotá. La información se obtuvo por medio de formularios online diligenciados por estudiantes, profesores y padres de familia cuyas percepciones sumadas a la observación directa permitieron identificar características para luego contrastarlas con las directrices planteadas por organismos internacionales, nacionales y locales. Los hallazgos principales demuestran la separación existente entre la escuela y los avances tecnológicos de la sociedad del siglo XXI y la distancia entre las expectativas de uso de TD e Internet y la apropiación de estas herramientas en la cotidianeidad escolar.\"","autores":[{"nombre":"Gutiérrez Gutiérrez, Diana Patricia","slug":"gutierrez-gutierrez-diana-patricia"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Gutiérrez Gutiérrez, D. P. (2016). Tesis de Maestría: La segregación digital y las ciencias sociales escolares. Análisis en el colegio Distrital Pablo Neruda, Bogotá (2015-2016). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58021","fuente":"https://repositorio.unal.edu.co/handle/unal/58021","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":258,"titulo":{"nombre":"La seudorrevolución educativa: desigualdades, capitalismo y control en la educación superior en Colombia","slug":"la-seudorrevolucion-educativa-desigualdades-capitalismo-y-control-en-la-educacion-superior-en-colombia"},"resumen":"\"Resumen\nEn la seudorrevolución educativa el profesor Mora nos invita a hacer una reflexión inaplazable sobre los discursos educativos igualitarios que llaman a la inclusión segmentada y jerarquizada de los estudiantes y reproducen, profundizan o conservan las desigualdades sociales. El rigor de su análisis exige que el debate sobre el tema en Colombia supere la repetición incesante de la publicidad gubernamental, la cual ha tenido eco en diversos sectores de la comunidad académica, debido a una creencia que se ha convertido en dogma. De acuerdo con ella, la “educación superior de calidad” debe ser un bien meritorio destinado a quienes tienen patrimonio o capacidad de endeudamiento, o a “los más competentes”, dentro de los límites impuestos al gasto social por una regla fiscal heredada de los ajustes estructurales del pasado. La “educación terciaria” excedente, mediocre y funcional a los procesos de acumulación de capital imperantes en el país, está reservada para la mayoría de la población, que además solo puede ingresar a ella mediante el crédito financiero, estatal o privado. El acceso universal al bien común del conocimiento pasa por develar la mistificación que encierra la retórica sobre la igualdad de oportunidades educativas. Este libro le permite al lector comprender varios de los mecanismos discursivos que presentan como equitativas las políticas públicas orientadas a prolongar por tiempo indefinido la injusticia cognitiva dentro de la sociedad colombiana. LEOPOLDO MÚNERA RUIZ Profesor asociado Universidad Nacional de Colombia\"","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Mora, A. F. (2016). La seudorrevolución educativa : desigualdades, capitalismo y control en la educación superior en Colombia (Primera edición). Bogotá: Editorial Pontificia Universidad Javeriana. Recuperado el 21 de 05 de 2024, de https://repository.javeriana.edu.co/handle/10554/41286","fuente":"https://repository.javeriana.edu.co/handle/10554/41286\n","dependencias":{"nombre":"Facultad de Derecho, Ciencias Políticas y Sociales","slug":"facultad-de-derecho-ciencias-politicas-y-sociales"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":100,"titulo":{"nombre":"La tolerancia como desvirtuación del reconocimiento.","slug":"la-tolerancia-como-desvirtuacion-del-reconocimiento"},"resumen":"“RESUMEN\nEl reconocimiento, tal como lo entrevió Hegel, es la dimensión\nsocial fundamentadora no sólo de la identidad de los seres humanos sino también de la formación de la conciencia y de la moral. Muchos ven hoy, sin embargo, a la tolerancia como la virtud liberal ciudadana por excelencia que sustituye la práctica del reconocimiento. Mostraremos que la noción de tolerancia surgida en el siglo XVI tuvo desde el comienzo connotaciones de arbitrariedad oportunista y de conformismo hipócrita que promovieron la privatización de la moral y la despolitización de las conciencias en las que florecieron el liberalismo y su ceguera. A la tolerancia contraponemos una cultura del manejo de conflictos en torno al reconocimiento de las diferencias.”","autores":[{"nombre":"Gutiérrez, Carlos","slug":"gutierrez-carlos"}],"años":{"año":2005,"valor":2005},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gutiérrez, C. B. (2005). La tolerancia como desvirtuación del reconocimiento. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 8-15. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23198","fuente":"https://repositorio.unal.edu.co/handle/unal/23198","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":37,"nombre":"RECONOCIMIENTO SOCIAL Y CULTURA DEL DIÁLOGO","slug":"reconocimiento-social-y-cultura-del-dialogo","indicadorMadre":11}},{"id":127,"titulo":{"nombre":"La UDUALC y el Futuro de la Educación Superior.","slug":"la-udualc-y-el-futuro-de-la-educacion-superior"},"resumen":"“Los pasados 10 y 11 de noviembre se llevó a cabo la XXI Asamblea General de la Unión de Universidades de América Latina y el Caribe (UDUALC). La Universidad Nacional de Colombia (UNAL) fue anfitriona de este encuentro de reflexión en torno a los desafíos de la educación superior en la región, en donde la UNAL fue reelegida por los rectores y rectoras de la organización para presidir por otro periodo este organismo.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (19 de noviembre de 2022). La UDUALC y el Futuro de la Educación Superior. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1452&cHash=4cd3b769749dc5f22d3a49fc6b1c593b","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1452&cHash=4cd3b769749dc5f22d3a49fc6b1c593b ","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":81,"nombre":"EDUCACIÓN EN AMÉRICA LATINA Y EL CARIBE","slug":"educacion-en-america-latina-y-el-caribe","indicadorMadre":28}},{"id":125,"titulo":{"nombre":"La Universidad Nacional de Colombia: un proyecto de inclusión y diversidad.","slug":"la-universidad-nacional-de-colombia-un-proyecto-de-inclusion-y-diversidad"},"resumen":"“La Universidad Nacional de Colombia, principal casa de estudios de los colombianos, es sin duda una de las instituciones que desde sus orígenes se ha constituido en un espacio de convivencia en la pluralidad que sin distingo de raza, género, religión o ideología logra recoger la diversidad étnica y cultural de nuestro país. Además de la calidad de sus investigaciones y el impacto que alcanza sobre el desarrollo de los territorios y las comunidades, la Universidad es reconocida como un centro de encuentro de todo tipo de formas de sentir, pensar y hacer. Hoy quiero compartir con los lectores algunas de las características que hacen de nuestra Universidad Nacional una institución inclusiva, diversa y multicultural. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (03 de agosto de 2019). La Universidad Nacional de Colombia: un proyecto de inclusión y diversidad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=641&cHash=b101b3796f20c29b0694c9d437dcc4e5","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=641&cHash=b101b3796f20c29b0694c9d437dcc4e5","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":10,"titulo":{"nombre":"La violencia de género, un episodio cotidiano en la sociedad colombiana y el mundo","slug":"la-violencia-de-genero-un-episodio-cotidiano-en-la-sociedad-colombiana-y-el-mundo"},"resumen":"“El 25 de noviembre se celebra el Día Internacional de la Eliminación de la Violencia contra las Mujeres. Sin embargo, el fenómeno de la violencia de género se ha expandido de tal forma que hoy en día mujeres, hombres y niños son víctimas de discriminación y violencia diaria en Colombia y en muchos lugares del mundo, sin importar el respeto que se debe tener por los derechos humanos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (29 de noviembre de 2019). La violencia de género, un episodio cotidiano en la sociedad colombiana y el mundo. Revista En Plural. Sección: Con Acento (68). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=127&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=127&id_sec=1\n","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":47,"nombre":"VIOLENCIA DE GÉNERO","slug":"violencia-de-genero","indicadorMadre":11}},{"id":183,"titulo":{"nombre":"La voz en el discurso académico","slug":"la-voz-en-el-discurso-academico"},"resumen":"“Summary\nEn aras del positivismo imperante en las aulas académicas, el término voz estaba proscrito del discurso académico. El escritor solo podía hablar en la forma impersonal se; la voz del colectivo científico al que le prestaba la voz. Gracias a renovados vientos en las ciencias humanas, la intersubjetividad en el discurso académico ha salido del clóset; los académicos están dejando oír su propia voz, aunque son muy conscientes de que tras esta hay una sinfonía de voces: la colectiva, la intersubjetiva, la social y la discursiva. Una mirada a estas es el objeto de esta comunicación.”","autores":[{"nombre":"Polo Figueroa, Nicolás","slug":"polo-figueroa-nicolas"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Polo Figueroa, N. (2012). La voz en el discurso académico. Forma y Función, 25(2), 323-333. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/73347","fuente":"https://repositorio.unal.edu.co/handle/unal/73347","dependencias":{"nombre":"Revista Forma y Función","slug":"revista-forma-y-funcion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":23,"nombre":"DISCUSO ACADÉMICO","slug":"discuso-academico","indicadorMadre":11}},{"id":276,"titulo":{"nombre":"Las competencias científicas en la política educativa colombiana: Privilegio de la perspectiva parcial al estudiar su ensamblaje desde los estudios sociales de la ciencia","slug":"las-competencias-cientificas-en-la-politica-educativa-colombiana-privilegio-de-la-perspectiva-parcial-al-estudiar-su-ensamblaje-desde-los-estudios-sociales-de-la-ciencia"},"resumen":"\"Resumen\nReflexión crítica y situada de la emergencia y estabilización frágil de las competencias científicas al interior del Ministerio de Educación Nacional (MEN), donde se usa el instrumental teórico de los estudios sociales de la ciencia, para dar cuenta de las diferentes tecnologías que han sido usadas por el MEN para posicionar esta idea y con ella orientar de modo difuso la labor educativa de las instituciones escolares en Colombia. Se despliega la manera en que la idea de competencias científicas no logra estabilizarse dentro de esta institución, prevaleciendo la polisemia frente a lo que se busca con este tipo de políticas, mostrando además, el papel predominante que las agencias multilaterales tienen a la hora de movilizar esta propuesta dentro de las agendas educativas del ministerio. Propone observar cómo, a pesar de esta fuerza burocrática y política de la institución ministerial para posicionar lo inestable y confuso, la fragilidad interna de ejecución y orientación de la política misma también da cabida a un amplio margen de maniobra a la hora de movilizar e implementar estas políticas localmente.\"","autores":[{"nombre":"Vallejo Rodríguez, Sonia","slug":"vallejo-rodriguez-sonia"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Vallejo Rodríguez, S. (2014). Tesis de Maestría: Las competencias científicas en la política educativa colombiana: Privilegio de la perspectiva parcial al estudiar su ensamblaje desde los estudios sociales de la ciencia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/48551","fuente":"https://repositorio.unal.edu.co/handle/unal/48551\n","dependencias":{"nombre":"Maestría en Estudios Sociales de la Ciencia","slug":"maestria-en-estudios-sociales-de-la-ciencia"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":308,"titulo":{"nombre":"Las fallas de la escuela tradicional: el aburrimiento escolar desde la mirada de las estudiantes del Colegio el Carmen Teresiano","slug":"las-fallas-de-la-escuela-tradicional-el-aburrimiento-escolar-desde-la-mirada-de-las-estudiantes-del-colegio-el-carmen-teresiano"},"resumen":"\"Resumen\nEste trabajo busca describir y analizar los factores que generan aburrimiento en la escuela, examinando el caso particular de un grupo de estudiantes del Colegio El Carmen Teresiano de la ciudad de Bogotá. Para este fin se expone el concepto de aburrimiento y otros relacionados como lo son la motivación y el interés. Se presentan algunas experiencias en las que se han puesto en marcha estrategias para conjurar el aburrimiento en las aulas de clase. A continuación, se desarrolla el concepto de práctica pedagógica como una apuesta para reivindicar el valor del trabajo docente y cómo este se puede transformar en aras de acabar el tedio que significa para las y los estudiantes asistir a la escuela. Seguido a esto, se exponen los resultados de la indagación enunciando las reflexiones de las estudiantes partícipes del trabajo y del autor. Finalmente se presenta una propuesta pedagógica que, desde el área de ciencias sociales, busca ser un aliciente para acabar con el aburrimiento escolar, en esta asignatura\"","autores":[{"nombre":"Aguirre Quintero, Cristhian Darío","slug":"aguirre-quintero-cristhian-dario"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Aguirre Quintero, C. D. (2020). Tesis de Maestría: Las fallas de la escuela tradicional: el aburrimiento escolar desde la mirada de las estudiantes del Colegio el Carmen Teresiano. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/79926","fuente":"https://repositorio.unal.edu.co/handle/unal/79926","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":24,"nombre":"ESCUELA","slug":"escuela","indicadorMadre":11}},{"id":148,"titulo":{"nombre":"Las imágenes enseñan desequilibrando. Televisión educativa colombiana","slug":"las-imagenes-ensenan-desequilibrando-television-educativa-colombiana"},"resumen":"“Summary\nEl pensamiento está estructurado como una red que tiende al equilibrio. Sin embargo, para que se produzca el aprendizaje es necesario desequilibrar la malla cognitiva. Así, nos preguntamos cómo provocar desequilibrios. Para responder esta inquietud estudiamos dos series de televisión educativa infantil animada colombiana que circularon por el canal Señal Colombia en 2010: Jaibaná y Wanana. El análisis se hizo siguiendo las pautas de la semiolingüística. La pregunta planteada al análisis semiolingüístico del aparato argumentativo de las series es si se producen y cómo producen imágenes que revelen relaciones lógicas. Para hacer el puente entre el lenguaje visual y la cognición se tomaron los conceptos de choque y encadenamiento en la edición de cuadros y secuencias de imagen. Para el campo de cognición las guías fueron los conceptos de argumentación, equilibrio y desequilibrio. Si bien el análisis arrojó como tendencia el uso de imágenes tipo encadenamientos y secuencias asociables a la lógica de causa-consecuencia, en este artículo se enfatiza en las cualidades desequilibrantes de la imagen y sus recursos. Así, tenemos secuencias lógicas equilibradas o desequilibradas, siendo estas últimas las de mayor impacto educativo. También encontramos imágenes que contienen lo que podríamos llamar argumento y contrargumento en un solo cuadro”","autores":[{"nombre":"Rojas Torres, Olga Yolanda","slug":"rojas-torres-olga-yolanda"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rojas Torres, O. Y. (2017). Las imágenes enseñan desequilibrando. Televisión educativa colombiana. Bitácora Urbano Territorial, 4, 31-37. doi: https://doi.org/10.15446/bitacora.v27n4Esp.63426\n\nhttps://repositorio.unal.edu.co/handle/unal/68350","fuente":"https://doi.org/10.15446/bitacora.v27n4Esp.63426\n\nhttps://repositorio.unal.edu.co/handle/unal/68350","dependencias":{"nombre":"Revista Bitácora Urbano Territorial; Grupo de investigación Lenguaje visual y Cognición","slug":"revista-bitacora-urbano-territorial-grupo-de-investigacion-lenguaje-visual-y-cognicion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":257,"titulo":{"nombre":"Las tareas pendientes de la educación superior: Cambios de trayectoria en una coyuntura política incierta","slug":"las-tareas-pendientes-de-la-educacion-superior-cambios-de-trayectoria-en-una-coyuntura-politica-incierta"},"resumen":"El próximo 29 de octubre se llevarán a cabo elecciones regionales en Colombia, cuyos resultados podrían reflejar el apoyo o rechazo a la gestión del presidente Gustavo Petro, impactando así el avance de sus reformas en salud, pensiones, trabajo y educación en el Congreso. En el ámbito de la educación superior, la situación es confusa, con proyectos en curso que carecen de una estrategia clara del Ministerio de Educación. La movilización social convocada por Petro podría influir, pero su efectividad depende de la organización y cohesión del movimiento estudiantil y profesoral. Las reformas propuestas, como la gratuidad universal en educación superior y la modificación del modelo de financiación de las universidades públicas, son fundamentales, pero enfrentan críticas y desafíos procedimentales y legislativos. Para lograr avances, se requiere un diálogo profundo y estrategias bien definidas que reconozcan la experiencia histórica de las luchas educativas, evitando concesiones que comprometan los objetivos progresistas.","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mora, A. F. (2023). Las tareas pendientes de la educación superior: Cambios de trayectoria en una coyuntura política incierta. Periódico El Heraldo. Recuperado el 21 de 05 de 2024, de https://revistaizquierda.com/las-tareas-pendientes-de-la-educacion-superior-cambios-de-trayectoria-en-una-coyuntura-politica-incierta/","fuente":"https://revistaizquierda.com/las-tareas-pendientes-de-la-educacion-superior-cambios-de-trayectoria-en-una-coyuntura-politica-incierta/","dependencias":{"nombre":"Periódico El Heraldo","slug":"periodico-el-heraldo"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":177,"titulo":{"nombre":"Las tecnologías de la información en el aprendizaje de la lengua de señas.","slug":"las-tecnologias-de-la-informacion-en-el-aprendizaje-de-la-lengua-de-senas"},"resumen":"“Summary\nObjetivo. Desarrollar de una herramienta tecnológica que permita mejorar el aprendizaje inicial de la lengua de señas en los niños con discapacidad auditiva. Métodos El desarrollo de la presente investigación se realizó a través de tres fases: el levantamiento de requerimientos, el diseño y desarrollo del dispositivo propuesto, y la validación y evaluación del dispositivo. A través del uso de las tecnologías de la información y con el asesoramiento de profesionales en educación especial se logró desarrollar un dispositivo electrónico que facilita el aprendizaje de la lengua de señas en los niños sordos. El cual está conformado principalmente por una pantalla grafica táctil, un sintetizador de voz y un sistema de reconocimiento de voz. La validación se realizó con los niños sordos del colegio Filadelfia para sordos en Bogotá. Resultados Se estableció una metodología de aprendizaje que permite mejorar los tiempos de aprendizaje, a través de un prototipo tecnológico de tamaño reducido, portable, liviano y didáctico. Conclusiones Las pruebas realizadas mostraron la efectividad de este prototipo, logrando reducir en 32 % el tiempo de aprendizaje inicial de la lengua de señas en niños sordos.\n\nKeywords\nLenguaje ; educación ; métodos de comunicación total ; proyectos de tecnologías de información y comunicación”","autores":[{"nombre":"Hernández Suarez, Cesar Augusto","slug":"hernandez-suarez-cesar-augusto"},{"nombre":"Pulido, José Leonardo","slug":"pulido-jose-leonardo"},{"nombre":"Arias, Jorge E.","slug":"arias-jorge-e"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Hernández, C. A, Pulido, J., & Arias, J. (2015). Las tecnologías de la información en el aprendizaje de la lengua de señas. Revista de Salud Pública, 17(1), 61-73. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/65708","fuente":"https://repositorio.unal.edu.co/handle/unal/65708 ","dependencias":{"nombre":"Revista de Salud Pública","slug":"revista-de-salud-publica"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":86,"nombre":"LENGUA DE SEÑAS","slug":"lengua-de-senas","indicadorMadre":29}},{"id":119,"titulo":{"nombre":"¿Lecciones aprendidas de las movilizaciones estudiantiles de 2018?","slug":"lecciones-aprendidas-de-las-movilizaciones-estudiantiles-de-2018"},"resumen":"“En los últimos meses de 2018 los estudiantes lograron atraer a los demás actores de la comunidad universitaria y a otros sectores de la sociedad, llevando al centro de las preocupaciones de la opinión pública la crisis financiera de la educación superior. A partir de esta situación, los distintos actores sociales iniciaron una amplia reflexión sobre el tipo de educación superior que necesita Colombia: una educación que forme ciudadanos responsables con la sociedad y que le apunte a la naturaleza de la persona, a su ser y su pensar. Con todo, gracias a los diálogos entablados entre los líderes de la movilización y el Gobierno Nacional se logró un acuerdo para solucionar temporalmente la crisis financiera de las universidades estatales.\n\nComo profesora e investigadora considero que debemos elaborar una reflexión más profunda sobre las lecciones, experiencias y aprendizajes que nos dejó esta intensa participación ciudadana en torno a la educación superior.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (02 de febrero de 2019). ¿Lecciones aprendidas de las movilizaciones estudiantiles de 2018? El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=576&cHash=ff23427081d96db4865b6550ed4ecdf0","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=576&cHash=ff23427081d96db4865b6550ed4ecdf0","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":24,"nombre":"ORGANIZACIONES ESTUDIANTILES","slug":"organizaciones-estudiantiles","descripcion":"El indicador Organizaciones Estudiantiles, se centra en analizar y comprender la contribución y el impacto de estas organizaciones en el contexto educativo, social e individual. Este indicador agrupa investigaciones y reflexiones que exploran las organizaciones lideradas por estudiantes. Este indicador, aborda temas relacionados con la participación estudiantil en la formulación de políticas educativas y en la configuración del entorno educativo."}},{"id":56,"titulo":{"nombre":"Lenguas Indígenas y globales en Leticia: Un caso de lenguas en contacto.","slug":"lenguas-indigenas-y-globales-en-leticia-un-caso-de-lenguas-en-contacto"},"resumen":"“Leticia, localizada en el punto de encuentro amazónico entre Colombia, Brasil y Perú, ofrece una gran riqueza lingüística. La ciudad presenta una situación particular donde lenguas indígenas y extranjeras encuentran y coexisten en un constante flujo que varía según cada situación de habla.\"","autores":[{"nombre":"Aristizábal Romero, Mariana","slug":"aristizabal-romero-mariana"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Aristizábal Romero, M (2023) Lenguas Indígenas y globales en Leticia: Un caso de lenguas en contacto. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (51) 14-16. Obtenido de https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51","fuente":"https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":19,"nombre":"ESTUDIOS INTERCULTURALES","slug":"estudios-interculturales","descripcion":"El indicador temático Estudios Interculturales se enfoca en la producción académica relacionada con la interculturalidad en contextos educativos. Este indicador abarca investigaciones y reflexiones que tienen como objetivo comprender y fomentar el diálogo entre diversas culturas. Desde estrategias para la inclusión cultural hasta el análisis de políticas educativas que promueven la diversidad, se recopilan contenidos que exploran los retos, la convivencia y el enriquecimiento mutuo entre diferentes grupos étnicos, lingüísticos o culturales en el ámbito social y educativo."}},{"id":149,"titulo":{"nombre":"Libertad de cátedra, colegialidad, autonomía y legitimidad. Transformaciones en cuatro universidades latinoamericanas.","slug":"libertad-de-catedra-colegialidad-autonomia-y-legitimidad-transformaciones-en-cuatro-universidades-latinoamericanas"},"resumen":"“Resumen\nEn este artículo se analizan comparativamente los procesos de configuración de autonomía y legitimidad universitaria de algunas grandes universidades públicas de América Latina en estos últimos veinte años, en relación con la libertad de cátedra y la colegialidad. El foco de análisis está en la Universidad Nacional de Colombia (UNC); las otras tres universidades (Universidad de São Paulo, Universidad Nacional Autónoma de México y Universidad de Buenos Aires) sirven de contraste para mostrar la diversidad de los procesos que se presentan en las universidades en Latinoamérica. Se basa en una revisión de la normativa institucional, en documentos producidos por cada una de las universidades y en trabajo de campo (entrevistas, grupos de discusión, observación) durante 2009-2010, gracias a la financiación de Colciencias y de la UNC. En la investigación participó un numeroso equipo de profesores y estudiantes de la UNC. Si bien en la investigación que está a la base de este artículo se hizo una revisión amplia de la prensa en estos cuatro países, e igualmente se hizo trabajo de campo sobre las percepciones de los estudiantes, estos aspectos no se desarrollan aquí por razones de espacio. El texto argumenta que la formación ha sido la misión fundamental de las universidades; sin embargo, en estos últimos años la legitimidad y autonomía se están situando en la investigación y en nuevas modalidades de extensión. En segundo lugar, se plantea que el fundamento de la autonomía universitaria reside en la libertad de cátedra y la libertad de estudio; no obstante, cambios recientes, sin cuestionar las libertades académicas, han orientado el núcleo duro de la autonomía en otras direcciones (competitividad, rendición de cuentas, etc.). La legitimidad se ha desplazado de los valores de la formación hacia otras esferas (investigación, competitividad laboral, marketing, etc.). Igualmente, el artículo desesencializa los conceptos de formación y de docencia, mostrándolos como un acumulado histórico complejo y no muy coherente, y problematiza las relaciones entre la libertad de cátedra y la autonomía institucional. Finalmente, llama la atención sobre el debilitamiento de la colegialidad en estas universidades, debilitamiento que a futuro tendrá un impacto importante en su autonomía académica y en su legitimidad.\nPalabras clave: autonomía universitaria, legitimidad, colegialidad, educación\nsuperior, Colombia, Latinoamérica, formación universitaria, docencia universitaria”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2011). Libertad de cátedra, colegialidad, autonomía y legitimidad. Transformaciones en cuatro universidades latinoamericanas. Revista Ciencia Política, 6(12), 77-108. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:4JMBOYKVnBMC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:4JMBOYKVnBMC ","dependencias":{"nombre":"Revista Ciencia Política","slug":"revista-ciencia-politica"},"indicadores":{"id":30,"nombre":"UNIVERSIDADES PÚBLICAS","slug":"universidades-publicas","descripcion":"El indicador temático Universidades Públicas, se enfoca en la recopilación de investigaciones y análisis que abordan aspectos específicos relacionados con las instituciones de educación superior de carácter público. Este indicador agrupa producciones académicas que exploran la misión, el impacto social, los retos y las oportunidades de las universidades públicas."},"subindicadores":{"id":89,"nombre":"GOBERNANZA","slug":"gobernanza","indicadorMadre":30}},{"id":246,"titulo":{"nombre":"Lineamientos Política de Educación Superior Inclusiva.","slug":"lineamientos-politica-de-educacion-superior-inclusiva"},"resumen":"\"El Ministerio de Educación Nacional expide estos Lineamientos con el objetivo de orientar a las instituciones de Educación Superior (IES) en el desarrollo de políticas institucionales que favorezcan el acceso, la permanencia y el egreso de todos los estudiantes y en particular a aquellos que pertenecen a grupos poblaciones que históricamente han sido excluidos del sistema educativo.\" (Tomado del Observatorio de Inclusión Educativa para Personas con Discapacidad ) Resumen Presentación: El documento de lineamientos de educación superior inclusiva del Ministerio de Educación Nacional refleja los avances hacia una sociedad inclusiva, basándose en una sólida base conceptual para definir estrategias y políticas públicas de calidad. En el contexto del plan sectorial 2010-2014, que busca formar ciudadanos éticos y respetuosos de los derechos humanos, la educación inclusiva es clave para la transformación y la equidad. Estos lineamientos destacan la educación inclusiva como una estrategia central para la inclusión social, superando la tradicional dicotomía de exclusión y promoviendo un modelo educativo que valora la diversidad inherente a la humanidad y la vida. Este documento, pionero en América Latina, adapta el ideal de la educación inclusiva a la rica diversidad étnica y cultural de Colombia. Se enfatiza la importancia de comprender el contexto colombiano para lograr una educación inclusiva que cierre las brechas de inequidad, facilitando el ejercicio pleno de derechos y acceso a oportunidades mediante políticas públicas estructurales. El Ministerio de Educación invita a la comunidad a leer este documento y seguir colaborando con las instituciones de educación superior para construir un país más igualitario e inclusivo, contribuyendo a la paz.","autores":[{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"MEN. Nacional, M. d. (2013). Lineamientos Política de Educación Superior Inclusiva. Ministerio de Educación Nacional. Recuperado el 20 de 05 de 2024, de https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdf","fuente":"https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdf ","dependencias":{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":24,"titulo":{"nombre":"Los centros de interés en la pedagogía por proyectos: Homenaje a Manuel Vincent","slug":"los-centros-de-interes-en-la-pedagogia-por-proyectos-homenaje-a-manuel-vincent"},"resumen":"“Este libro intenta mostrar una experiencia de casi una década de trabajo, que va desde una preocupación por los modos pedagógicos tradicionales de iniciar a los niños en el aprendizaje de la lectura y la escritura, hasta tomar la decisión de hacer rupturas con respecto a las prácticas en el aula. El este propósito el grupo de docentes del Instituto Pedagógico Arturo Ramírez Montúfar, de la Universidad Nacional de Colombia, sede Bogotá, acude a los fundamentos de la pedagogía activa de Freinet y a las fuentes relacionadas con las teorías del lenguaje y la pedagogía por proyectos, para impulsar, desde allí, estrategias más consecuentes con el mundo de los niños de hoy.”","autores":[{"nombre":"Jurado Valencia,Fabio","slug":"jurado-valenciafabio"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jurado Valencia, F. (2011). Los centros de interés en la pedagogía por proyectos: Homenaje a Manuel Vincent. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 31 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-centros-de-interes-en-la-pedagogia-por-proyectos-homenaje-manuel-vinent","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-centros-de-interes-en-la-pedagogia-por-proyectos-homenaje-manuel-vinent","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":140,"titulo":{"nombre":"Los contenidos educativos y la web semántica.","slug":"los-contenidos-educativos-y-la-web-semantica"},"resumen":"“Summary\nLas aplicaciones informáticas educativas requieren que los contenidos educativos tengan un alto nivel de interoperabilidad, para poder explotar al máximo el potencial de la información digital y de los sistemas automatizados. En estos contextos, es necesario que los contenidos puedan utilizarse en diversas aplicaciones como las plataformas de aprendizaje, las bibliotecas digitales, los repositorios, los sistemas de información e incluso en los dispositivos móviles. Aunque hay estándares tecnológicos para que estas herramientas puedan comunicarse, los métodos de descripción utilizados requieren de mayor definición para empatar los significados de los descriptores y realizar un intercambio realmente eficiente de información y contenidos. La Web Semántica propone tecnologías que permitan un procesamiento más eficiente, aunado a estas tecnologías aparece un método para la descripción de la información, al que se conoce como ontologías. Las ontologías expanden las capacidades de los sistemas descriptivos actuales, como los tesauros y los metadatos. Un contenido educativo se encuentra inmerso en un ambiente complejo: usuarios con intereses diferentes, aplicaciones con tecnologías heterogéneas, contextos variables y usos diversos. El desarrollo de ontologías en este ámbito comienza a ser una necesidad, ya que los sistemas tradicionales de clasificación y organización de la información y del conocimiento tienen limitantes en su diseño que restringen el trabajo de tareas automáticas a los sistemas informáticos. Este trabajo hace un planteamiento general del uso de la Web Semántica en los contextos educativos y específicamente hace una revisión al tema del diseño de las ontologías y a las diferentes metodologías que hay para su desarrollo, con un planteamiento de aplicación dentro del ámbito de los contenidos educativos digitales. Palabras clave Ontologías, web semántica, contenidos educativos.”","autores":[{"nombre":"López Guzmán, Clara","slug":"lopez-guzman-clara"},{"nombre":"García Peñalvo, Francisco J.","slug":"garcia-penalvo-francisco-j"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"López Guzmán, C. &. García Peñalvo, F (2008). Los contenidos educativos y la web semántica. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48516","fuente":"https://repositorio.unal.edu.co/handle/unal/48516","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":49,"nombre":"VIRTUAL","slug":"virtual","indicadorMadre":11}},{"id":171,"titulo":{"nombre":"Los Encuentros Creativos Expresivos y la Investigación Acción Participante: reflexiones a partir de una experiencia barrial en la ciudad de Villa Nueva (Córdoba, Argentina).","slug":"los-encuentros-creativos-expresivos-y-la-investigacion-accion-participante-reflexiones-a-partir-de-una-experiencia-barrial-en-la-ciudad-de-villa-nueva-cordoba-argentina"},"resumen":"“Resumen \nEste artículo estudia algunos vínculos posibles entre las características de la Investigación Acción Participante (IAP) y la experiencia de aplicación de una metodología de investigación y transferencia denominada Encuentros Creativos Expresivos (ece), en sectores populares. El objetivo general del estudio que da lugar a este texto es detectar, a través de dicho dispositivo, las problemáticas sociales a partir de las sensibilidades de habitantes del barrio Florida de la ciudad de Villa Nueva (Provincia de Córdoba, Argentina). Se parte del supuesto, manifestado por Scribano (2013), según el cual la aplicación de una metodología de conocimiento basada en la expresividad y la creatividad de los colectivos, potencia la reutilización y apropiación de la información obtenida en el proceso de investigación por quienes participan de él, tal como propone la iap. El objetivo específico del artículo es describir el uso de los ece como dispositivo metodológico susceptible de utilizarse en el marco de una investigación con énfasis en iap, identificando los diálogos entre ambos. Lo anterior orienta la búsqueda de alternativas de solución por parte de sus habitantes en un proceso participativo de co-construcción del conocimiento y que tiende a generar algunas acciones inclinadas a la transformación de aquellos aspectos de su realidad que preocupan a la población involucrada. En esta dirección, se exponen algunos vínculos y diferencias entre los ece y la iap. El camino argumentativo para tal fin es el siguiente: en primer lugar, se presentan los propósitos y la metodología empleados en la investigación y se describen las relaciones entre el abordaje metodológico y la sociología de los cuerpos/emociones para la indagación de los procesos de estructuración social; en segundo lugar, se exponen las notas distintivas de la iap en el marco de su desarrollo en América Latina; en tercer lugar, se describe la experiencia de aplicación de un ece con habitantes de un barrio de la ciudad de Villa Nueva; por último, se presentan los puntos de diálogo entre los ece y la iap, a partir de la revalorización del uso de metodologías que sigan aportando a los procesos de emancipación social en Suramérica.”","autores":[{"nombre":"Gandía, Claudia Liliana","slug":"gandia-claudia-liliana"},{"nombre":"Cena, Rebeca","slug":"cena-rebeca"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gandía, C. L., & Cena, R. (2018). Los Encuentros Creativos Expresivos y la Investigación Acción Participante: reflexiones a partir de una experiencia barrial en la ciudad de Villa Nueva (Córdoba, Argentina). Revista Colombiana de Sociología, 41(1), 89-110. doi: https://doi.org/10.15446/rcs.v41n1.66674\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/66674","fuente":"https://doi.org/10.15446/rcs.v41n1.66674\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/66674 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}},{"id":93,"titulo":{"nombre":"Los herederos sin herencia: una mirada reflexiva en torno al habitus y al capital cultural de los aspirantes a ingresar a la Universidad Nacional de Colombia (sede Bogotá, 2015-2).","slug":"los-herederos-sin-herencia-una-mirada-reflexiva-en-torno-al-habitus-y-al-capital-cultural-de-los-aspirantes-a-ingresar-a-la-universidad-nacional-de-colombia-sede-bogota-2015-2"},"resumen":"“Summary\nLas investigaciones que indagan sobre los problemas relacionados con el acceso y la cobertura en la educación superior tienen por lo menos medio siglo, incluyendo aquellas que se cuestionan por los factores asociados al rendimiento escolar y por el tipo de personas que logran ingresar. En Colombia estos estudios son más bien escasos lo cual ha incidido en una naturalización de las formas como se imponen los exámenes de admisión de las universidades públicas. Con bases conceptuales provenientes de la teoría de la reproducción de Pierre Bourdieu y por medio de métodos mixtos de investigación, en esta tesis se caracterizan, identifican y analizan algunos factores extraescolares asociados al habitus y al capital cultural de los aspirantes que guardan relación con la admisión a la Universidad Nacional de Colombia y se estudian las percepciones o imaginarios más comunes de los aspirantes sobre dicha prueba y sobre los factores que inciden en el ingreso.","autores":[{"nombre":"Pardo Mercado, Jesús David","slug":"pardo-mercado-jesus-david"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Fuente: Mercado, J. D. (2016). Los herederos sin herencia: una mirada reflexiva en torno al habitus y al capital cultural de los aspirantes a ingresar a la Universidad Nacional de Colombia (sede Bogotá, 2015-2). Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Bogotá. Recuperado el 28 de octubre de 2023, de Repositorio Institucional UN. Biblioteca Digital Universidad Nacional de Colombia, https://repositorio.unal.edu.co/handle/unal/5970","fuente":"https://repositorio.unal.edu.co/handle/unal/5970","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":61,"titulo":{"nombre":"Los pre-supuestos de la Educación: Más allá del dinero.","slug":"los-pre-supuestos-de-la-educacion-mas-alla-del-dinero"},"resumen":"“Las marchas estudiantiles del año pasado fueron una movilización necesaria y, sin duda, plausible teniendo en cuenta que logramos el mayor incremento presupuestal en 19 años. Adicionalmente, a las manifestaciones se sumó el apoyo por parte de las universidades privadas, así como de otros movimientos y sectores sociales del país. Logramos el aumento que históricamente hemos reclamado y por lo que todos nos alegramos. Sin embargo, poco se ha discutido sobre la crisis estructural de la educación más allá del problema presupuestal. Hasta ahora, no hay una visión de país a largo plazo que se apoye en la educación, que pueda ir más allá de los cuatro años de cada gobierno de turno. Tampoco hay una relación entre el diseño de las políticas públicas y la investigación que se realiza desde la academia. Y hay un descuido sistemático del pensamiento crítico y la perspectiva histórica de nuestro país. Los anteriores serían puntos que podrían llevarnos a cuestionarse en realidad. Tras la movilización realizada, logramos tanto como lo muestran los medios o como nosotros mismos creemos, tras haber logrado un aumento de 4.5 billones de pesos destinados a educación.”","autores":[{"nombre":"Escobar Aucu, Liseth Johanna","slug":"escobar-aucu-liseth-johanna"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Escobar Aucu, L, J (2019). Los pre-supuestos de la Educación: Más allá del dinero. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (40) 3-4 Recuperado el 15 de diciembre de 2023, de: https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","fuente":" https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}},{"id":147,"titulo":{"nombre":"Los Proyectos Ambientales Escolares. Herramientas de gestión ambiental.","slug":"los-proyectos-ambientales-escolares-herramientas-de-gestion-ambiental"},"resumen":"“Summary\nEl autor hace un análisis de los Proyectos Ambientales Escolares (PRAE) de 11 instituciones educativas distritales en la UPZ 85 (localidad de Bosa) de Bogotá para determinar cómo contribuye esta herramienta educativa a la generación de mecanismos y procesos de gestión ambiental local. La revisión de los documentos se complementa con entrevistas a las personas encargadas de dirigir los PRAE y sus respuestas son examinadas mediante una prueba estadística no paramétrica de Wilcoxon. El estudio identifica algunos avances en las dinámicas propias de este territorio y ciertas falencias en términos de participación, inclusión y mejora de las situaciones ambientales, por eso este artículo busca llamar la atención sobre la importancia de los procesos comunitarios, la necesidad de generar empoderamiento de los habitantes sobre su entorno construido y natural, además de la formación ciudadana como alternativa de desarrollo en el marco del crecimiento urbano y poblacional.”","autores":[{"nombre":"Mora Ortiz, Juan Ricardo","slug":"mora-ortiz-juan-ricardo"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mora Ortiz, J. (2015). Los Proyectos Ambientales Escolares. Herramientas de gestión ambiental. Bitácora Urbano Territorial, 2, 67-74. Obtenido de https://repositorio.unal.edu.co/handle/unal/61771","fuente":"https://repositorio.unal.edu.co/handle/unal/61771","dependencias":{"nombre":"Revista Bitácora Urbano Territorial","slug":"revista-bitacora-urbano-territorial"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":68,"nombre":"ESCOLAR","slug":"escolar","indicadorMadre":21}},{"id":63,"titulo":{"nombre":"Los sistemas nacionales de evaluación en América Latina y el Caribe. ¿Impacto pedagógico u obediencia institucional?","slug":"los-sistemas-nacionales-de-evaluacion-en-america-latina-y-el-caribe-impacto-pedagogico-u-obediencia-institucional"},"resumen":"“Reseña\nFabio Jurado Valencia, editor\n\nA partir de la década de 1990 se fundaron en todos los países del mundo sistemas nacionales de evaluación con el propósito de identificar una relación de equivalencia entre lo que ofrece la escolaridad y los aprendizajes alcanzados por los estudiantes. Sin embargo, son muy pocas las iniciativas para lograr el enlace entre los resultados de las pruebas y la formación de los docentes. Este libro presenta algunos aspectos del problema y resalta lo que se hace al respecto en países latinoamericanos que han insistido en la constitución paulatina de sus sistemas nacionales de evaluación.”","autores":[{"nombre":"Jurado Valencia,Fabio. Editor","slug":"jurado-valenciafabio-editor"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jurado Valencia, F. (2009). Los sistemas nacionales de evaluación en América Latina y el Caribe. ¿Impacto pedagógico u obediencia institucional?. Bogotá: Centro Editorial de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-sistemas-nacionales-de-evaluacion-en-america-latina-y-el-caribe-impacto-pedagogico-u-obediencia-institucional","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-sistemas-nacionales-de-evaluacion-en-america-latina-y-el-caribe-impacto-pedagogico-u-obediencia-institucional","dependencias":{"nombre":"Instituto de Investigaciones en Educación -IIEDU-; Centro Editorial de Ciencias Humanas","slug":"instituto-de-investigaciones-en-educacion-iiedu-centro-editorial-de-ciencias-humanas"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":73,"titulo":{"nombre":"Luces y sombras de la articulación de la educación media con la educación superior, un estudio de caso en el colegio INEM Santiago Pérez, I.E.D. 2010 - 2011","slug":"luces-y-sombras-de-la-articulacion-de-la-educacion-media-con-la-educacion-superior-un-estudio-de-caso-en-el-colegio-inem-santiago-perez-ied-2010-2011"},"resumen":"“Resumen\nCon el presente trabajo de investigación se analizó el proceso de implementación del programa de articulación de la educación media con la superior de la Secretaria de Educación del Distrito (SED), en el colegio INEM Santiago Pérez I.E.D. Se trabajó el método de estudio de caso, apoyado en 524 encuestas a estudiantes de grado 10° y 11° de las jornadas mañana y tarde; entrevistas semi-estructuradas a docentes; y registros de observación participante. Como resultado de la investigación se concluyó la necesidad de fortalecer la formación de la educación media en relación con la caracterización de la sociedad colombiana y sus retos en el contexto local y global. Las estrategias deben darse desde procesos endógenos y exógenos a las instituciones educativas.”","autores":[{"nombre":"Rodríguez Rodríguez, Irma del Tránsito","slug":"rodriguez-rodriguez-irma-del-transito"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Rodríguez, I. d. (2012). Tesis de Maestría: Luces y sombras de la articulación de la educación media con la educación superior, un estudio de caso en el colegio INEM Santiago Pérez, I.E.D. 2010 - 2011. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/10609","fuente":"https://repositorio.unal.edu.co/handle/unal/10609 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":48,"nombre":"TRANSICIÓN ESCOLAR","slug":"transicion-escolar","indicadorMadre":11}},{"id":84,"titulo":{"nombre":"Masificación y control de la educación legal en Colombia y Argentina: una perspectiva comparada","slug":"masificacion-y-control-de-la-educacion-legal-en-colombia-y-argentina-una-perspectiva-comparada"},"resumen":"“Resumen\nEl presente trabajo realiza una aproximación comparativa sobre las condiciones de ingreso y acceso a la educción jurídica y a la universidad en Colombia y Argentina. Para ello se toman como punto de partida las tendencias de la educación superior en América Latina. Se busca reconocer y analizar los procesos de reforma de la educación superior, el fenómeno de masificación, el control y la regulación del ingreso y acceso a la educación jurídica, así como la incidencia de dichos procesos sobre los programas de Derecho.”","autores":[{"nombre":"Espinosa Blanco, Yules Alejandro","slug":"espinosa-blanco-yules-alejandro"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Espinosa Blanco, Y. A. (2012). Tesis de Maestría: Masificación y control de la educación legal en Colombia y Argentina: una perspectiva comparada. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/12155","fuente":"https://repositorio.unal.edu.co/handle/unal/12155 ","dependencias":{"nombre":"Maestría en Estudios Políticos","slug":"maestria-en-estudios-politicos"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":43,"titulo":{"nombre":"Memoria histórica del paro cívico del 12 de mayo de 1977 en La Ceja del Tambo, Antioquia. La lucha por la educación pública secundaria","slug":"memoria-historica-del-paro-civico-del-12-de-mayo-de-1977-en-la-ceja-del-tambo-antioquia-la-lucha-por-la-educacion-publica-secundaria"},"resumen":"“Summary\nEste libro producto del trabajo de grado del historiador cejeño Diego Armando López Cardona fue ganador del Estímulo al Talento Creativo en el área de Patrimonio, que otorgó el Instituto de Cultura de Antioquia en 2015. Diversos objetivos determinaron esta investigación, entre otros, el lograr un ejercicio paralelo entre la historia regional de La Ceja, una historia de los movimientos cívicos del Oriente Antioqueño, de la educación pública en Antioquia, y la historia particular del paro cívico en lucha por la educación el día 12 de mayo de 1977. El autor realizó una reconstrucción del estado material y social del municipio y la región, entendiendo las dinámicas insurgentes que a partir de los años 60 se presentaron en Colombia, configurando un relato fidedigno desde el discurso oficial (archivos municipales, periódicos regionales y correspondencia del instituto educativo) y el discurso popular (entrevistas con actores del paro y habitantes de La Ceja que vivían en la época).\nKeywords\nMemoria histórica”","autores":[{"nombre":"Escobar López, Juan José","slug":"escobar-lopez-juan-jose"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Escobar López, J. J. (enero-junio de 2017). Memoria histórica del paro cívico del 12 de mayo de 1977 en La Ceja del Tambo, Antioquia. La lucha por la educación pública secundaria. Medellín: Publi_Libros Editores, 2015. ISBN: 978-958-58883-1-9. HiSTOReLo. Revista de Historia Regional y Local, 9(17), 517-524. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/64683https://repositorio.unal.edu.co/handle/unal/64683","fuente":"https://repositorio.unal.edu.co/handle/unal/64683https://repositorio.unal.edu.co/handle/unal/64683","dependencias":{"nombre":"HiSTOReLo. Revista de Historia Regional y Local","slug":"historelo-revista-de-historia-regional-y-local"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11}},{"id":29,"titulo":{"nombre":"Modelo de simulación de Naciones Unidas en instituciones educativas públicas en la Ciudad de Medellín 2014-2018.","slug":"modelo-de-simulacion-de-naciones-unidas-en-instituciones-educativas-publicas-en-la-ciudad-de-medellin-2014-2018"},"resumen":"“Resumen. El sistema de educación superior colombiano pasó de tener una tasa de abandono por cohorte del 50% en 2003 al 47% en 2016, lo que evidencia una reducción de tres puntos porcentuales en 13 años de intervención focalizada en: ayudas económicas e integración social al ambiente universitario (Spady, 1970; Tinto, 1975; Bean, 1980; Pascarella, 1980). \nEstas estrategias, desconocieron determinantes como la orientación vocacional, la relación con los docentes, la participación en actividades académicas y vínculos reales entre la educación superior y la media. En el contexto de esta última estrategia, en la ciudad de Medellín se incluyó, en el Plan de Desarrollo 2016-2019, como objetivo garantizar el derecho a la educación mediante la promoción del acceso y la permanencia en un sistema educativo público, inclusivo y de calidad, desde el preescolar hasta la educación media, brindando oportunidades para la continuidad a la educación superior. Para lograrlo, la Secretaría de Educación del Municipio implementó el proyecto de Educación Complementaria, promoviendo la participación de los estudiantes en procesos y escenarios de ciudad que fortalezcan su desarrollo integral como ser social, moral, político y apropiado de su territorio a través de actividades lúdicas y pedagógicas después de la jornada regular. Entre las líneas del programa se encuentra la de Formación ciudadana que se desarrolla desde el año 2014 con el Modelo de las Naciones Unidas (MEDMUN). En este participan en promedio 500 estudiantes por año entre los 13 y 17 años. El proyecto es ejecutado por la Universidad Nacional de Colombia Sede Medellín y comprende la formación en las instituciones de educación media en siete temas: organización y modelo de simulación de las naciones unidas, oratoria, argumentación y debate, dignidad humana y derechos humanos, género, liderazgo; democracia y participación política, análisis de coyuntura política nacional e internacional e investigación y construcción de portafolio. Esta formación es realizada por estudiantes y recién egresados de los programas de Historia, Ciencia Política y Economía, se hacen encuentros interinstitucionales, un campamento de verano para la formación de presidentes y secretarios, la formación de docentes enlace, la identificación de talentos y el evento de simulación en el Campus Universitario. El vínculo que se genera con la formación de estudiantes para estudiantes ha incrementado el interés de los estudiantes de bachillerato por acceder a la educación superior y graduarse siendo las tasas de deserción de estos inferiores al promedio. Algunos niños talentos, han participado en pasantías internacionales promovidos por la Secretaria de Educación. \n\nDescriptores o Palabras Clave: Políticas Educativas, Vínculos institucionales, Simulación Naciones Unidas.”","autores":[{"nombre":"Vásquez, Johanna","slug":"vasquez-johanna"},{"nombre":"Villegas, Erika","slug":"villegas-erika"},{"nombre":"Restrepo, Gabriel Jaime","slug":"restrepo-gabriel-jaime"},{"nombre":"González, Juan Sebastián","slug":"gonzalez-juan-sebastian"},{"nombre":"Laverde, Jorge Humberto","slug":"laverde-jorge-humberto"},{"nombre":"González, Nicolás","slug":"gonzalez-nicolas"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Vásquez, J., Villegas, E., Restrepo, G. J., González, J. S., Laverde, J. H., & González, N. (30 de noviembre de 2018). Modelo de simulación de Naciones Unidas en instituciones educativas públicas en la Ciudad de Medellín 2014-2018. Congresos CLABES. Octava Conferencia Latinoamericana sobre el Abandono en la Educación superior., (págs. 388-396). Panamá. Recuperado el 05 de 02 de 2024, de https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:hC7cP41nSMkC","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:hC7cP41nSMkC","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"},"indicadores":{"id":8,"nombre":"DESERCIÓN","slug":"desercion","descripcion":"El indicador temático Deserción recopila la producción académica que aborda el fenómeno de la deserción escolar desde diversas perspectivas y enfoques. Incluye documentos que contemplan teorías explicativas sobre la deserción, metodologías de investigación aplicadas, estudios de caso que analizan situaciones e instituciones específicas, investigaciones comparativas entre contextos educativos y política pública, aplicación de modelos teóricos y prácticos para comprender y abordar el problema, entre otros aspectos relevantes. El propósito principal de este indicador es generar conocimiento, reflexiones críticas y propuestas innovadoras que contribuyan a comprender y combatir la deserción escolar, promoviendo así la equidad y la calidad educativa."}},{"id":8,"titulo":{"nombre":"Modelo educativo del Iparm reconocido por Ranking de colegios de calidad","slug":"modelo-educativo-del-iparm-reconocido-por-ranking-de-colegios-de-calidad"},"resumen":"“El Instituto Pedagógico Arturo Ramírez Montúfar (Iparm) ocupó un importante puesto en la medición que hizo el Ministerio de Educación Nacional (MEN) a colegios del país. La Cartera creó una nueva forma de evaluar la calidad de los colegios.\n\nPara esta medición, que incluye el porcentaje de estudiantes que pasan al año y las estrategias pedagógicas de los docentes, entre otros, el MEN agrupa y clasifica a las instituciones en tres sectores: primaria (de primero a quinto); secundaria (de sexto a noveno) y en media (décimo y once). En este cálculo el Iparm ocupó el puesto 1.124 en primaria, 312 en secundaria y 164 en media entre 5.000 colegios.\n\nPor su parte, la Revista Dinero; que realiza un análisis para establecer los colegios de calidad, tomó estos resultados y los cruzó con otras bases de datos para identificar a los mejores y en este ejercicio, el Instituto se ubicó en 2017 en el puesto 229 entre los 2.066 colegios que la Revista destaca como los mejores en alta calidad.\n\nEn entrevista con En Plural, su director, Víctor Manuel Neira Rodríguez, nos habla en qué consiste el modelo de educación impartida, la importancia de este logro y los compromisos para seguir mejorando.“","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (04 de julio de 2018). Modelo educativo del Iparm reconocido por Ranking de colegios de calidad. Revista En Plural. Sección:(54). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=51&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=51&id_sec=2","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."}},{"id":146,"titulo":{"nombre":"Músicas y métodos pedagógicos, algunas tesis y su génesis","slug":"musicas-y-metodos-pedagogicos-algunas-tesis-y-su-genesis"},"resumen":"“Este articulo busca plantear una serie de interrogantes que surgen a partir de una práctica investigativa y pedagógica con las músicas populares, en especial las del sur del país. Espero con estas reflexiones suscitar un debate productivo para todos los que estamos trabajando en pedagogía musical”.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":1987,"valor":1987},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (1987). Músicas y métodos pedagógicos, algunas tesis y su génesis. A Contratiempo: música y danza, 78-83. Recuperado el 20 de febrero de 2024, de https://scholar.google.com.co/scholar?oi=bibs&cluster=5365607935491832834&btnI=1&hl=en","fuente":"https://scholar.google.com.co/scholar?oi=bibs&cluster=5365607935491832834&btnI=1&hl=en","dependencias":{"nombre":"Revista A Contratiempo: Música y Danza","slug":"revista-a-contratiempo-musica-y-danza"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":76,"nombre":"MUSICAL","slug":"musical","indicadorMadre":25}},{"id":168,"titulo":{"nombre":"Narcotráfico e historia vivida desde la escuela. Pedagogías de la memoria en Culiacancito, Sinaloa","slug":"narcotrafico-e-historia-vivida-desde-la-escuela-pedagogias-de-la-memoria-en-culiacancito-sinaloa"},"resumen":"“Resumen \nEl objetivo de este artículo es comprender las historias vividas de estudiantes preparatorianos, docentes y líderes sociales frente al crimen organizado y el control territorial ejercido por facciones del cártel de Sinaloa en la sindicatura de Culiacancito, que forma parte del municipio de Culiacán, en el estado de Sinaloa, México. Desde hace diez años, esta localidad se describe como zona de muerte, debido a las complejas rutinas de violencias híbridas que acentúan las disputas territoriales por la producción y trasiego de drogas, pero también por la extracción y venta ilegal de combustible. Ante un escenario trastocado por condiciones de inseguridad que afectan a la población, consideramos necesario promover la recuperación de la memoria para activar la sensibilidad y la reconciliación comunitaria. Metodológicamente partimos de la Investigación Acción Participativa, retomamos las fases de diagnóstico e intervención pedagógica que realizamos en la Escuela Preparatoria 2 de octubre de la Universidad Autónoma de Sinaloa. Trabajamos desde las premisas de la pedagogía de la memoria con un posicionamiento dialógico y horizontal, resignificando así la escuela como un espacio para la confrontación de la verdad y la sanación del pasado doloroso. Los resultados fueron organizados en tres apartados: a) escuelas de la muerte, pedagogías de la crueldad y estigmas de necrozona; b) lugares de duelo y territorios en disputa por la narcoviolencia; c) dinámicas de resistencia civil y prácticas de reconciliación desde las aulas. Concluimos que las historias vividas modelan la pedagogía de la memoria para reflexionar y discutir sobre hechos innombrables desde el entorno escolar. A la vez, las narrativas, las experiencias situadas y los conocimientos compartidos en colectivo se convierten en pedagogías de la esperanza. Esto nos permite considerar que toda violencia es superable y que desde un espíritu comunitario se pueden construir paces desde abajo.”","autores":[{"nombre":"Almodacid Buitrago, Julian Alveiro","slug":"almodacid-buitrago-julian-alveiro"},{"nombre":"Burgos Dávila, César Jesús","slug":"burgos-davila-cesar-jesus"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Almodacid Buitrago, J. A, & Burgos Dávila, C. J. (2023). Narcotráfico e historia vivida desde la escuela. Pedagogías de la memoria en Culiacancito, Sinaloa. Revista Colombiana de Sociología, 46(2), 291-316. doi: https://doi.org/10.15446/rcs.v46n2.96225 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96225","fuente":"https://doi.org/10.15446/rcs.v46n2.96225 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96225 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":75,"nombre":"MEMORIA HISTÓRICA","slug":"memoria-historica","indicadorMadre":25}},{"id":185,"titulo":{"nombre":"No parecían mujeres, pero lo eran. La educación femenina de las maestras, Argentina 1920-1930","slug":"no-parecian-mujeres-pero-lo-eran-la-educacion-femenina-de-las-maestras-argentina-1920-1930"},"resumen":"“Summary\nEl presente artículo expone el proceso de selección y triangulación de un corpus documental relativo a una pesquisa cuyo objeto es historiar el tratamiento de la identidad femenina en la formación docente normalista durante los prolegómenos de la Argentina de la sociedad de consumo (1920-1930). Desde el registro de la historia sociocultural, nos abocamos al estudio de las intervenciones que, desde la formación docente, fueron realizándose para educar a las estudiantes de magisterio, más que en su condición de alumnas, en la de mujeres dedicadas a la docencia. Partimos del supuesto según el cual la formación docente no desatendió la condición de feminidad de las aspirantes, sino que desplegó estrategias que, en el devenir de la carrera, esculpieron la figura femenina de la maestra.”","autores":[{"nombre":"Caldo, Paula","slug":"caldo-paula"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Caldo, P. (2014). No parecían mujeres, pero lo eran. La educación femenina de las maestras, Argentina 1920-1930. Historia y Sociedad (26), 237-265. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/49143","fuente":"https://repositorio.unal.edu.co/handle/unal/49143","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":27,"nombre":"GÉNERO","slug":"genero","indicadorMadre":11}},{"id":48,"titulo":{"nombre":"NODO MITÚ. Un gran paso de la Nacho en el Vaupés","slug":"nodo-mitu-un-gran-paso-de-la-nacho-en-el-vaupes"},"resumen":"“Acercarse a la universidad es bastante complejo para las personas que venimos de una región tan apartada y casi olvidada como lo es el Vaupés. Y quienes lo han logrado, lo han hecho sin duda a costa de mucho sacrificio y con valentía, porque para nadie es un secreto que la universidad no es fácil. Como tampoco lo es dejar la tierra natal, la familia, todo, e iniciar una nueva vida. La llegada de la Universidad Nacional a la ciudad de Mitú fue una buena iniciativa. Eso es innegable porque acercó la educación superior pública a una de las regiones más apartadas. Y si bien tuvo sus aciertos, también es importante reconocer los desaciertos en el camino.”","autores":[{"nombre":"Restrepo Fructuoso, Leidy Julieth","slug":"restrepo-fructuoso-leidy-julieth"},{"nombre":"Delgado Hernández, Manuel Santiago","slug":"delgado-hernandez-manuel-santiago"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Restrepo Fructuoso, L, J & Delgado Hernández, M, S. (2019) NODO MITÚ. Un gran paso de la Nacho en el Vaupés. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (40) 05-06 Recuperado el 28 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","fuente":"https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":173,"titulo":{"nombre":"Observatorio de procesos sociales del Gran Caribe del Instituto de Estudios Caribeños.","slug":"observatorio-de-procesos-sociales-del-gran-caribe-del-instituto-de-estudios-caribenos"},"resumen":"“Resumen\nEl Observatorio de Procesos Sociales del Gran Caribe (CARIBE SOCIAL) es un proyecto del Instituto de Estudios Caribeños (IEC) de la Universidad Nacional de Colombia Sede Caribe, situado en la isla de San Andrés, que surgió en 2011 para desarrollar proyectos de extensión solidaria e investigaciones que, a partir de la valoración de la práctica y experiencias de las comunidades y movimientos, genere nuevos conocimientos colectivos que permitan ir prefigurando las sociedades que queremos. Por todo esto nuestro logo representa un rizoma, que crece de forma horizontal, generando de manera permanente nuevas raíces y nuevos tallos. Simboliza la profundización y arraigo que buscamos generar siempre (nuevas raíces) y la enovación e innovación de nuevas ideas transformadoras (nuevos tallos).” (Universidad Nacional de Colombia, s.f.)","autores":[{"nombre":"Solano Suarez, Yusmidia","slug":"solano-suarez-yusmidia"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Solano Suarez, Y. (enero de 2015). Observatorio de procesos sociales del Gran Caribe del Instituto de Estudios Caribeños. Revista Cuadernos del Caribe (19), 105-106. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/66111","fuente":"https://repositorio.unal.edu.co/handle/unal/66111 ","dependencias":{"nombre":"Revista Cuadernos del Caribe","slug":"revista-cuadernos-del-caribe"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":58,"nombre":"APRENDIZAJE SITUADO","slug":"aprendizaje-situado","indicadorMadre":16}},{"id":135,"titulo":{"nombre":"Orientaciones pedagógicas para la formación apoyada en ambientes virtuales de aprendizaje","slug":"orientaciones-pedagogicas-para-la-formacion-apoyada-en-ambientes-virtuales-de-aprendizaje"},"resumen":"“Summary\nEl presente artículo presenta los supuestos pedagógicos que orientarán el diseño curricular de los diversos cursos virtuales que se ofrezcan en los programas académicos de pregrado y formación continuada de la Fundación Universitaria Tecnológico Comfenalco. Es el resultado del análisis del modelo pedagógico institucional, la comprensión de las teorías del aprendizaje convergentes con los sistemas de educación apoyados en nuevas tecnologías y la revisión de los modelos curriculares de las universidades más exitosas en procesos de formación virtual. El modelo de diseño curricular planteado se fundamenta en la propuesta de Zubiría, quien considera que un currículo debe responder a 6 preguntas básicas: ¿Para qué enseñar?, ¿Qué enseñar?, ¿cuándo enseñar?, ¿Cómo enseñar?, ¿Con qué enseñar?, ¿se cumplió?, cada uno estos interrogantes son abordados con el fin de definir la guía que orientará los programas formativos institucionales basados en ambientes virtuales de aprendizaje. Palabras claves: Educación virtual, diseño curricular, ambientes virtuales de aprendizaje.”","autores":[{"nombre":"Puello Beltrán, Juan José","slug":"puello-beltran-juan-jose"},{"nombre":"Barragán Bohórquez, Ramiro","slug":"barragan-bohorquez-ramiro"},{"nombre":"Manyoma Ledesma, Enyel","slug":"manyoma-ledesma-enyel"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Puello Beltrán, J. J., Barragán Bohórquez, R., & Manyoma Ledesman, E. (2009). Orientaciones pedagógicas para la formación apoyada en ambientes virtuales de aprendizaje. E-mail Educativo. Obtenido de https://repositorio.unal.edu.co/handle/unal/48515","fuente":"https://repositorio.unal.edu.co/handle/unal/48515","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":254,"titulo":{"nombre":"Pacto de las fuerzas vivas por la educación superior: Dolly Montoya – Dic/18","slug":"pacto-de-las-fuerzas-vivas-por-la-educacion-superior-dolly-montoya-dic18"},"resumen":"En esta columna se destaca la importancia de la educación pública como motor fundamental para el desarrollo y bienestar social, subrayando la necesidad de formar ciudadanos integrales con conciencia social. Se menciona la preocupación por la crisis en las instituciones públicas de educación superior, la cual se abordó mediante la elaboración del Decálogo para una política de Estado de las universidades públicas colombianas. Se resalta la movilización y compromiso de las comunidades universitarias para exigir mayor presupuesto, lo que condujo a acuerdos históricos con el gobierno en términos de financiamiento. Se destaca el papel de la Mesa de Diálogo Constructivo por la Educación Superior y la Comisión Accidental para la Educación Superior en la búsqueda de soluciones. Aunque se lograron avances significativos, se reconoce la necesidad de consolidar estos acuerdos en leyes y construir una política de Estado para la educación pública con participación de todos los actores involucrados. Este proceso refleja la importancia de los acuerdos entre diversos sectores para construir un país en progreso.","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Montoya, D. (s.f.). Pacto de las fuerzas vivas por la educación superior: Dolly Montoya – Dic/18. El Espectador. Recuperado el 20 de 05 de 2024, de https://www.universidad.edu.co/pacto-de-las-fuerzas-vivas-por-la-educacion-superior-dolly-montoya-dic-18/","fuente":"https://www.universidad.edu.co/pacto-de-las-fuerzas-vivas-por-la-educacion-superior-dolly-montoya-dic-18/","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":44,"nombre":"SUPERIOR","slug":"superior","indicadorMadre":11}},{"id":245,"titulo":{"nombre":"Pautas para la integración. En la UN la incapacidad es asunto de derechos","slug":"pautas-para-la-integracion-en-la-un-la-incapacidad-es-asunto-de-derechos"},"resumen":"Resumen\n\nLa Universidad Nacional de Colombia reconoce la diversidad en las formas de comunicación, pensamiento, expresión y desplazamiento de los seres humanos, resaltando la importancia de estas diferencias en la sociedad actual. Históricamente, los proyectos y actividades de la Universidad han sido diseñados para una persona promedio, excluyendo a aquellos que no encajan en estos estándares y, por lo tanto, son segregados o privados de sus derechos.\n\nPara abordar esta exclusión, la Universidad avanza en la implementación de una política de inclusión para personas con discapacidad, promoviendo una Cultura Universitaria Incluyente. Esta publicación ofrece pautas básicas para la interacción con personas con discapacidad, buscando que toda la comunidad universitaria facilite su participación en las actividades universitarias. El objetivo es fomentar la convivencia, la construcción de tejido social y la transformación social, promoviendo la equidad.","autores":[{"nombre":"Osorno Posada, Martha Lucía","slug":"osorno-posada-martha-lucia"},{"nombre":"Sanabria Camacho, Leyla","slug":"sanabria-camacho-leyla"},{"nombre":"Ramírez Parra, Inés","slug":"ramirez-parra-ines"},{"nombre":"Duvián López, Fredy","slug":"duvian-lopez-fredy"},{"nombre":"Cañón, Cristian Barón","slug":"canon-cristian-baron"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Osorno Posada, M. L., Sanabria Camacho, L., Ramírez Parra, I., Duvián López, F., & Barón Cañón, C. (2012). Pautas para la integración. (D. R. Pineda, & D. C. Morales Idárraga, Edits.) Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Pautas_para_la_interaccion.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Pautas_para_la_interaccion.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":79,"titulo":{"nombre":"Pedagogía de la serenata: conversaciones entre el profesor y el músico","slug":"pedagogia-de-la-serenata-conversaciones-entre-el-profesor-y-el-musico"},"resumen":"“Summary\nPedagogía de la serenata: conversaciones entre el profesor y el músico presenta el trasegar de una persona que ejecuta estos dos roles y como esta dualidad le permite extraer conocimientos y habilidades propias de cada uno para utilizarlos en la otra, beneficiando según el escenario -aula/tarima- a las personas con las que interactúa: estudiantes y espectadores. Como parte del ejercicio, se identificó que las conversaciones entre profesor y músico que habitan un mismo cuerpo -trashumancia-: Al profesor: le permite enriquecer la metodología de enseñanza, promover una relación entre la academia y la música popular, posibilitar al estudiante adquirir habilidades y retomar saberes utilizando nuevas herramientas en el aula e incentivar el interés en diversos géneros. Asimismo, él se nutre con lo que vive el músico en la serenata y logra sobresalir en el cuerpo del artista. Al músico: las presencias del profesor causan ausencias que son suplidas por su quehacer artístico. En tanto, los conocimientos y habilidades adquiridos por el maestro en la academia le brindan rigurosidad, reconocimiento y herramientas propias de la docencia como el liderazgo para su quehacer artístico. Lo anterior, permite generar la pedagogía de la serenata, vista como el punto de encuentro entre profesor y músico que les permite una transmisión de saberes que enriquecen el mutuo quehacer cotidiano. En el último apartado del documento se presentan los hallazgos y conclusiones que rodean la implementación de la pedagogía de la serenata y recomendaciones en torno a las posibilidades de mejora identificadas en relación con la labor docente del músico y su ejercicio artístico como serenatero.”","autores":[{"nombre":"Parra Huertas, Freyser Ivan","slug":"parra-huertas-freyser-ivan"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Huertas, F. I. (2018). Tesis de Maestría: Pedagogía de la serenata: conversaciones entre el profesor y el músico. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69101","fuente":"https://repositorio.unal.edu.co/handle/unal/69101 ","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":76,"nombre":"MUSICAL","slug":"musical","indicadorMadre":25}},{"id":25,"titulo":{"nombre":"Pedagogía, saber y ciencias","slug":"pedagogia-saber-y-ciencias"},"resumen":"“Reseña\n\nEste libro discute la trayectoria y el presente de la pedagogía en Francia, Alemania y Colombia. Examina las relaciones entre pedagogía y otras prácticas: política, historia, discursos de las congregaciones católicas, filosofía, psicoanálisis, ciencias(s) de la educación, ciencias humanas, formación y las experiencias de los maestros en el país. Sus textos sacan a la pedagogía de museos, encierros y abstracciones en las que, cual individuo arcaico y peligroso, muchos quisieran colocarla. El libro transgrede las fronteras de las disciplinas y las invita a pensar los estrechos límites de sus concepciones y prácticas de formación de sujetos.”","autores":[{"nombre":"Sáenz Obregón, Javier","slug":"saenz-obregon-javier"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Obregón, J. S. (2010). Pedagogía, saber y ciencias. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 31 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/pedagogia-saber-y-ciencias","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/pedagogia-saber-y-ciencias ","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":74,"titulo":{"nombre":"Pensar, hacer y vivir la oralidad: experiencias compartidas por maestras de educación inicial","slug":"pensar-hacer-y-vivir-la-oralidad-experiencias-compartidas-por-maestras-de-educacion-inicial"},"resumen":"“Resumen\nLa investigación realiza un acercamiento a las experiencias de tres maestras de educación inicial vinculadas con el trabajo alrededor de la oralidad con niños y niñas. Tiene fundamento en el hacer cotidiano de los jardines donde ellas trabajan y en la colaboración investigativa. Su objetivo general es contribuir a la comprensión de las formas de pensar compartidas por las maestras y las formas de vivir la oralidad cuando la enseñan, formas de hacer, en distintos jardines infantiles ubicados en tres localidades de la ciudad de Bogotá. Bajo el sustento metodológico de la Investigación Basada en las Artes (IBA), se usa la fotografía, el video, los relatos orales y escritos, como maneras que remiten a los contextos en la actividad de ser maestras. Si consideramos los alcances narrativos de estas formas de pensar, hacer y vivir, es prudente y urgente recuperar las prácticas de las maestras como saberes necesarios para visibilizar tales experiencias, y como camino para la transformación de la investigación educativa.”","autores":[{"nombre":"Galeano Borda, José Ignacio","slug":"galeano-borda-jose-ignacio"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Galeano Borda, J. I. (2012). Tesis de Maestría: Pensar, hacer y vivir la oralidad: experiencias compartidas por maestras de educación inicial. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/9543","fuente":"https://repositorio.unal.edu.co/handle/unal/9543","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":13,"nombre":"EXPERIENCIAS","slug":"experiencias","indicadorMadre":10}},{"id":270,"titulo":{"nombre":"Política Pública educativa intercultural un acercamiento desde la política pública del Sistema Educativo Indígena Propio (SEIP) con el pueblo múrui muina del municipio de Puerto Leguizamo, Putumayo","slug":"politica-publica-educativa-intercultural-un-acercamiento-desde-la-politica-publica-del-sistema-educativo-indigena-propio-seip-con-el-pueblo-murui-muina-del-municipio-de-puerto-leguizamo-putumayo"},"resumen":"El texto aborda la educación como un elemento crucial para la vida y el manejo del territorio desde la perspectiva indígena, en contraste con el modelo educativo occidental que estandariza conocimientos y competencias. Este modelo occidental es visto como limitado a la eficiencia y eficacia, mientras que los modelos educativos indígenas proponen alternativas basadas en el vivir en abundancia. La marginalización de estas perspectivas indígenas ha debilitado sus culturas y amenaza su supervivencia. La Constitución colombiana reconoce la nación como pluriétnica y multicultural, pero persisten dinámicas que invalidan la autonomía de los pueblos indígenas. La Mesa Permanente de Concertación con los Pueblos y Organizaciones Indígenas (MPC), creada en 1996, y la Comisión de Trabajo y Concertación de la Educación para los Pueblos Indígenas (CONTCEPI), establecida en 2006, son plataformas clave para promover derechos indígenas, incluyendo el diseño del Sistema Educativo Indígena Propio (SEIP). Esta investigación explora cómo articular la política pública del SEIP en la Amazonía, basándose en la experiencia con el pueblo Múrui Muina en Putumayo, y destaca la necesidad de un enfoque intercultural y la creación de un capítulo diferencial amazónico debido a sus particularidades socio-culturales y geográficas.","autores":[{"nombre":"Suaza Correa, Diana María","slug":"suaza-correa-diana-maria"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Suaza Correa, D. M. (2022). Tesis de Maestría: Política Pública educativa intercultural un acercamiento desde la política pública del Sistema Educativo Indígena Propio (SEIP) con el pueblo múrui muina del municipio de Puerto Leguizamo, Putumayo. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84086","fuente":"https://repositorio.unal.edu.co/handle/unal/84086\n","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":261,"titulo":{"nombre":"Política social y transformación social. Justicia y movimientos sociales en el campo de la educación superior en Colombia 1998-2014","slug":"politica-social-y-transformacion-social-justicia-y-movimientos-sociales-en-el-campo-de-la-educacion-superior-en-colombia-1998-2014"},"resumen":"“Resumen\nEsta tesis analiza la incidencia y el potencial transformador del Movimiento Estudiantil Colombiano y de la Universidad Autónoma Indígena Intercultural en el campo de la educación superior en Colombia en el periodo 1998-2014. Apelando a los objetivos y metodologías propuestas por la sociología de las emergencias, propone una teoría relacional de la exclusión y la desigualdad que, mostrando los componentes estructurantes, participativos y posicionales sobre los que se constituyen las relaciones sociales, defiende la relevancia de los conceptos de goce y producción de lo común, igualdad de posiciones y epistemologías de lo injusto para comprender qué es la exclusión y la desigualdad y qué significa superar tales relaciones. La tesis estudia cómo el Movimiento Estudiantil Colombiano y la Universidad Autónoma Indígena Intercultural han intentado superar las situaciones de exclusión y desigualdad provocadas por las relaciones de clase social, pertenencia étnica, género, procedencia regional, dependencia internacional, discapacidad y epistemicidio en el campo de la educación superior. Reconociendo los tipos de transformación rupturista, contrahegemónica y simbiótica que surgen en el marco de las luchas sociales, define la incidencia y potencial transformador de las luchas estudiantiles e indígenas en su defensa de la educación superior como derecho y bien común fundamentado en el diálogo intercultural, que se contrapone al sistema de educación superior masificado, jerarquizado y heterónomo que se consolida en Colombia. (texto tomado de la fuente)”","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis Doctoral","slug":"tesis-doctoral"},"referencia":"Mora Cortés, A. F. (2017). Tesis Doctoral: Política social y transformación social. Justicia y movimientos sociales en el campo de la educación superior en Colombia 1998-2014. Recuperado el 21 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59926","fuente":"https://repositorio.unal.edu.co/handle/unal/59926","dependencias":{"nombre":"Doctorado en Estudios Políticos y Relaciones Internacionales Ver documento","slug":"doctorado-en-estudios-politicos-y-relaciones-internacionales-ver-documento"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":222,"titulo":{"nombre":"Políticas neoliberales y neoinstitucionales en un marco constitucional adverso. Reformas educativas en Colombia 1991-2010.","slug":"politicas-neoliberales-y-neoinstitucionales-en-un-marco-constitucional-adverso-reformas-educativas-en-colombia-1991-2010"},"resumen":"“Descripción\nLa historia de la educación colombiana en el siglo XX–salvo algunas pocas décadas reformistas liberales en la primera mitad del siglo-puede resumirse en el desinterés del Estado por asumir la educación y la descarga de su responsabilidad en la iglesia católica y en agentes privados (Helg, 1987). Este desinterés de las elites por la educación de las mayorías ha dado como resultado un retraso de casi un siglo en infraestructura. Las demandas de la población y de los organismos internacionales para incrementar la cobertura no se resolvieron construyendo colegios sino con la política de la doble y, poco después, la triple jornada (Decreto 150 de 1967, decreto y política que siguen vigentes hoy); de esta forma en las mismas instalaciones funcionan en realidad tres colegios en diferentes momentos del día (de 6 a 12, de 12 a 6, y de 6 a 10).”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Arango Vargas, Carolina","slug":"arango-vargas-carolina"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2010). Políticas neoliberales y neoinstitucionales en un marco constitucional adverso. Reformas educativas en Colombia 1991-2010. Revista Propuesta Educativa (34), 37- 52. Recuperado el 14 de febrero de 2024, de https://www.redalyc.org/pdf/4030/403041705005.pdf","fuente":"https://www.redalyc.org/pdf/4030/403041705005.pdf ","dependencias":{"nombre":"Revista Propuesta Educativa","slug":"revista-propuesta-educativa"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":282,"titulo":{"nombre":"Políticas para la educación ciudadana: Una mirada desde las prácticas de integración social de jóvenes de escuelas oficiales en Ciudad Bolívar, Bogotá","slug":"politicas-para-la-educacion-ciudadana-una-mirada-desde-las-practicas-de-integracion-social-de-jovenes-de-escuelas-oficiales-en-ciudad-bolivar-bogota"},"resumen":"\"Resumen\nEl presente estudio presenta una caracterización de la estructura, desarrollo y efectos de la implementación de las políticas públicas para la educación ciudadana en las prácticas de integración social de los jóvenes de tres escuelas oficiales de la localidad de Ciudad Bolívar: José María Vargas Vila, José Jaime Rojas y Fanny Mikey. A partir de la aplicación de técnicas como la entrevista semiestructurada y la observación participante con directivos docentes, docentes y jóvenes estudiantes de los grados décimo y undécimo de las escuelas seleccionadas, fue posible reconocer que no existen efectos directamente relacionados entre la implementación de las políticas públicas y los procesos de educación ciudadana que se desarrollan. Igualmente, aparece la categoría contracultura escolar como fundamental para el análisis de los procesos de integración social que se generan entre los jóvenes participantes del estudio dentro de la estructura escolar. Finalmente, se resaltan algunos elementos que se considera relevantes para el diseño de políticas públicas para la educación ciudadana que incluyen a la integración social y aspectos principales del contexto de las escuelas objeto de estudio.\"","autores":[{"nombre":"Blanco Llanos, Allison Samantha","slug":"blanco-llanos-allison-samantha"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Blanco Llanos, A. S. (2018). Tesis de Maestría: Políticas para la educación ciudadana: Una mirada desde las prácticas de integración social de jóvenes de escuelas oficiales en Ciudad Bolívar, Bogotá. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/63997","fuente":"https://repositorio.unal.edu.co/handle/unal/63997","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":284,"titulo":{"nombre":"Políticas públicas de educación indígena construidas por el consejo regional indígena del Cauca-CRIC- 1974 – 2012","slug":"politicas-publicas-de-educacion-indigena-construidas-por-el-consejo-regional-indigena-del-cauca-cric-1974-2012"},"resumen":"\"Resumen\nEste trabajo analiza las causas y el contexto que hicieron posible la construcción de políticas públicas de educación indígena de manera autónoma por los indígenas del departamento del Cauca organizados en su consejo regional – el CRIC- y su posterior incidencia en las políticas públicas de educación indígena para todos los pueblos indígenas de Colombia. También se analiza la evolución de las relaciones del CRIC con el Estado en este proceso. El análisis se apoya en un enfoque basado en los conceptos de referencial y de mediadores desarrollados por Muller y Surel así como en la utilización del modelo de la ventana de oportunidad de Kingdon. Igualmente se acude al trabajo desarrollado por Majone para evidenciar la importancia de la argumentación en el debate político. Metodológicamente, el trabajo se realizó desde una perspectiva cualitativa fundamentada sobre el análisis documental, trabajo de campo para la realización de entrevistas y asistencia a los eventos del CRIC. (texto tomado de la fuente)”","autores":[{"nombre":"Galeano Lozano, Myriam","slug":"galeano-lozano-myriam"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Galeano Lozano, M. (2013). Tesis de Maestría: Políticas públicas de educación indígena construidas por el consejo regional indígena del Cauca-CRIC- 1974 – 2012. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/47636","fuente":"https://repositorio.unal.edu.co/handle/unal/47636","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":287,"titulo":{"nombre":"Potencia y límites del derecho a la educación. El caso de Bogotá en el periodo 2002-2009","slug":"potencia-y-limites-del-derecho-a-la-educacion-el-caso-de-bogota-en-el-periodo-2002-2009"},"resumen":"\"Resumen\nEl vínculo entre los derechos humanos y las políticas públicas, en tanto formas de intervención estatal, se ha venido difuminando en un escenario en el cual el ajuste fiscal y la estabilidad macroeconómica signan las políticas sociales en sus dinámicas y alcances. La política educativa no es la excepción y, por el contrario, se evidencian distancias relevantes entre el derecho a la educación y la política educativa desplegada en la última década del siglo XX y los albores del presente siglo. En este documento se realiza un análisis de la re-producción argumental desplegada en la política educativa durante el periodo 2002-2009. Aún cuando desde el gobierno nacional se promueven políticas educativas de corte economicista, en Bogotá desde el año 2004 se experimentó un cambio relevante en la orientación de la política educativa, articulándola en torno al derecho a la educación. En el texto se plantea que asumir el derecho a la educación como eje articulador de la política educativa distrital durante el periodo 2004-2009, implicó un cambio profundo, en contradicción tensión con la centralidad de la eficiencia y la competitividad como elementos articuladores de la concepción economicista de la Revolución educativa desplegada desde el nivel central nacional durante el periodo 2002-2009. El objetivo del presente documento es dar cuenta de las dinámicas de re-producción argumental que se desplegaron en y desde la política educativa dinamizada durante el periodo 2002-2009 desde el nivel central y en Bogotá, mediante el abordaje de los conceptos de paradigma de política y referencial de política. Ambos se rastrearon con base en el análisis de diversos tipos documentales. En el documento se concluye que desde la política educativa distrital de básica secundaria desplegada durante el periodo 2004-2009 se configuró un referencial de política, cuyo eje de articulación es el derecho a la educación, que transgrede el horizonte de sentido reproducido en y desde el paradigma de política social, concretado en el campo educativo en el despliegue de la Revolución educativa durante el periodo 2002-2009. (texto tomado de la fuente)\"","autores":[{"nombre":"Copete Narváez, José David","slug":"copete-narvaez-jose-david"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Copete Narváez, J. D. (2013). Tesis de Maestría: Potencia y límites del derecho a la educación. El caso de Bogotá en el periodo 2002-2009. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/52197","fuente":"https://repositorio.unal.edu.co/handle/unal/52197","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":3,"titulo":{"nombre":"Primíparo a los 60","slug":"primiparo-a-los-60"},"resumen":"“Estudiar en una universidad, es uno de los sueños que muchos colombianos desean alcanzar a pesar del tiempo, o de la edad que se tenga. Y mucho más, si se trata de ingresar a la Universidad Nacional de Colombia. En entrevista con El Plural, el estudiante de primer semestre, Diego Emilio Fernando Quiroz, de 60 años de edad, quien acaba de ser admitido para cursar Economía en la Sede Bogotá, nos comentó acerca de lo importante que es persistir para alcanzar una meta y de lo que significa entrar a estudiar a la UNAL.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (28 de febrero de 2020). Primíparo a los 60. Programa En Plural , 69. Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=131&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=131&id_sec=2","dependencias":{"nombre":"Bienestar universitario","slug":"bienestar-universitario"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":57,"titulo":{"nombre":"Proceso de organización estudiantil en medio de la pandemia COVID-19: El caso del cabildo indígena universitario de Bogotá (CIUB)","slug":"proceso-de-organizacion-estudiantil-en-medio-de-la-pandemia-covid-19-el-caso-del-cabildo-indigena-universitario-de-bogota-ciub"},"resumen":"“El Cabildo Indígena Universitario en Bogotá, en adelante CIUB, es una organización conformada por estudiantes universitarios indígenas en la ciudad de Bogotá. Desde su creación en 2017, el CIUB surgió como una necesidad de integrar a los estudiantes indígenas en tres aspectos, el académico, el cultural, y de bienestar universitario. Esto nos contó Seykukwi nombre indígena de Rodrigo Arias, perteneciente al pueblo arhuaco de la Sierra Nevada de Santa Marta, representante general del CU y estudiante de medicina de la Universidad Nacional de Colombia. Rodrigo vive en las residencias universitarias 10 de mayo y desde su apartamento viene sosteniendo numerosas reuniones virtuales con miembros del CabiIdo, instituciones gubernamentales y no gubernamentales, con el fin de gestionar ayudas humanitarias para los más de 300 estudiantes que pertenecen a esta organización.”","autores":[{"nombre":"Ramírez Medina, Yandry Fernanda","slug":"ramirez-medina-yandry-fernanda"},{"nombre":"Avilez de Hoyos, Jawuin","slug":"avilez-de-hoyos-jawuin"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ramírez Medina, Y. F., & Avilez de Hoyos, J. (2020). Proceso de organización estudiantil en medio de la pandemia COVID-19: El caso del cabildo indígena universitario de Bogotá (CIUB). Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (46), 12-13. Recuperado el 20 de octubre de 2023, de https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman","fuente":"https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":24,"nombre":"ORGANIZACIONES ESTUDIANTILES","slug":"organizaciones-estudiantiles","descripcion":"El indicador Organizaciones Estudiantiles, se centra en analizar y comprender la contribución y el impacto de estas organizaciones en el contexto educativo, social e individual. Este indicador agrupa investigaciones y reflexiones que exploran las organizaciones lideradas por estudiantes. Este indicador, aborda temas relacionados con la participación estudiantil en la formulación de políticas educativas y en la configuración del entorno educativo."}},{"id":133,"titulo":{"nombre":"Procesos de enseñanza/aprendizaje entre pares al interior del Second life","slug":"procesos-de-ensenanzaaprendizaje-entre-pares-al-interior-del-second-life"},"resumen":"“Summary\nEste artículo presenta el análisis de algunas prácticas no institucionalizadas de enseñanza-aprendizaje al interior del Second Life, a través de las cuales se visibilizan estrategias mediacionales como la descripción, modelado y valoración de procedimientos. Una particularidad central de las prácticas seleccionadas para este estudio, es que los usuarios participantes pese a que adoptan roles de profesores/tutores o aprendices, no se asumen como tales. Metodológicamente, el acercamiento es realizado a través de observación participativa en línea dentro de la Isla Reforma en el Second Life, así como de entrevistas semiestructuradas. Entre los hallazgos destacan: a) La repetición en el espacio virtual de procesos de enseñanza interiorizados por los sujetos en sus experiencias escolarizadas y analógicas previas. b) El grado de “libertad y flexibilidad” que les confieren algunos usuarios a las interacciones en el Second Life VS las que estarían dispuestos a entablar en una relación cara a cara. c) La relación entre apoyo/tutoría/donación y el posicionamiento del sujeto a través de su avatar, en la grupalidad. d) El potencial que la enseñanza/aprendizaje entre pares representa para procesos de formación continua y no institucionalizada. Palabras clave Enseñanza/aprendizaje entre pares, trabajo colaborativo, comunidad virtual, Second Life.”","autores":[{"nombre":"Martínez Téllez, Rosa Angélica","slug":"martinez-tellez-rosa-angelica"},{"nombre":"López De Anda, María Magdalena","slug":"lopez-de-anda-maria-magdalena"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Martínez Tellez, R. A., & Lopez de Anda, M. M. (2009). Procesos de enseñanza/aprendizaje entre pares al interior del Second life. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48513","fuente":"https://repositorio.unal.edu.co/handle/unal/48513 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":42,"titulo":{"nombre":"Producción escrita y conversaciones sobre educación popular","slug":"produccion-escrita-y-conversaciones-sobre-educacion-popular"},"resumen":"\"Esta publicación recoge parte de la primera experiencia investigativa formal del grupo Educación Popular y Procesos Comunitarios EnRaizAndo UN. El proyecto indagó los desarrollos de la educación popular en Bogotá (Colombia) durante el periodo 1998-2008, desde la producción bibliográfica registrada sobre el tema en el país, como contexto macro para el análisis, y el debate generado con diferentes experiencias locales de educación popular. La investigación evidenció la presencia de la educación popular en espacios cada vez más diversos: organizacionales, políticos, culturales, sociales, comunitarios de base, institucionales, gubernamentales, académico-formales, entre otros, que imprimen en ella características particulares y reconfiguran su concepción y las expresiones concretas que puede tomar en dichos espacios la opción por la transformación de la realidad.\"","autores":[{"nombre":"Sierra Pardo, Claudia Patricia","slug":"sierra-pardo-claudia-patricia"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Sierra Pardo, C. P. (2016). Producción escrita y conversaciones sobre educación popular. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 31 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/produccion-escrita-y-conversaciones-sobre-educacion-popular","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/produccion-escrita-y-conversaciones-sobre-educacion-popular","dependencias":{"nombre":"Grupo Educación popular y procesos comunitarios EnRaizAndo UN.","slug":"grupo-educacion-popular-y-procesos-comunitarios-enraizando-un"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":33,"nombre":"POPULAR","slug":"popular","indicadorMadre":11}},{"id":62,"titulo":{"nombre":"Profesionales de la U.N sede Amazonía: retornan a la región.","slug":"profesionales-de-la-un-sede-amazonia-retornan-a-la-region"},"resumen":"“El desconocimiento, la ignorancia y la estigmatización que ha tenido Colombia sobre sus regiones de frontera es un hecho poco controvertible. En el caso de la Amazonía, algunos de los factores que lo hacen más notorio es el abandono en que se encuentran sus comunidades, la visión centralista con la que se maneja la región que impone proyectos nacionales por encima de las necesidades locales, y la debilidad institucional que no permite consolidar un proyecto de nación con pertinencia regional. \nEn un escenario de posconflicto en el cual se espera implementar los controvertidos acuerdos de paz, la Amazonía jugará un papel determinante y la Universidad Nacional de Colombia tiene una gran oportunidad para aportar, poniendo al servicio de la región todo su capital humano, intelectual y técnico. Esta oportunidad está dada por los próximos egresados del programa especial de admisión y movilidad académica, PEAMA, que se graduarán de una de las 47 carreras que ofrece el programa y que proviene de alguno de los seis departamentos que componen la Amazonía colombiana. Estos profesionales podrían aportar sus conocimientos, experiencia y sobre todo sentido de pertenencia al mejoramiento de las condiciones de vida en sus departamentos. Si bien el PEAMA ha permitido a la universidad consolidar su carácter nacional, esto no parece ser evidente para los críticos de las redes de frontera. La pregunta que surge es si la universidad está preparada para propiciar y facilitar el retorno.”","autores":[{"nombre":"Ochoa, German Ignacio","slug":"ochoa-german-ignacio"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ochoa, G. I. (2017). Profesionales de la U.N sede Amazonía: retornan a la región. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (32), 8-9. Recuperado el 24 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_final","fuente":"https://issuu.com/notimani/docs/notimani_final ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":80,"nombre":"DESARROLLO REGIONAL","slug":"desarrollo-regional","indicadorMadre":28}},{"id":241,"titulo":{"nombre":"Proyecto de aula que contribuya al Aprendizaje Significativo de la química orgánica por medio de la experimentación","slug":"proyecto-de-aula-que-contribuya-al-aprendizaje-significativo-de-la-quimica-organica-por-medio-de-la-experimentacion"},"resumen":"“Resumen \nLas proteínas son biomoléculas esenciales en la enseñanza de la bioquímica, permitiendo entender procesos nutricionales vitales en la alimentación además de la formación molecular como tal. En la mayoría de los casos esta temática es trabajada con una visión únicamente química y no relacionada con conceptos básicos desde la biología, como la nutrición; por lo tanto, no permite al estudiante tener una interpretación significativa de las implicaciones proteicas en los seres vivos. Debido a esto, es pertinente proponer una estrategia que permita la enseñanza de las proteínas abarcando la química orgánica, la biología y la experimentación. En este trabajo se desarrolla un proyecto de aula desde los parámetros del aprendizaje significativo ofreciendo el diseño de actividades que permitan la comprensión por medio de la experimentación en la preparación de alimentos como un laboratorio cotidiano.”","autores":[{"nombre":"Pérez Sandoval, Durley Maryory","slug":"perez-sandoval-durley-maryory"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Pérez Sandoval, D. M. (2018). Proyecto de aula que contribuya al Aprendizaje Significativo de la química orgánica por medio de la experimentación. Recuperado el 03 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/bitstream/handle/unal/76330/43596724.2018.pdf","fuente":"https://repositorio.unal.edu.co/bitstream/handle/unal/76330/43596724.2018.pdf ","dependencias":{"nombre":"Maestría en Enseñanza de las Ciencias Exactas y Naturales","slug":"maestria-en-ensenanza-de-las-ciencias-exactas-y-naturales"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":57,"nombre":"APRENDIZAJE SIGNIFICATIVO","slug":"aprendizaje-significativo","indicadorMadre":16}},{"id":112,"titulo":{"nombre":"¿Qué significa ser un verdadero profesor?","slug":"que-significa-ser-un-verdadero-profesor"},"resumen":"“Por estos días, al salir de una reunión en la cual discutíamos las directrices que tendrá la transformación digital de la Universidad Nacional, pude ver pasar plácidamente al filósofo Rubén Sierra Mejía junto al auditorio León de Greiff, caminando de manera desprevenida con un grupo de estudiantes. Recordé por un instante que en la pasada Feria del Libro de Bogotá adquirí una obra de la Facultad de Ciencias Humanas editada por el profesor Mejía: La Hegemonía Conservadora, un libro que aborda algunos de los procesos políticos, sociales y culturales que marcaron nuestra vida republicana. A sus 81 años, el profesor Sierra sigue dialogando de manera fraterna con sus estudiantes. Y como él, son muchos los profesores que luego de alcanzar la edad de pensión continúan con su trabajo voluntario y generoso, convirtiéndose en figuras claves para las nuevas generaciones que se vienen a formar a nuestras aulas. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (01 de septiembre de 2018). ¿Qué significa ser un verdadero profesor?. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=466&cHash=248ec69032e747b5cfe728c33327dd25","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=466&cHash=248ec69032e747b5cfe728c33327dd25","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."}},{"id":226,"titulo":{"nombre":"¿Quién es el usuario del \"servicio educativo\"? Coproducción y definición de los Actores y del servicio en Colombia (1991-2006).","slug":"quien-es-el-usuario-del-servicio-educativo-coproduccion-y-definicion-de-los-actores-y-del-servicio-en-colombia-1991-2006"},"resumen":"“Descripción\nLas políticas educativas en la educación básica y media en los últimos quince años en Colombia casi no han tocado el aula ni la relación pedagógica, pero han transformado profundamente la organización escolar y el funcionamiento del sistema educativo en su conjunto (financiación, descentralización, evaluación externa y mecanismos de control, formas de gestión, relaciones entre el Estado y el sector privado...). Como resultado de ello se ha producido una radical transformación de la concepción del\" servicio\", a la que han respondido activamente los diferentes actores involucrados en él. Este trabajo se centra en la redefinición del\" usuario\" desde las políticas públicas\" en acción\"(no tanto en la norma y en los documentos oficiales), y en la manera como se han posicionado los usuarios coproduciendo de esta forma el servicio y coproduciéndose ellos mismos como usuarios, clientes, administrados o ciudadanos. Para ello, además de tener en cuenta la normativa y los documentos donde se formulan las políticas sectoriales, se basa en un trabajo de campo de cuatro años en Bogotá, zona rural del oriente de Cundinamarca, Barranquilla y tres municipios del Departamento del Atlántico. Igualmente se realizó una encuesta a una muestra de estudiantes y profesores de Bogotá.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2009). ¿Quién es el usuario del \"servicio educativo\"? Coproducción y definición de los Actores y del servicio en Colombia (1991-2006). Revista. Análisis Político, 22(67), 207-223. Recuperado el 14 de febrero de 2024, de http://www.scielo.org.co/scielo.php?pid=S0121-47052009000300010&script=sci_arttext","fuente":"http://www.scielo.org.co/scielo.php?pid=S0121-47052009000300010&script=sci_arttext ","dependencias":{"nombre":"Revista. Análisis Político","slug":"revista-analisis-politico"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":4,"titulo":{"nombre":"Recomendaciones para padres de familia en casos de acoso escolar de sus hijos","slug":"recomendaciones-para-padres-de-familia-en-casos-de-acoso-escolar-de-sus-hijos"},"resumen":"“Desde hace tiempo se escucha de acoso escolar, matoneo o Bullying en colegios del mundo. En muchos casos los niños y niñas víctimas de acoso alertan a sus profesores y padres de familia acerca de la situación de la que son víctimas. El papel de los padres es fundamental en el apoyo y orientación para buscar ayuda y soluciones ante la situación que viven sus hijos e hijas, ya que una persona afectada por Bullying tiene en riesgo su salud mental, física y desarrollo integral. Tenga presente algunas recomendaciones que como padres debe tener en cuenta y le serán útiles si se ve enfrentado a casos como estos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (31 de marzo de 2022). Recomendaciones para padres de familia en casos de acoso escolar de sus hijos. Programa En Plural. Sección: Estar bien (90). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=244&id_sec=5","fuente":"http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=244&id_sec=5","dependencias":{"nombre":"Bienestar universitario","slug":"bienestar-universitario"},"indicadores":{"id":2,"nombre":"AGRESIÓN ESCOLAR","slug":"agresion-escolar","descripcion":"Este indicador temático agrupa las investigaciones y reflexiones sobre la agresión escolar, también conocida como Bullying. Ésta se refiere a comportamientos donde un estudiante o un grupo de estudiantes ejerce violencia física, verbal o psicológica de manera repetitiva hacia otro estudiante. También puede manifestarse de diversas formas, como intimidación, exclusión social, difamación, y puede tener consecuencias negativas significativas en la salud mental y emocional del receptor de la agresión. La prevención y abordaje de la agresión escolar implican promover un entorno educativo seguro, fomentar la empatía y establecer políticas y medidas para intervenir y prevenir situaciones de intimidación. La concientización y la colaboración entre estudiantes, educadores y padres son clave en la lucha contra la agresión escolar."}},{"id":11,"titulo":{"nombre":"Recomendaciones para tener en cuenta al finalizar el semestre académico.","slug":"recomendaciones-para-tener-en-cuenta-al-finalizar-el-semestre-academico"},"resumen":"“Algunos tips para que al finalizar semestre organice mejor su tiempo y sea más productivo \n\n1. Mejore sus tiempos de estudio: Para cumplir satisfactoriamente con sus tareas y trabajos de cierre de semestre, cree o utilice un calendario para que pueda guiarse de manera más fácil y saber cuáles son sus compromisos académicos y los tiempos de entrega de cada uno. Para esto, puede descargar una aplicación de organización de tareas que le permitirá no tener olvidos.\n\n2. Establecer prioridades: Identifique cuáles son las tareas que debe realizar en un primer momento y cuáles pueden esperar.\n\n3.No adquiera malos hábitos: Cuando se estudia en exceso se gasta energía. Por esto, no descuide su salud y aliméntese correctamente, duerma mínimo de 6 horas a 7 horas para que pueda estar activo, evite consumir bebidas con cafeína o energizantes, son dañinos para su salud.\n\n4.Utilice tiempo para relejarse: En tiempos de cierre de semestre es normal que se quiera esforzar para obtener buenos resultados, pero es fundamental que durante tiempos de estrés utilice tiempo para relajarse y realizar actividades deportivas o artísticas.”\n\nBasado en: \n\nhttp://noticias.universia.cl/en-portada/noticia/2014/06/29/1099806/5-claves-sobrevivir-fin-semestre.html\n\nhttps://www.cancer.org/es/noticias-recientes/6-consejos-practicos-para-manejar-el-estres.html”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (28 de febrero de 2019). Recomendaciones para tener en cuenta al finalizar el semestre académico. Revista En Plural. Sección: Para estar bien (59). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=81&id_sec=5","fuente":"http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=81&id_sec=5","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":18,"nombre":"ESTRATEGIAS DE ESTUDIO","slug":"estrategias-de-estudio","descripcion":"El indicador temático Estrategias de Estudio, comprende investigaciones y reflexiones centradas en el análisis, diseño y aplicación de enfoques efectivos para el proceso de aprendizaje. Las producciones académicas bajo este indicador ofrecen información sobre cómo las estrategias de estudio pueden influir en el rendimiento académico, la retención de conocimientos, el desarrollo de habilidades de aprendizaje a lo largo de la vida y la permanencia. Los estudios incluidos exploran la eficacia de diversas técnicas de estudio, consideraciones pedagógicas y prácticas docentes para fomentar el uso efectivo de estrategias de estudio e investigaciones que contribuyen a la comprensión y aplicación de estrategias para optimizar el proceso de enseñanza-aprendizaje en diversos contextos educativos."}},{"id":191,"titulo":{"nombre":"Reflexiones en torno al valor pedagógico del constructivismo.","slug":"reflexiones-en-torno-al-valor-pedagogico-del-constructivismo"},"resumen":"\"Resumen\n\nSe investiga el valor fundamental del constructivismo para el proceso educativo y se establecen conclusiones valiosas al respecto. Se analizan ideas claves de J. Dewey, L. Vigotsky y H. Maturana sobre educación, para concluir con una consideración positiva del constructivismo como proyecto pedagógico consciente y realista respecto al valor del ser humano, y de las necesidades y desafíos que las personas tienen en la actual realidad social.\n\nPalabras clave: J. Dewey, H. Maturana, L. Vigotsky, constructivismo, pedagogía.\"","autores":[{"nombre":"Durán, Pablo","slug":"duran-pablo"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Durán, P. (2014). Reflexiones en torno al valor pedagógico del constructivismo. Revista Ideas y Valores, LXIII(155), 171-190. Recuperado el 02 de 2024, de https://repositorio.unal.edu.co/handle/unal/48908","fuente":"https://repositorio.unal.edu.co/handle/unal/48908","dependencias":{"nombre":"Revista Ideas y Valores","slug":"revista-ideas-y-valores"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":178,"titulo":{"nombre":"Reflexiones sobre la educación artística y el debate disciplinar en Colombia","slug":"reflexiones-sobre-la-educacion-artistica-y-el-debate-disciplinar-en-colombia"},"resumen":"“RESUMEN\nEl estudio de la educación artística en Colombia debería considerar los problemas de los campos que convoca: la educación y el arte. El debate sobre la delimitación, la definición y los procesos de legitimación de las nociones disciplinares es un rasgo común para ambos en las últimas décadas; sin embargo, normalmente se analizan separadamente. Este documento propone elementos de reflexión con la intención de estudiarlos en sus vínculos.”\n\nPalabras clave: Educación artística, educación, arte, universidad, Escuela Nacional de Bellas Artes, Universidad Nacional de Colombia.","autores":[{"nombre":"Huertas Sánchez, Miguel Antonio","slug":"huertas-sanchez-miguel-antonio"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Huertas Sánchez, Miguel. A. (septiembre-diciembre de 2010). Reflexiones sobre la educación artística y el debate disciplinar en Colombia. Revista Educación y Pedagogía, 22(58), 165/176. Recuperado el 06 de 02 de 2024, de https://revistas.udea.edu.co/index.php/revistaeyp/article/view/974","fuente":"https://revistas.udea.edu.co/index.php/revistaeyp/article/view/974","dependencias":{"nombre":"Revista Educación y Pedagogía","slug":"revista-educacion-y-pedagogia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":19,"nombre":"ARTES","slug":"artes","indicadorMadre":11}},{"id":288,"titulo":{"nombre":"Relación entre política pública y currículo en el programa Educación Media Fortalecida 2012-2016","slug":"relacion-entre-politica-publica-y-curriculo-en-el-programa-educacion-media-fortalecida-2012-2016"},"resumen":"\"Resumen\nEste documento presenta la relación entre las políticas públicas y el currículo en el marco del programa Educación Media Fortalecida desarrollado en la ciudad de Bogotá en el periodo 2012 – 2016. Inicialmente se presenta un contexto general de la educación media en el país con énfasis en los programas implementados en cuatro regiones del país. además se presenta una síntesis de la legislación colombiana con respecto a la educación media. Para establecer la relación entre política pública y currículo se hace la caracterización de los dos conceptos: currículo y política pública. Así mismo se realiza una presentación del proyecto donde se establecen las estrategias y componentes del programa bajo el marco del programa 40 * 40 Currículo para la excelencia y la educación integral, programa de gobierno en Bogotá humana. A partir de la conceptualización se tuvieron en cuenta tres niveles del currículo: Nivel político, nivel institucional y nivel de aula para exponer el proceso del programa en el marco de la política pública desde los análisis de Thomas Dye Top Down. Con base en esto se tuvieron en cuenta documentos públicos, mallas curriculares de las instituciones, así como documentos emitidos por la Secretaria de Educación Distrital los cuales son la base para exponer cómo la política pública afecta la transformación curricular propuesta desde el programa educación media fortalecida.\"","autores":[{"nombre":"Villanueva Páez, Judy Fernanda","slug":"villanueva-paez-judy-fernanda"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Villanueva Páez, J. F. (2017). Tesis de Maestría: Relación entre política pública y currículo en el programa Educación Media Fortalecida 2012-2016. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/62030","fuente":"https://repositorio.unal.edu.co/handle/unal/62030","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":281,"titulo":{"nombre":"Relación universidad-estado-sociedad civil en la formulación de políticas públicas de integración regional","slug":"relacion-universidad-estado-sociedad-civil-en-la-formulacion-de-politicas-publicas-de-integracion-regional"},"resumen":"“Resumen\nColombia es un país de regiones, en el que convergen diferentes y diversas condiciones políticas, económicas y sociales; estas realidades geográficas y socioterritoriales demandan estrategias de desarrollo para construir y contribuir en la competitividad de las regiones. El presente documento señala la pertinencia de la participación de la Universidad y la Sociedad Civil en el acompañamiento del Estado en la formulación de políticas públicas de integración regional de Colombia, evaluando el conocimiento, experiencia y pertinencia que estas instituciones representan en el direccionamiento de los territorios, tomando como caso de estudio la Subregión Alto Occidente del departamento de Caldas (Texto tomado de la fuente)”","autores":[{"nombre":"Ramírez Guapacha, Carlos Mario","slug":"ramirez-guapacha-carlos-mario"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ramírez Guapacha, C. M. (2016). Tesis de Maestría: Relación universidad-estado-sociedad civil en la formulación de políticas públicas de integración regional. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58730","fuente":"https://repositorio.unal.edu.co/handle/unal/58730","dependencias":{"nombre":"Maestría en Administración","slug":"maestria-en-administracion"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":66,"titulo":{"nombre":"Relaciones intergeneracionales y aprendizaje musical en el sur de los Andes colombianos: ¿socialización y transmisión cultural?","slug":"relaciones-intergeneracionales-y-aprendizaje-musical-en-el-sur-de-los-andes-colombianos-socializacion-y-transmision-cultural"},"resumen":"“Resumen\n El artículo presenta las relaciones intergeneracionales en la práctica musical y en los procesos de aprendizaje de la música de flautas traversas en los Andes del sur de Colombia (departamento del Cauca y sur del Huila). A partir de allí se cuestionan algunos de los presupuestos dualistas en que se basan las teorías de la socialización y transmisión cultural. Recoge un trabajo de campo desde 1980 entre los nasas, ya naconas, campesinos y la población urbana de estas regiones”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Miñana Blasco, C. (2009). Relaciones intergeneracionales y aprendizaje musical en el sur de los Andes colombianos: ¿socialización y transmisión cultural?. En L. A. al, & M. P. Rojas (Ed.), Música y sociedad en Colombia: Traslaciones, legitimaciones e identificaciones (págs. 217-231). Bogotá: Editorial Universidad del Rosario. Recuperado el 21 de febrero de 2024, de https://d1wqtxts1xzle7.cloudfront.net/37236165/Pardo_ed_Musica_y_sociedad_09-libre.pdf?1428435167=&response-content-disposition=inline%3B+filename%3DMusica_y_Sociedad_en_Colombia_Traslacion.pdf&Expires=1708540074&Signature=IZ3t-4l8vPDrHFhSHHmtABDTqiAXrn0n","fuente":"https://d1wqtxts1xzle7.cloudfront.net/37236165/Pardo_ed_Musica_y_sociedad_09-libre.pdf?1428435167=&response-content-disposition=inline%3B+filename%3DMusica_y_Sociedad_en_Colombia_Traslacion.pdf&Expires=1708540074&Signature=IZ3t-4l8vPDrHFhSHHmtABDTqiAXrn0n ","dependencias":{"nombre":"Libro: Música y sociedad en Colombia: Traslaciones, legitimaciones e identificaciones","slug":"libro-musica-y-sociedad-en-colombia-traslaciones-legitimaciones-e-identificaciones"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":63,"nombre":"ENSEÑANZA MUSICAL","slug":"ensenanza-musical","indicadorMadre":16}},{"id":310,"titulo":{"nombre":"Repensar el campo curricular para la transformación educativa","slug":"repensar-el-campo-curricular-para-la-transformacion-educativa"},"resumen":"\"Sinopsis\nInvitar a la lectura de un libro sobre Currículo en Colombia, resulta ser una tarea de importante responsabilidad, toda vez que implica, a mi juicio, un triple adeudo ético. Por supuesto, en primer lugar, una compromiso con los autores y autoras, para corresponder a su generosa invitación de presentar en este caso su obra, realizando algunos comentarios al texto, introduciendo algunas reacciones frente al mismo y estimulando a la comunidad académica y educativa en general, a la lectura de lo acá se encuentra escrito, por su pertinencia y potencialidad reflexiva, máxime en contextos formativos que están a merced de incertidumbres, desatadas por los últimos acontecimientos de salud pública mundial, que nos tienen distanciados social y físicamente, tanto a discentes como docentes y al personal educativo en general.\"","autores":[{"nombre":"Rojas Monedero, Rosaura. Editora Científica","slug":"rojas-monedero-rosaura-editora-cientifica"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Rojas Monedero, R. E. (Ed.). (2020). Repensar el campo curricular para la transformación educativa. Cali, Colombia: Editorial Universidad Santiago de Cali. doi:https://doi.org/10.35985/9789585147775","fuente":"doi:https://doi.org/10.35985/9789585147775\n\n","dependencias":{"nombre":"Universidad Santiago de Cali","slug":"universidad-santiago-de-cali"},"indicadores":{"id":7,"nombre":"CURRÍCULO","slug":"curriculo","descripcion":"Este indicador temático se enfoca en la producción académica que aborda el Currículo como tema central de estudio e investigación. La producción académica recopilada incluye trabajos que describen, analizan y problematizan los contenidos académicos, así como las habilidades, actitudes y valores que se espera que los estudiantes adquieran durante su proceso educativo. Además, esta producción también contempla investigaciones que examinan la aplicación efectiva del currículo en la formación integral de los estudiantes, su impacto en la construcción de la identidad cultural nacional, regional y local, y su contribución a la preparación de los estudiantes para enfrentar los desafíos de la vida. El propósito de este indicador es promover el conocimiento crítico y la reflexión sobre el diseño, la implementación y los resultados del currículo educativo, con el fin de mejorar la calidad de la educación y fortalecer la formación integral de los estudiantes."},"subindicadores":{"id":67,"nombre":"CURRÍCULO","slug":"curriculo","indicadorMadre":20}},{"id":170,"titulo":{"nombre":"Representaciones sobre la inteligencia. Los anormales intelectuales en Colombia durante la primera mitad del siglo XX","slug":"representaciones-sobre-la-inteligencia-los-anormales-intelectuales-en-colombia-durante-la-primera-mitad-del-siglo-xx"},"resumen":"“Resumen \nEn nuestra sociedad, los marcos valorativos según los cuales se ha definido lo humano han tomado la inteligencia como un criterio fundamental. La vigencia de esta idea hace que problematizarla sea un asunto relevante. La pregunta que motiva este artículo tiene que ver con las representaciones sobre aquellos que no cumplen con los estándares de la inteligencia normativa. En consecuencia, se centra en las representaciones que se construyeron sobre los llamados anormales intelectuales en Colombia durante la primera mitad del siglo xx desde distintos saberes expertos como la medicina, la psiquiatría, la pedagogía y la jurisprudencia.\n\nEn el primer apartado se aborda el problema de la medición de la inteligencia y la escala jerárquica que de ahí se derivó; en el segundo, se narran las formas en que fueron descritos aquellos diagnosticados como En nuestra sociedad, los marcos valorativos según los cuales se ha definido lo humano han tomado la inteligencia como un criterio fundamental. La vigencia de esta idea hace que problematizarla sea un asunto relevante. La pregunta que motiva este artículo tiene que ver con las representaciones sobre aquellos que no cumplen con los estándares de la inteligencia normativa. En consecuencia, se centra en las representaciones que se construyeron sobre los llamados anormales intelectuales en Colombia durante la primera mitad del siglo xx desde distintos saberes expertos como la medicina, la psiquiatría, la pedagogía y la jurisprudencia.\n\nEn el primer apartado se aborda el problema de la medición de la inteligencia y la escala jerárquica que de ahí se derivó; en el segundo, se narran las formas en que fueron descritos aquellos diagnosticados como anormales intelectuales, haciendo énfasis en la humanidad deteriorada, la inmoralidad, la violencia desmedida, la sexualidad desviada y la improductividad; y en el tercero se introducen algunos tratamientos de normalización a los que fueron sometidos. Para ello se realizó un trabajo de investigación documental donde se rastrearon tesis de medicina, libros, tratados y conferencias publicadas, artículos en revistas especializadas, y la legislación vigente de la época.”","autores":[{"nombre":"Cobo Paz, Natalia","slug":"cobo-paz-natalia"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cobo Paz, N. (2022). Representaciones sobre la inteligencia. Los anormales intelectuales en Colombia durante la primera mitad del siglo XX. Revista Colombiana de Sociología, 45(1), 439-460. doi: https://doi.org/10.15446/rcs.v45n1.87259\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/87259","fuente":"https://doi.org/10.15446/rcs.v45n1.87259\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/87259","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."}},{"id":153,"titulo":{"nombre":"Representaciones Sociales de Género: Una Construcción Contextual en la Escuela","slug":"representaciones-sociales-de-genero-una-construccion-contextual-en-la-escuela"},"resumen":"“Resumen \nLas Representaciones Sociales (RS) del género: creencias, valores, actitudes y contenido simbólico, afectan comportamiento y relaciones de las personas en la vida social. Las representaciones de género ayudan a explicar la violencia de género en los adolescentes. Este estudio cualitativo exploró las RS de género de docentes y estudiantes de ciudades de Colombia: Bogotá e Ibagué. Mediante una recolección de datos multimétodo, 37 profesores realizaron una tarea de asociación de palabras y 284 estudiantes una tarea colaborativa de construcción de comics en ambas ciudades. Se realizaron análisis temático y de triangulación. Conocimiento y fuentes de información fueron explorados en profundidad entre los participantes. Emergieron puntos de vista tradicionales: representaciones binarias de los roles y las relaciones de género, características físicas, expectativas de comportamiento para hombres y mujeres, con diferencias entre ambos contextos educativos. Hubo escasas referencias a la diversidad sexual. Roles y relaciones de género matizados de tragedia para el género femenino.”","autores":[{"nombre":"Ramírez, Luisa","slug":"ramirez-luisa"},{"nombre":"Palacios-Espinosa, Ximena","slug":"palacios-espinosa-ximena"},{"nombre":"Ferroni, Paolo","slug":"ferroni-paolo"},{"nombre":"Beltran Beltrán","slug":"beltran-beltran"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ramírez, L., Palacios-Espinosa, X., Ferroni, P., & Beltrán, B. (2023). Representaciones Sociales de Género: Una Construcción Contextual en la Escuela. Revista Colombiana de Psicología, 32(2), 65-84. doi: https://doi.org/10.15446/rcp.v32n2.102351\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/102351/88415","fuente":"https://doi.org/10.15446/rcp.v32n2.102351\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/102351/88415 ","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":27,"nombre":"GÉNERO","slug":"genero","indicadorMadre":11}},{"id":160,"titulo":{"nombre":"Resistencia de las escuelas en Colombia: contribución a la paz en medio de la violencia.","slug":"resistencia-de-las-escuelas-en-colombia-contribucion-a-la-paz-en-medio-de-la-violencia"},"resumen":"“Resumen \nEn el presente artículo se realiza una reflexión acerca del rol de las escuelas y los docentes en los territorios mediados por el conflicto armado colombiano; teniendo en cuenta la violencia que sufren los territorios y su impacto en los escenarios educativos, a partir de una presencia diferencial del Estado en términos de la generación de marcos de protección para las comunidades y las instituciones, y la incapacidad de tener el monopolio de las armas, desde esta base la escuela viene asumiendo desde unas prácticas relacionales formas de resistencia y construcción de una cultura de paz en medio de la violencia.\nEn este proceso reflexivo los referentes centrales son las escuelas y los docentes en los territorios mediados por el conflicto armado colombiano y su capacidad de generar procesos de resistencia cultural y resignificación del conflicto armado que incide en las dinámicas escolares. Este documento se construye desde una indagación documental, reconociendo aspectos fundamentales de la crueldad de la violencia que ha vivido el país y la incapacidad del Estado por hacer presencia y brindar condiciones básicas de cuidado a las comunidades, a partir de esta situación, las instituciones escolares desde sus prácticas relacionales han desarrollado mecanismos de resistencia y resignificación, generando dinámicas asociadas al fomento de una cultura de la paz y la no violencia, a pesar del enorme riesgo que ello representa para las comunidades educativas. (…)”","autores":[{"nombre":"Mateus Molina, Camilo Andrés","slug":"mateus-molina-camilo-andres"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mateus Molina, C. A. (2023). Resistencia de las escuelas en Colombia: contribución a la paz en medio de la violencia. Revista Colombiana de Sociología, 46(2). 317-341 doi: https://doi.org/10.15446/rcs.v46n2.96255 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96255","fuente":"https://doi.org/10.15446/rcs.v46n2.96255 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96255","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":31,"nombre":"PARA LA PAZ","slug":"para-la-paz","indicadorMadre":11}},{"id":220,"titulo":{"nombre":"Resistiendo discursos hegemónicos sobre la relación entre la enseñanza de segundas lenguas y el desarrollo socioeconómico","slug":"resistiendo-discursos-hegemonicos-sobre-la-relacion-entre-la-ensenanza-de-segundas-lenguas-y-el-desarrollo-socioeconomico"},"resumen":"“Resumen \nEste estudio examina, desde la perspectiva de los profesores, los discursos hegemónicos del inglés en relación con el desarrollo socioeconómico. En particular, analizamos los tipos de posicionamientos que toma un grupo de 36 profesores de inglés, francés, italiano, alemán y portugués en un programa de pregrado frente a la narrativa predominante del inglés como lengua de desarrollo y el papel que las lenguas que enseñan pueden desempeñar frente a esta narrativa. Apoyados teóricamente en el posdesarrollo, analizamos las representaciones sociales de los docentes en torno a las lenguas que enseñan. Los resultados sugieren que, aunque existe una tendencia a aceptar acríticamente las visiones instrumentales y anglonormativas del desarrollo, también surgen “pequeñas esperanzas” de interpretaciones plurales, localmente sensibles, menos instrumentales y ecológicas.”","autores":[{"nombre":"Cruz-Arcila, Ferney","slug":"cruz-arcila-ferney"},{"nombre":"Solano-Cohen, Vanessa","slug":"solano-cohen-vanessa"},{"nombre":"Rincón, Ana","slug":"rincon-ana"},{"nombre":"Lobato-Junior, Antonio","slug":"lobato-junior-antonio"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cruz-Arcila, F., Solano-Cohen, V., Briceño-González, M. L., Rincón, A., & Lobato-Junior, A. (2023 Resistiendo discursos hegemónicos sobre la relación entre la enseñanza de segundas lenguas y el desarrollo socioeconómico. Profile: Issues in Teachers' Professional Development, 25(2), 111-127. doi: https://doi.org/10.15446/profile.v25n2.103953\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/103953/89216","fuente":"https://doi.org/10.15446/profile.v25n2.103953\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/103953/89216 \n","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."},"subindicadores":{"id":62,"nombre":"ENSEÑANZA LENGUAS EXTRANJERAS","slug":"ensenanza-lenguas-extranjeras","indicadorMadre":16}},{"id":123,"titulo":{"nombre":"Retos para la reforma del Sistema Nacional de Educación Superior","slug":"retos-para-la-reforma-del-sistema-nacional-de-educacion-superior"},"resumen":"“La voluntad del gobierno nacional para reformar la Ley 30 de 1992 y proponer una ley estatutaria que garantice la educación como derecho fundamental apunta en la dirección de solucionar los problemas estructurales que tiene nuestro sistema educativo. Para aprovechar esta oportunidad es importante avanzar en la discusión sobre la naturaleza y fines del sistema de educación. Será necesario, para ello, que el conjunto de actores y fuerzas del sector podamos construir un horizonte de sentido común y en diálogo con otros sectores respecto al papel transformador de la educación superior.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (29 de julio de 2023). Retos para la reforma del Sistema Nacional de Educación Superior. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1497&cHash=e3166da25f87a9d240cde447558190ba","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1497&cHash=e3166da25f87a9d240cde447558190ba","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":184,"titulo":{"nombre":"Retos y oportunidades contemporáneos del kriol en el archipiélago de San Andrés, Providencia y Santa Catalina, Colombia","slug":"retos-y-oportunidades-contemporaneos-del-kriol-en-el-archipielago-de-san-andres-providencia-y-santa-catalina-colombia"},"resumen":"Reseña \n“El kriol de San Andrés, Providencia y Santa Catalina ha sido objeto de profunda discusión, por cuanto goza de vitalidad en la comunidad étnica raizal de las islas y se ha enarbolado como símbolo identitario por una parte destacada de sus hablantes, pero también porque se han evidenciado tendencias de desplazamiento lingüístico hacia el español, lengua dominante en dominios como la administración y el comercio. Este artículo busca complementar la discusión al exponer algunas reflexiones académicas, esfuerzos investigativos y de trabajo con la comunidad, que han sostenido sus autores desde tres campos de acción fundamentales: educación lingüística, sociolingüística y documentación lingüística. Se concluye que, aunque el apoyo estatal en cuestión de políticas lingüísticas ha sido insuficiente, los mismos miembros de la comunidad han encabezado y participado en acciones para mantener viva su lengua y han logrado avances significativos en este frente, si bien aún es largo el camino por recorrer.”","autores":[{"nombre":"Sanmiguel Ardila, Raquel","slug":"sanmiguel-ardila-raquel"},{"nombre":"Monique Schoch, Angel","slug":"monique-schoch-angel"},{"nombre":"Loaiza-Camacho, Bryan Steven","slug":"loaiza-camacho-bryan-steven"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"San Miguel Ardila, R., Schoch Angel, M., & Loaiza-Camacho, B. S. (2021). Retos y oportunidades contemporáneos del kriol en el archipiélago de San Andrés, Providencia y Santa Catalina, Colombia. Forma y Función, 34(2). https://doi.org/10.15446/fyf.v34n2.88613\n\nhttps://revistas.unal.edu.co/index.php/formayfuncion/issue/view/5697","fuente":"https://doi.org/10.15446/fyf.v34n2.88613\n\nhttps://revistas.unal.edu.co/index.php/formayfuncion/issue/view/5697","dependencias":{"nombre":"Revista Forma y Función","slug":"revista-forma-y-funcion"},"indicadores":{"id":19,"nombre":"ESTUDIOS INTERCULTURALES","slug":"estudios-interculturales","descripcion":"El indicador temático Estudios Interculturales se enfoca en la producción académica relacionada con la interculturalidad en contextos educativos. Este indicador abarca investigaciones y reflexiones que tienen como objetivo comprender y fomentar el diálogo entre diversas culturas. Desde estrategias para la inclusión cultural hasta el análisis de políticas educativas que promueven la diversidad, se recopilan contenidos que exploran los retos, la convivencia y el enriquecimiento mutuo entre diferentes grupos étnicos, lingüísticos o culturales en el ámbito social y educativo."}},{"id":21,"titulo":{"nombre":"Saberes, sujetos y métodos de enseñanza. Reflexiones sobre la apropiación de la Escuela Nueva en Colombia.","slug":"saberes-sujetos-y-metodos-de-ensenanza-reflexiones-sobre-la-apropiacion-de-la-escuela-nueva-en-colombia"},"resumen":"“Reseña \nRafael Ríos Beltrán y Javier Sáenz Obregón, editores\n\nSe trata de un trabajo pionero en su abordaje de la relación entre pedagogía, ciencias y saberes durante la primera mitad del siglo XX en Colombia, en el escenario de la apropiación de la Escuela Nueva. Se privilegia el examen de fuentes historiográficas poco exploradas en el país, como los tratados pedagógicos, psicológicos y médicos de la época encontrados en las bibliotecas de diversas escuelas normales y facultades de educación, los textos escolares y las tesis de grado de los maestros, lo que les permite develar reflexiones sobre sus prácticas, así como los usos tácticos que estos hacían de discursos internacionales y los de intelectuales y pedagogos Colombianos.”","autores":[{"nombre":"Ríos Beltrán, Rafael","slug":"rios-beltran-rafael"},{"nombre":"Sáenz Obregón,Javier. Editores","slug":"saenz-obregonjavier-editores"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Ríos Beltrán, R., & Sáenz Obregón, J. (2012) Saberes, sujetos y métodos de enseñanza. Reflexiones sobre la apropiación de la Escuela Nueva en Colombia. Bogotá: Centro Editorial de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/saberes-sujetos-y-metodos-de-ensenanza-reflexiones-sobre-la-apropiacion-de-la-escuela-nueva-en-colombia","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/saberes-sujetos-y-metodos-de-ensenanza-reflexiones-sobre-la-apropiacion-de-la-escuela-nueva-en-colombia","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"},"indicadores":{"id":17,"nombre":"ESCUELA NUEVA","slug":"escuela-nueva","descripcion":"Escuela Nueva es un indicador temático que concentra la producción académica relacionada con este enfoque pedagógico. La Escuela Nueva es un modelo educativo que busca transformar la enseñanza, fomentando la participación activa de los estudiantes, la personalización del aprendizaje y el trabajo colaborativo. Aquí se incluyen investigaciones, análisis y reflexiones que exploran la implementación, impacto y desarrollo de la Escuela Nueva en diversos contextos educativos."}},{"id":215,"titulo":{"nombre":"“Se siente como una actuación cuando enseño en línea”: análisis autoetnográfico de las tensiones en la identidad docente.","slug":"se-siente-como-una-actuacion-cuando-enseno-en-linea-analisis-autoetnografico-de-las-tensiones-en-la-identidad-docente"},"resumen":"“Resumen\nEste estudio autoetnográfico examinó las tensiones que afectaron la identidad de un profesor de inglés mientras impartía un módulo virtual de escritura académica durante la pandemia de COVID-19. Con base en la performatividad, se examinaron las reflexiones escritas del participante recopiladas durante un año académico. Así, surgieron tres tipos de tensión: actuar por proximidad, actuar para cumplir con las expectativas de la institución y de los estudiantes y tener que cambiar continuamente de desempeño. Estas tensiones resaltaron la performatividad del participante en el uso de la tecnología —que finalmente configuró su identidad docente— y permitieron observar que las herramientas supuestamente productivas para una clase virtual pueden no ser necesariamente bien recibidas por los estudiantes y pueden terminar siendo una carga para el profesor.”","autores":[{"nombre":"Benjamin Loo, Daron","slug":"benjamin-loo-daron"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Loo, D. B. (julio-diciembre de 2023). “Se siente como una actuación cuando enseño en línea”: análisis autoetnográfico de las tensiones en la identidad docente. Profile: Issues in Teachers' Professional Development, 25(2), 15-28. Recuperado el 31 de octubre de 2023, de https://revistas.unal.edu.co/index.php/profile/article/view/104914/89202","fuente":"https://revistas.unal.edu.co/index.php/profile/article/view/104914/89202 ","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":49,"nombre":"VIRTUAL","slug":"virtual","indicadorMadre":11}},{"id":255,"titulo":{"nombre":"Sentidos de la educación superior y perspectivas críticas sobre el concepto de calidad","slug":"sentidos-de-la-educacion-superior-y-perspectivas-criticas-sobre-el-concepto-de-calidad"},"resumen":"\"Descripción de libro. Este libro reúne reflexiones críticas sobre el concepto de calidad en la educación superior. Entender la calidad como una noción multidimensional, contextual y de poder constituye la premisa de los textos que aquí se reúnen y que han sido elaborados acudiendo a una perspectiva interdisciplinaria que dialoga con la ciencia política, la antropología, las ciencias económicas, la pedagogía y los estudios rurales. Además de presentar una discusión general sobre el concepto de calidad en la educación superior contemporánea, el libro propone una aproximación crítica a las tendencias observadas en el caso colombiano, y plantea cómo la comprensión de la calidad se enriquece y reconfigura cuando se le confronta con los desafíos que surgen desde la interculturalidad, la ruralidad, la construcción de paz, la formación docente y la pedagogía. Hablar de calidad remite a discusiones más amplias sobre los sentidos de la educación superior.\" (Tomado de Libreria Nacional)","autores":[{"nombre":"Mora, Andrés Felipe. Compilador","slug":"mora-andres-felipe-compilador"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Mora, A. F. (2023). Sentidos de la educación superior y perspectivas críticas sobre el concepto de calidad. Bogotá: Universidad Nacional de Colombia. Recuperado el 21 de 05 de 2024, de https://www.librerianacional.com/producto/sentidos-de-la-educacion-superior-y-perspectivas-criticas-sobre-el-concepto-de-calidad","fuente":"https://www.librerianacional.com/producto/sentidos-de-la-educacion-superior-y-perspectivas-criticas-sobre-el-concepto-de-calidad","dependencias":{"nombre":"Grupo de Investigación en Políticas de Educación Superior","slug":"grupo-de-investigacion-en-politicas-de-educacion-superior"},"indicadores":{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."}},{"id":256,"titulo":{"nombre":"“Ser pilo no paga”: privatización, desigualdad y desfinanciamiento de la universidad pública en Colombia","slug":"ser-pilo-no-paga-privatizacion-desigualdad-y-desfinanciamiento-de-la-universidad-publica-en-colombia"},"resumen":"“En el segundo gobierno de Juan Manuel Santos, “Ser Pilo Paga” se convirtió en la principal política de acceso de los jóvenes de escasos recursos económicos a la educación universitaria de calidad. El propósito de este documento consiste en exponer los impactos negativos de este programa en materia de privatización, desigualdad y desfinanciamiento de la universidad pública en Colombia. De acuerdo con los objetivos y evolución de “Ser Pilo Paga”, se mostrarán sus límites en términos de (a) la profundización del crédito educativo como dispositivo de financiamiento; (b) la concentración de los recursos en las universidades privadas; (c) el debilitamiento financiero de las universidades públicas; (d) la ineficiencia del programa; (e) la reproducción de las desigualdades regionales y de clase social; (f) los riesgos oligopólicos que produce y (g) su incoherencia con respecto a las prácticas de los países que integran la Organización para la Cooperación y el Desarrollo Económico (OCDE). Se concluye insistiendo en la necesidad de establecer un modelo de financiamiento que, atendiendo a principios de universalidad, incondicionalidad e individualidad, se comprometa con la defensa de la educación superior como un derecho y bien común.” (Tomado de la fuente)","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"},{"nombre":"Múnera, Leopoldo","slug":"munera-leopoldo"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mora, A. F., & Múnera, L. (2018). “Ser pilo no paga”: privatización, desigualdad y desfinanciamiento de la universidad pública en Colombia. Revista Ciencia Política, 14(27), 115-142. Recuperado el 21 de 05 de 2024, de https://revistas.unal.edu.co/index.php/cienciapol/article/view/73369","fuente":"https://revistas.unal.edu.co/index.php/cienciapol/article/view/73369","dependencias":{"nombre":"Revista Ciencia Política","slug":"revista-ciencia-politica"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":76,"titulo":{"nombre":"SER tocado: Juego e imitación con la guitarra","slug":"ser-tocado-juego-e-imitacion-con-la-guitarra"},"resumen":"“Summary\nEl presente trabajo de grado está escrito en varias partes agrupadas en tres capítulos y dos secciones, siendo los tres primeros, “El Ser Tocado”, “El Juego” y la “Imitación”, el resultado de haber problematizado la desmotivación en el aprendizaje con la guitarra, que entendí como el desánimo y desaliento que algunos estudiantes sienten cuando están aprendiendo guitarra. En la parte final de la tesis hay dos secciones que permiten una mirada que complementaria de la totalidad del trabajo. Inicia con “Lo que nos pasa”, frase “re-significada” de la autoría del filósofo Jorge Larrosa (2006) en la que resume magistralmente lo que es experiencia, es una sección escrita a manera de cuento, desde diversas tensiones que como profesores y músicos considero vivimos, y que nos motivan o desmotivan de diferentes maneras, pero cuyo génesis es la contingencia, que nos lleva como profesores, estudiantes y músicos (sin importar tiempos y épocas diferentes alrededor del mundo), a encontrarnos con frecuencia en condiciones y preguntas similares. En otras palabras, atender a la llamada de la contingencia es una cuestión que no solo pertenece a la esfera de la vocación, sino que es además una reunión que nos encuentra con preguntas que han trascendido el tiempo y que suceden de manera similar en los procesos de enseñanza y aprendizaje. Finalmente, con el título de “Tesis”, esta sección busca dar un aspecto de cierre a mi trabajo, sección conclusiva pero no final, pues el conocimiento logrado en la Maestría en Educación Artística es un conocimiento no estático, en movimiento y ajuste en mi vida cotidiana. Dentro de estas cinco secciones hay diversas categorías que se basan en el estímulo como primer impulso, que puede transformar la energía potencial de la persona en energías del hacer. Esto es fundamental para alentar o socavar el interés de la persona que se acerca a aprender con la guitarra, pues este primer impulso por un lado es seminal ya que contiene el potencial para dar continuidad a la experiencia (Dewey, J. 2010) iniciada con la guitarra, y por otro, es el que logrará desarrollar interés, o incluso más importante: mostrarnos el camino que la persona puede empezar con este instrumento musical para aprender según sus deseos y expectativas, y según estos, desarrollar su propio método de aprendizaje, desarrollando así, su talento con la guitarra. Cada una de las secciones interactúan entre sí desde el laboratorio de mi experiencia, que es la guitarra. Este punto de encuentro es un lugar de comunidad y de comunión, pero también de tensiones, opuestos, búsqueda de conocimiento, contingencias que atañen al profesor, estudiante y músico”","autores":[{"nombre":"Rodríguez Velásquez, Daniel","slug":"rodriguez-velasquez-daniel"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Velásquez, D. (2018). Tesis de Maestría: SER tocado: Juego e imitación con la guitarra. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69149","fuente":"https://repositorio.unal.edu.co/handle/unal/69149","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":103,"titulo":{"nombre":"“Si acabamos los rankings de universidades promovemos la honestidad en el sistema”","slug":"si-acabamos-los-rankings-de-universidades-promovemos-la-honestidad-en-el-sistema"},"resumen":"“La rectora de la Universidad Nacional, Dolly Montoya, habló sobre la propuesta marco que tienen para reformar la educación superior en Colombia. \n\nDolly Montoya, rectora de la Universidad Nacional, está cerca de acabar su periodo e indicó cuál es el procedimiento para elegir a su sucesor. Entre otros puntos, en Inside con La República, Montoya explicó la propuesta de ley marco para reformar la educación superior. Resaltó, también, cómo está el país en los programas de posgrado, así como el papel de las universidades en la investigación, pues solo en la Universidad Nacional se publica un libro a diario. De acuerdo con Montoya, se deben acabar los rankings internacionales.”","autores":[{"nombre":"Loaiza Bran, José Fernando","slug":"loaiza-bran-jose-fernando"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Bran, J. F. (24 de octubre de 2023). “Si acabamos los rankings de universidades promovemos la honestidad en el sistema”. Periódico virtual La República. Recuperado el 14 de febrero de 2024, de https://www.larepublica.co/economia/entrevista-con-dolly-montoya-rectora-de-la-universidad-nacional-sobre-reforma-educacion-3734615","fuente":"https://www.larepublica.co/economia/entrevista-con-dolly-montoya-rectora-de-la-universidad-nacional-sobre-reforma-educacion-3734615 ","dependencias":{"nombre":"Otros","slug":"otros"},"indicadores":{"id":4,"nombre":"CALIDAD EDUCATIVA","slug":"calidad-educativa","descripcion":"El indicador temático Calidad Educativa se enfoca en evaluar y promover la excelencia en los procesos educativos. Se centra en la mejora continua de la enseñanza, el aprendizaje y los resultados académicos. Este indicador abarca investigaciones y prácticas que buscan medir y elevar los estándares educativos, incluyendo la eficacia de los métodos pedagógicos, la relevancia del contenido curricular, la evaluación del rendimiento estudiantil y la implementación de tecnologías educativas. También agrupa los productos académicos que exploran aspectos como la formación y desarrollo profesional docente, la participación activa de los estudiantes y la adaptabilidad de los programas educativos a las necesidades cambiantes de la sociedad."}},{"id":242,"titulo":{"nombre":"Significación de práctica pedagógica por estudiantes y docentes en tiempo de aislamiento","slug":"significacion-de-practica-pedagogica-por-estudiantes-y-docentes-en-tiempo-de-aislamiento"},"resumen":"La investigación analiza la práctica pedagógica durante el aislamiento en el periodo 2020-2021 en el Colegio Técnico Tomás Rueda Vargas IED. Se empleó un enfoque cualitativo exploratorio con método fenomenológico hermenéutico, utilizando encuestas y entrevistas semiestructuradas. Se concluyó que hubo cambios de hábitos y dificultades tecnológicas, limitando la interacción estudiante-docente. Se destacan aprendizajes autodirigidos, familiares y socioemocionales.","autores":[{"nombre":"Riaño Alba, Mauricio","slug":"riano-alba-mauricio"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Riaño Alba, M. (2023). Significación de práctica pedagógica por estudiantes y docentes en tiempo de aislamiento. Recuperado el 31 de marzo de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/bitstream/handle/unal/85072/1018414734.2023.pdf?sequence=2","fuente":"https://repositorio.unal.edu.co/bitstream/handle/unal/85072/1018414734.2023.pdf?sequence=2 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":293,"titulo":{"nombre":"Síndrome Burnout en docentes de educación básica en Bogotá: una mirada cualitativa de sus causas, consecuencias y posibles soluciones","slug":"sindrome-burnout-en-docentes-de-educacion-basica-en-bogota-una-mirada-cualitativa-de-sus-causas-consecuencias-y-posibles-soluciones"},"resumen":"\"Resumen\nEl síndrome Burnout en docentes es un fenómeno que ha venido despertando el interés de los investigadores durante las últimas dos décadas debido a que cada vez toma mayor fuerza y se alimenta de las dinámicas y retos que presenta la educación hoy en día. Un grupo especialmente afectado por este padecimiento es los docentes de Educación básica primaria y secundaria quienes se enfrentan a una serie de factores que contribuyen a la generación del mismo. El presente es un estudio de caso cualitativo de corte descriptivo que indagó por las percepciones de nueve docentes de educación básica primaria y secundaria acerca de los factores que más influyen en la generación del síndrome Burnout. Entre estos, se encuentran: la sobrecarga laboral, las condiciones laborales en el contexto colombiano, el trato con padres de familia, el sistema educativo, etc. El estudio reflejó la compleja situación que viven los docentes en el desarrollo de su labor y cómo esto afecta su salud tanto física como mental, asimismo, nos plantea diferentes interrogantes respecto a la forma en que se concibe la educación en Colombia y a los propios maestros. (Texto tomado de la fuente)\"","autores":[{"nombre":"Díaz Cortés, Nathalia Rocío","slug":"diaz-cortes-nathalia-rocio"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Díaz Cortés, N. R. (2022). Tesis de Maestría: Síndrome Burnout en docentes de educación básica en Bogotá: una mirada cualitativa de sus causas, consecuencias y posibles soluciones. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84804","fuente":"https://repositorio.unal.edu.co/handle/unal/84804","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":7,"nombre":"BURNT OUT","slug":"burnt-out","indicadorMadre":10}},{"id":97,"titulo":{"nombre":"Sistema multi-agente para la gestión de objetos de aprendizaje en FROAC","slug":"sistema-multi-agente-para-la-gestion-de-objetos-de-aprendizaje-en-froac"},"resumen":"“Summary\nLos Objetos de Aprendizaje (OA) son recursos educativos digitales orientados a la educación, se almacenan en repositorios que disponen de características que posibilitan su etiquetado, almacenamiento y posterior recuperación. Poder determinar la calidad de estos recursos educativos, en la mayoría de los casos, en una tarea difícil y en muchos casos ausente. Esto puede verse reflejado en la entrega al usuario de OA donde sólo algunos cubren sus necesidades. Las causas son variadas y se puede deber a problemas en las búsquedas, al etiquetado de los metadatos o al contenido del material educativo y, en parte, a que no se cuenta con modelos generalizados que permitan evaluar la calidad de estos recursos educacionales almacenados. El trabajo presentado expone el desarrollo de una aplicación orientada a la gestión de OA, aprovechando las ventajas ofrecidas por los Sistemas Multi-agente, que facilitan tareas distribuidas y autónomas.”","autores":[{"nombre":"Tavares Morales, Valentina","slug":"tavares-morales-valentina"},{"nombre":"Cortés Reyes, Juan Carlos","slug":"cortes-reyes-juan-carlos"},{"nombre":"Duque, Néstor Darío","slug":"duque-nestor-dario"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Tabares Morales, V., Cortes Reyes, J. C., & Duque Méndez, N. D. (2015). Sistema multi-agente para la gestión de objetos de aprendizaje en FROAC. NOVUM: Revista de Ciencias Sociales Aplicadas, 5, 36-48. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/66998","fuente":"https://repositorio.unal.edu.co/handle/unal/66998 ","dependencias":{"nombre":"NOVUM: Revista de Ciencias Sociales Aplicadas","slug":"novum-revista-de-ciencias-sociales-aplicadas"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":87,"nombre":"GESTIÓN DE RECURSOS DIGITALES","slug":"gestion-de-recursos-digitales","indicadorMadre":29}},{"id":144,"titulo":{"nombre":"Sistema simulador para el examen de egreso del técnico superior universitario","slug":"sistema-simulador-para-el-examen-de-egreso-del-tecnico-superior-universitario"},"resumen":"“Summary\nEn México los estudiantes de Universidades Tecnológicas, al concluir sus estudios tienen que presentar un examen general de egreso, donde se evalúa el conocimiento teórico – técnico adquirido durante su estancia en el programa educativo al que pertenecen. Este examen es realizado por el Centro Nacional de Evaluación para la Educación Superior (CENEVAL) [1]. En este artículo se presenta la propuesta de un simulador del Examen General de Egreso de Técnico Superior Universitario (EGETSU) cuya finalidad es entrenar a los estudiantes en la realización de exámenes en línea. El simulador está formado por un conjunto de programas diseñados para simular exámenes con el mismo formato que proporciona CENEVAL en el EGETSU. El sistema trabaja dentro de una red local o Intranet, y puede evaluar a varios alumnos de forma simultánea. Al finalizar la prueba, la herramienta presenta informes detallados que incluyen tiempo de finalización, puntuación y preguntas falladas; además de realizar estadísticas grupales que permiten al evaluador determinar el nivel de habilidad de los estudiantes y establecer acciones correctivas, individuales o grupales. Los primeros resultados de la utilización de este simulador son satisfactorios, toda vez que el número de alumnos con resultados aprobatorios en la prueba del CENEVAL se ha incrementado en un 20% con respecto a lo obtenido el año anterior. Palabras clave Evaluación en línea, evaluación formativa, simulador de evaluación interactivo”","autores":[{"nombre":"Saldaña Gonzáles, Griselda","slug":"saldana-gonzales-griselda"},{"nombre":"Cerezo Sánchez, Jorge","slug":"cerezo-sanchez-jorge"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Saldaña Gonzáles, G. &. (2009). Sistema simulador para el examen de egreso del técnico superior universitario. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/28065","fuente":"https://repositorio.unal.edu.co/handle/unal/28065","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":20,"nombre":"EVALUACIÓN","slug":"evaluacion","descripcion":"La Evaluación como indicador temático abarca la producción académica que se centra en el análisis, diseño y aplicación de procesos evaluativos en el ámbito educativo. También recoge investigaciones que exploran diferentes métodos de evaluación, su impacto en el aprendizaje y la toma de decisiones basada en resultados, así como su relevancia en el sistema educativo. Se abordan temas como la evaluación formativa, de estudiantes, de docentes, así como el uso de tecnologías para evaluar. El objetivo es ofrecer una visión integral de las prácticas evaluativas en educación, promoviendo la mejora continua y la toma de decisiones informadas en el proceso educativo."},"subindicadores":{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10}},{"id":47,"titulo":{"nombre":"Sobre Héroes anónimos. El PEAA le abrió el camino al PEAMA","slug":"sobre-heroes-anonimos-el-peaa-le-abrio-el-camino-al-peama"},"resumen":"“... Junto con los compañeros de Arauca y San Andrés, los jóvenes amazónicos organizaron el grupo de trabajo en defensa del PEAA* y las sedes de frontera. En la segunda marcha salieron todos juntos con carteleras sobre la calle 26 hasta el Ministerio de Educación, invitando a la comunidad académica y a la sociedad colombiana a defender y respaldar las sedes de frontera. Inicialmente eran 20 personas y al finalizar la marcha los acompañaban 150 estudiantes de departamentos fronterizos respaldando la solicitud. Fue allí donde los profesores y estudiantes conocieron el PEAA, y los fronterizos fuimos más visibles en una comunidad académica mayoritariamente Andina, lo que representaba la misión de la universidad frecuentemente incumplida, de educar a todo el país y no solo al centro Andino. Las movilizaciones hicieron evidente que el PEAA sí era un proyecto que podría ser nacional y viable. Cuando se graduaron en el año 2008, ese mismo año se dio apertura al Programa Especial de Admisión y Movilidad por Áreas, PEAMA, como un programa ya institucionalizado y mejorado, que daba continuidad a lo que los estudiantes del PEAA ayudaron a forjar para las regiones fronterizas.\n\n*PEAA: Programa Especial de Admisión por Áreas","autores":[{"nombre":"Pantevis Girón, Johana","slug":"pantevis-giron-johana"},{"nombre":"Palacio Castañeda, Germán","slug":"palacio-castaneda-german"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"German, P. J. (2018). Sobre Héroes anónimos. El PEAA le abrió el camino al PEAMA. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI (39), 03-05. Recuperado el 23 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_39_final_impresi_n_29_de_agosto_2018","fuente":"https://issuu.com/notimani/docs/notimani_39_final_impresi_n_29_de_agosto_2018","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":186,"titulo":{"nombre":"Sujetos y orden social en la política educativa de las primeras décadas del siglo XX","slug":"sujetos-y-orden-social-en-la-politica-educativa-de-las-primeras-decadas-del-siglo-xx"},"resumen":"“Summary\nEl interés del presente artículo es mostrar algunos rasgos definitorios de las estrategias de formación y control de la subjetividad que pusieron en marcha los gobiernos nacionales, en el ámbito escolar, durante las primeras décadas del siglo XX. La reflexión mostrará cómo a partir de tales estrategias político-pedagógicas se intentó definir un orden social favorable a los intereses de las élites nacionales y un modelo de subjetividad acorde con dicho orden social.”","autores":[{"nombre":"Pinilla Díaz, Alexis Vladimir","slug":"pinilla-diaz-alexis-vladimir"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Díaz, A. V. (Julio- diciembre de 2015). Sujetos y orden social en la política educativa de las primeras décadas del siglo XX. Historia y Sociedad (29), 43-60. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/68061","fuente":"https://repositorio.unal.edu.co/handle/unal/68061","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":309,"titulo":{"nombre":"Sujetos y orden social en la política educativa de las primeras décadas del siglo XX","slug":"sujetos-y-orden-social-en-la-politica-educativa-de-las-primeras-decadas-del-siglo-xx"},"resumen":"\"Resumen\nEl interés del presente artículo es mostrar algunos rasgos definitorios de las estrategias de formación y control de la subjetividad que pusieron en marcha los gobiernos nacionales, en el ámbito escolar, durante las primeras décadas del siglo XX. La reflexión mostrará cómo a partir de tales estrategias político-pedagógicas se intentó definir un orden social favorable a los intereses de las élites nacionales y un modelo de subjetividad acorde con dicho orden social.\"","autores":[{"nombre":"Pinilla Díaz, Alexis Vladimir","slug":"pinilla-diaz-alexis-vladimir"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Pinilla Díaz, A. V. (2015). Sujetos y orden social en la política educativa de las primeras décadas del siglo XX. Revista Historia y Sociedad (29), 43-60. doi:https://doi.org/10.15446/hys.n29.50414","fuente":"https://doi.org/10.15446/hys.n29.50414","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":221,"titulo":{"nombre":"Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective","slug":"teaching-practicums-during-the-pandemic-in-an-initial-english-teacher-education-program-the-preservice-teachers-perspective"},"resumen":"“Resumen \nLas prácticas tempranas y profesionales de un programa de formación inicial de profesores de inglés en una universidad chilena fueron reinventadas durante la pandemia de Covid-19 para dar continuidad al proceso de formación. Se analizaron el contexto y las condiciones en que dichas prácticas se desarrollaron y cómo influyeron en el conocimiento pedagógico y profesional de los profesores de inglés en formación. 42 participantes que realizaron su práctica pedagógica en el periodo 2020–2021 respondieron una encuesta en línea cuyos datos se analizaron mediante estadística descriptiva y análisis de contenido. Se identificaron problemas, fortalezas, debilidades y desafíos en la interacción de los participantes con estudiantes, profesores colaboradores y supervisores, y el desarrollo parcial de un conocimiento pedagógico y profesional. Los resultados pueden orientar adaptaciones a contextos educativos cada vez más desafiantes.”","autores":[{"nombre":"Ormeño, Veronica","slug":"ormeno-veronica"},{"nombre":"Rosas, Minerva","slug":"rosas-minerva"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ormeño, V., & Rosas, M. (2023). Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues in Teachers' Professional Development, 25(2). doi: https://doi.org/10.15446/profile.v25n2.102959\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102959","fuente":"https://doi.org/10.15446/profile.v25n2.102959\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102959","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"},"subindicadores":{"id":74,"nombre":"INNOVACIÓN PEDAGÓGICA","slug":"innovacion-pedagogica","indicadorMadre":25}},{"id":180,"titulo":{"nombre":"Teoría para la práctica: desarrollo de las representaciones auditivas musicales en el marco de las asignaturas teóricas","slug":"teoria-para-la-practica-desarrollo-de-las-representaciones-auditivas-musicales-en-el-marco-de-las-asignaturas-teoricas"},"resumen":"“Summary\nEl artículo plantea una propuesta pedagógica para los programas de educación musical profesional que pretende integrar el componente auditivo, conceptual y motriz, mediante el estudio de la armonía del estilo clásico europeo en el NÚCLEO INTERDISCIPLINARIO DE ESTUDIOS SOBRE EL LENGUAJE. La metodología se fundamenta en los aspectos psicológicos y educativos, y consiste en combinar las actividades específicas de carácter analítico-conceptual y práctico-interpretativo.\nKeywords\nEducación musical ; psicología de la percepción musical ; representaciones auditivas musicales ; armonía ; estilo clásico europeo ; piano.”","autores":[{"nombre":"Krasutskaya, Alena","slug":"krasutskaya-alena"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Krasutskaya, A. (2013). Teoría para la práctica: desarrollo de las representaciones auditivas musicales en el marco de las asignaturas teóricas. Ensayos: Historia y teoría del arte, XVII (25), 7-20. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/64333","fuente":"https://repositorio.unal.edu.co/handle/unal/64333","dependencias":{"nombre":"Revista Ensayos: Historia y Teoría del arte","slug":"revista-ensayos-historia-y-teoria-del-arte"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."}},{"id":230,"titulo":{"nombre":"Terapeuta de terapeutas en formación","slug":"terapeuta-de-terapeutas-en-formacion"},"resumen":"“15 años de ejercicio profesional, dan la posibilidad de diferenciar dos tipos de docencia: una, la originada en la enciclopedia y formación teórica que revierten en la cátedra, supervisión, el hablar de tratamientos, estrategias, psicopatologías y aplicar el DSM-IV-RT, de manera brillante, como legado del conocimiento inveterado, aunque fuera de las aulas las leyes de habilitación del ejercicio profesional del psicólogo Colombia-no disponen atenerse a parámetros de registro sistematizado, con CIE 10 incorporado. La otra docencia, originada en una praxis donde la reflexión entre la práctica real -el país mismo- y el conocimiento existente instan a recrear estilos y desarrollos más acordes y contextualizados que den pie a edificar permanentemente otro conocimiento”","autores":[{"nombre":"Jiménez, Ana Isabel","slug":"jimenez-ana-isabel"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jiménez, A. I. (2004). Terapeuta de terapeutas en formación. Revista Colombiana de Psicología (13), 29-32. Obtenido de : https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones","fuente":"https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones","dependencias":{"nombre":"Servicio de Atención psicológica -SAP-","slug":"servicio-de-atencion-psicologica-sap"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":71,"nombre":"TERAPIA","slug":"terapia","indicadorMadre":21}},{"id":39,"titulo":{"nombre":"Terapia ocupacional en educación: un enfoque sensorial en la escuela","slug":"terapia-ocupacional-en-educacion-un-enfoque-sensorial-en-la-escuela"},"resumen":"\"Contenido: 1. Bienestar escolar (BIES): un modelo humanista que promueve la interacción -- 2. Desempeño ocupacional del escolar (DOE). Terreno conceptual y modelos para la práctica en educación -- 3. Evaluación en terapia ocupacional: del concepto a la concreción -- 4. Programa de intervención educativa a partir del modelo de desempeño ocupacional escolar (DOE) -- 5. Comunidad educativa y transformación de la escuela -- 6. Gestión y calidad en el modelo desempeño ocupacional escolar (DOE) -- 7. Fundamentación y praxis de fonoaudiología en el sector educativo\n\nMateria - Otra Bienestar estudiantil\n Terapia ocupacional -- Educación\n Rendimiento académico -- Atención médica\n Salud escolar\n Servicios de salud ocupacional -- Educación -- Programas\n Fonoaudiología -- Métodos\n Orientación estudiantil\"","autores":[{"nombre":"Álvarez de Bello, Laura Elisa","slug":"alvarez-de-bello-laura-elisa"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Álvarez de Bello, L. E. (2010). Terapia ocupacional en educación: un enfoque sensorial en la escuela. Bogotá, Colombia: Universidad Nacional de Colombia. Recuperado el 12 de octubre de 2023, de http://168.176.5.96/F/AK6X761XHQ2GJ5P33RMEGR18CGRMRQUT8FDEBI8U34N6H42XM2-20367?func=full-set-set&set_number=365129&set_entry=000003&format=999","fuente":"http://168.176.5.96/F/AK6X761XHQ2GJ5P33RMEGR18CGRMRQUT8FDEBI8U34N6H42XM2-20367?func=full-set-set&set_number=365129&set_entry=000003&format=999","dependencias":{"nombre":"Facultad de Medicina","slug":"facultad-de-medicina"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":46,"nombre":"TERAPIA OCUPACIONAL","slug":"terapia-ocupacional","indicadorMadre":11}},{"id":292,"titulo":{"nombre":"Tesis de Maestría: El patio de juegos en la escuela: una experiencia de descansos lúdicos en la IED Carlos Albán Holguín hacia la autonomía, la democracia y la participación","slug":"tesis-de-maestria-el-patio-de-juegos-en-la-escuela-una-experiencia-de-descansos-ludicos-en-la-ied-carlos-alban-holguin-hacia-la-autonomia-la-democracia-y-la-participacion"},"resumen":"\"Resumen\nLos niños, niñas y adolescentes son sujeto de derechos desde una generación muy reciente de la jurisprudencia internacional. Cada vez más, la escuela y las entidades relacionadas con la educación tienen que adaptarse a las nuevas subjetividades políticas que surgen de estos grandes cambios globales, proveyendo materiales, recursos, asesoría y políticas públicas, entre otras estrategias, para que sea posible construir un tejido social donde los niños, niñas y adolescentes puedan formarse con herramientas para la vida social. Esto pone a prueba lugares comunes sobre la educación como práctica profesional, pues implica asumir el reto crítico en la educación. Esta investigación se enfoca en las relaciones sociales en la escuela, toma el patio de juegos como territorio a observar, al juego y a las experiencias extracurriculares como catalizadores que develan las formas en las que los jóvenes desarrollan lazos sociales y reconocen las posibilidades propias y colectivas, para incidir en el territorio escolar. Con este fin, se realizó la Feria Albanista Estudiantil, una experiencia desarrollada en el IED Carlos Albán Holguín, en 2019, con cerca de 700 estudiantes. En ella se implementó un proyecto colectivo de actividades lúdicas y culturales que, desde la metodología de investigación acción educativa, dieron como resultado los hallazgos que en esta tesis se analizan. Principalmente, se confirmó la importancia del juego y lo extracurricular en el desarrollo de habilidades sociales y la necesidad de espacios de autonomía estudiantil para la participación política, al igual que nuevas formas de concebir los derechos políticos, culturales y educativos de los niños, niñas y adolescentes. (Texto tomado de la fuente)\"","autores":[{"nombre":"Unda Vergara, Luis Miguel","slug":"unda-vergara-luis-miguel"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Unda Vergara, L. M. (2021). Tesis de Maestría: El patio de juegos en la escuela: una experiencia de descansos lúdicos en la IED Carlos Albán Holguín hacia la autonomía, la democracia y la participación. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/79697","fuente":"https://repositorio.unal.edu.co/handle/unal/79697","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":24,"nombre":"ESCUELA","slug":"escuela","indicadorMadre":11}},{"id":291,"titulo":{"nombre":"Tesis de Maestría: Factores psicológicos y sociales relevantes para la educación, el ecoturismo y la conservación ambiental en el Parque Nacional Natural Chingaza (2020)","slug":"tesis-de-maestria-factores-psicologicos-y-sociales-relevantes-para-la-educacion-el-ecoturismo-y-la-conservacion-ambiental-en-el-parque-nacional-natural-chingaza-2020"},"resumen":"“Resumen\nEsta investigación surge a partir de la necesidad de encontrar rutas para optimizar y mejorar la articulación de los procesos de educación ambiental, ecoturismo y conservación ambiental, en el Parque Nacional Natural (PNN) Chingaza. Se realizó un estudio exploratorio-descriptivo, para identificar las principales dinámicas y problemáticas asociadas al territorio de Chingaza, es decir, el PNN Chingaza y su zona de influencia. El método incluyó evaluaciones cualitativas y cuantitativas que involucraron a los actores del territorio, a partir de un ejercicio de investigación acción-participación y de gestión del conocimiento. El análisis de contenido de las respuestas de los actores en las diferentes etapas, permitió identificar los principales factores psicológicos y sociales, presentes en las dinámicas que se dan en la educación ambiental, el ecoturismo y la conservación en el PNN Chingaza. Los resultados de las diferentes etapas del estudio, mostraron ser compatibles y complementarios, guardando además similitud con diversas investigaciones previas realizadas en áreas protegidas, así como coherencia y soporte desde el marco teórico. Finalmente, se presentan algunas propuestas de optimización e integración de procesos estratégicos, orientadas a alcanzar un turismo sustentable en el territorio. (Texto tomado de la fuente)”","autores":[{"nombre":"Ortiz Dávila, Laura Carolina","slug":"ortiz-davila-laura-carolina"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ortiz Dávila, L. C. (2021). Tesis de Maestría: Factores psicológicos y sociales relevantes para la educación, el ecoturismo y la conservación ambiental en el Parque Nacional Natural Chingaza (2020). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/80387","fuente":"https://repositorio.unal.edu.co/handle/unal/80387","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":17,"nombre":"AMBIENTAL","slug":"ambiental","indicadorMadre":11}},{"id":299,"titulo":{"nombre":"Tesis de Maestría: La segregación digital en la educacion \"media\" pública de Bogotá. (2007-2016)","slug":"tesis-de-maestria-la-segregacion-digital-en-la-educacion-media-publica-de-bogota-2007-2016"},"resumen":"\"Resumen\nA diferentes escalas se viene debatiendo las incidencias de las Tecnologías Digitales (TD) en el desarrollo de las ciudades. Discurso que tiene como eje el conjunto de competencias validadas y reconocidas institucionalmente (Bourdieu, 1987 pp. 4-5; UNESCO, 2017, pp. 9; ICFES, 2016; pp. 9-10) que conforman los alcances, el logro y las dificultades educativas en la educación media; y el importante efecto cuna propio de los vínculos lingüísticos, emocionales y socio-económicos de los hogares (Brunner, 2010 pp. 19-24). Los cuales caracterizan el proceso educativo institucional; asuntos directamente relacionados con la consolidación de la Sociedad de la Información y del Conocimiento (SIC). No obstante, en el caso colombiano, la inserción de las TD en el territorio está ligada a la tercerización de la economía y, aunque se dice que Colombia ha superado la meta universal de acceso a las TD y ha aumentado su conectividad en Internet (Conpes, 3918, 2018 pp. 22), es probable que las condiciones de acceso, uso y apropiación de las mismas se encuentre en un estado de vulnerabilidad respecto a los demás países de América Latina, (CEPAL, 2013 pp. 195) derivado de un proceso de dependencia tecnológica progresiva (Chaparro, 2007). Bajo este marco, la investigación se centra en indagar los elementos discursivos y teóricos acerca del estado de la segregación digital presente en la educación media pública de Bogotá entre los años 2007 al 2016. Se inicia con la espacialización de las dinámicas cuantitativas de los desempeños por competencias de las pruebas SABER 11 de las 19 localidades urbanas de la ciudad, correspondientes a las áreas del núcleo común de las pruebas aplicadas en cortes de tiempo 2007, 2011 y 2016; para luego, confrontar la dinámica territorial de los recursos comprometidos discriminados por proyectos de inversión a escala local y su incidencia en los resultados de las pruebas. En esta primera fase de la investigación se hace emplea ArcGis 10.5. A su vez, la investigación se complementa con el análisis de las condiciones de acceso, uso y apropiación o significantes construidos en torno a las TD por parte de los estudiantes y docentes de ocho Instituciones Educativas Distritales (IED). La investigación obedece a un enfoque metodológico de carácter mixto. Finalmente, se hace una caracterización de los impactos de la segregación digital en la educación media pública de Bogotá.\"","autores":[{"nombre":"Pinilla Guerrero, Kharen Viviana","slug":"pinilla-guerrero-kharen-viviana"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Pinilla Guerrero, K. V. (2019). Tesis de Maestría: La segregación digital en la educacion \"media\" pública de Bogotá. (2007-2016). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/77021","fuente":"https://repositorio.unal.edu.co/handle/unal/77021","dependencias":{"nombre":"Maestría en Geografía","slug":"maestria-en-geografia"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":300,"titulo":{"nombre":"Tesis de Maestría: Mediaciones digitales en educación superior: análisis en el pregrado de Trabajo Social de UNIMINUTO sede Soacha (2015)","slug":"tesis-de-maestria-mediaciones-digitales-en-educacion-superior-analisis-en-el-pregrado-de-trabajo-social-de-uniminuto-sede-soacha-2015"},"resumen":"\"Resumen\nEsta investigación presenta los principales hallazgos del estudio, cuyo objeto se centró en la comprensión y análisis de las implicaciones que tienen las mediaciones digitales en los procesos de educación superior en el pregrado de Trabajo Social de la Corporación Universitaria Minuto de Dios (UNIMINUTO), con sede en Soacha, durante el año 2015. El capítulo 1 introduce los elementos generales que guían la investigación, desde su problematización, objetivos y preguntas, hasta el método de abordaje para las anteriores cuestiones, el cual parte de una estructura de enfoque cualitativo, con aportes desde el ámbito cuantitativo, tomando algunas contribuciones metodológicas desde la etnografía, el análisis de la segregación digital y la estadística descriptiva. La recopilación de información se hizo a través de la observación participante, entrevistas semiestructuradas, grupos focales y encuesta en línea. En el capítulo 2 se exponen las principales perspectivas teóricas y normativas que sirvieron de soporte al ejercicio investigativo. El abordaje de resultados y análisis es presentado en los capítulos 3 y 4, develando la complejidad de los procesos educativos superiores mediados por tecnologías digitales, a partir de las representaciones de los actores -profesores y estudiantes- y los retos que esto les plantea en sus diferentes prácticas -educativas, profesionales e investigativas-. Se exponen además los desafíos a los que se enfrentan las instituciones de educación superior en el contexto tecnológico contemporáneo, frente a lo cual se elabora una propuesta que sirve como punto de partida para la discusión sobre la integración curricular de las mediaciones digitales.\"","autores":[{"nombre":"Gómez Muñoz, Edison Alejandro","slug":"gomez-munoz-edison-alejandro"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Gómez Muñoz, E. A. (2016). Tesis de Maestría: Mediaciones digitales en educación superior: análisis en el pregrado de Trabajo Social de UNIMINUTO sede Soacha (2015). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58013","fuente":"https://repositorio.unal.edu.co/handle/unal/58013","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":88,"nombre":"MEDIACIONES DIGITALES","slug":"mediaciones-digitales","indicadorMadre":29}},{"id":278,"titulo":{"nombre":"Tesis de Maestría: Trayectorias, encuentros y desencuentros en la aspiración a la UN: ¿Cómo van las desigualdades de género?","slug":"tesis-de-maestria-trayectorias-encuentros-y-desencuentros-en-la-aspiracion-a-la-un-como-van-las-desigualdades-de-genero"},"resumen":"“Resumen\nLa presente investigación parte de un panorama actual de desigualdad en el acceso y en la composición de género en nivel de pregrado en la Universidad Nacional de Colombia, en el que casi dos terceras partes de la institución están conformadas por varones. Esta es una preocupación que impulsa a indagar por la forma en la que el género interviene en las trayectorias estudiantiles y la experiencia de aspiración a la universidad, con el propósito de aportar a la explicación de esta situación de acceso diferencial desde una perspectiva metodológica cualitativa. En ese sentido, se analizan los relatos de 30 participantes-aspirantes a la UN. La búsqueda parte del desempeño académico previo en entornos escolares formales, las expectativas subjetivas que pueden surgir en relación con el entorno familiar de las y los aspirantes, y las trayectorias educativas puntuales en torno a la aspiración a la Universidad Nacional de Colombia. Se tendrá en cuenta que existen unas vivencias diferenciales de acuerdo al género y a la circunstancia de haber logrado ingresar o no a este centro educativo. En las familias se les da un gran peso a elementos como los mandatos de género imperantes y la posición social, fundamentales en la generación de las expectativas y estrategias escolares futuras de las mujeres y los hombres. Luego, en un panorama educativo de grandes heterogeneidades y desigualdades, la escuela aparece como un escenario en el que se configuran dichas expectativas y estrategias. Allí, los órdenes de género recrean una división sexual inequitativa y con importantes alcances en las expectativas futuras y el rendimiento académico en algunas asignaturas. En dichos recorridos, la preparación para un examen parece ser más un balance estratégico entre capitales adquiridos y heredados, y mandatos de género, que una carrera basada en méritos individuales y desconectados de la posición social (texto tomado de la fuente)”","autores":[{"nombre":"Cruz Pérez, Ana María","slug":"cruz-perez-ana-maria"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Cruz Pérez, A. M. (2021). Tesis de Maestría: Trayectorias, encuentros y desencuentros en la aspiración a la UN: ¿Cómo van las desigualdades de género? Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/80263","fuente":"https://repositorio.unal.edu.co/handle/unal/80263","dependencias":{"nombre":"Maestría en Estudios de Género","slug":"maestria-en-estudios-de-genero"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":158,"titulo":{"nombre":"Tesis y trabajos finales de la Maestría en Sociología de la Universidad Nacional de Colombia, 2020 y 2021","slug":"tesis-y-trabajos-finales-de-la-maestria-en-sociologia-de-la-universidad-nacional-de-colombia-2020-y-2021"},"resumen":"“(…) Nuestro propósito con la publicación de los resúmenes de las tesis y trabajos finales de la Maestría en Sociología es dar a conocer el trabajo de nuestros estudiantes, ahora egresados, y hacer más visibles los resultados del programa. Presentamos en este número la mayoría de los resúmenes de los trabajos culminados y aprobados en los años de la pandemia, que muestran la resiliencia de nuestros estudiantes para culminar satisfacto-riamente sus estudios en medio de las difíciles circunstancias que hemos vivido en estos tiempos.\nDos grandes temas dominan casi la mitad de los trabajos finales y tesis de los años 2020 y 2021. Cinco tesis y trabajos finales están relacionados con la memoria del conflicto o con fenómenos propios del posconflicto tras la firma de los acuerdos de paz del año 2016. Estos trabajos incluyen indagaciones sobre los lugares de memoria, violencia contra periodistas, mujeres guerrilleras, procesos de reparación en comunidades y la reincorporación económica de excombatientes. Otros cinco trabajos se enmarcan en pesquisas sobre la educación, principalmente en los niveles de educación media. Los temas incluyen la meritocracia y las representaciones del futuro, las competencias, el modelo de la Escuela Nueva, el fracaso escolar, la formación docente y los factores socioeconómicos en la educación de infantes en la escuela temprana.”","autores":[{"nombre":"Salazar Arenas, Oscar Iván","slug":"salazar-arenas-oscar-ivan"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Salazar Arenas, O. I. (julio-diciembre de 2022). Tesis y trabajos finales de la Maestría en Sociología de la Universidad Nacional de Colombia, 2020 y 2021. Revista Colombiana de Sociología, 45(02), 385-397. Recuperado el 02 de noviembre de 2023, de https://revistas.unal.edu.co/index.php/recs/article/view/103478/83848","fuente":"https://revistas.unal.edu.co/index.php/recs/article/view/103478/83848","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":42,"nombre":"SOCIOLOGÍA","slug":"sociologia","indicadorMadre":11}},{"id":223,"titulo":{"nombre":"\"Tiempo para el aprendizaje\": reformas educativas en Colombia y reconfiguración espacio-temporal de las escuelas","slug":"tiempo-para-el-aprendizaje-reformas-educativas-en-colombia-y-reconfiguracion-espacio-temporal-de-las-escuelas"},"resumen":"Este artículo analiza la reforma educativa en Colombia, destacando la influencia de políticas neoliberales en la educación pública y la importancia del \"tiempo para el aprendizaje\". Se menciona la reconfiguración del tiempo escolar, la Ley 115 de 1994 y el regreso a la jornada única en escuelas de Bogotá, con implicaciones positivas y negativas. Se discuten las jornadas escolares complementarias, nuevas regulaciones sobre el tiempo escolar y la centralización de su regulación a nivel nacional. Se aborda cómo estas reformas han afectado a docentes y directivos, generando resistencia y sentimientos de sobrecarga laboral. Se destaca la importancia de la lucha por el control del tiempo laboral y los horarios escolares en la gobernabilidad del sector educativo.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (junio de 2008). \"Tiempo para el aprendizaje\": reformas educativas en Colombia y reconfiguración espacio-temporal de las escuelas. Revista Propuesta Educativa (29) 41-50. Recuperado el 20 de febrero de 2024, de https://www.redalyc.org/pdf/4030/403041701006.pdf","fuente":"https://www.redalyc.org/pdf/4030/403041701006.pdf ","dependencias":{"nombre":"Revista Propuesta Educativa","slug":"revista-propuesta-educativa"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":101,"titulo":{"nombre":"Tolerancia y justicia social","slug":"tolerancia-y-justicia-social"},"resumen":"“RESUMEN\nEn este trabajo se defienden las siguientes tesis: 1) En las actuales sociedades plurales los actos de tolerancia deben estar insertos en un sistema de normas, instituciones y prácticas que tiendan a establecer relaciones sociales justas. 2) Una condición necesaria para la convivencia armoniosa y cooperativa entre grupos sociales con culturas diferentes es el ejercicio generalizado, por parte de los miembros de los diferentes grupos, de la tolerancia “horizontal”, es decir, de una tolerancia sensata entre grupos que no tienen relaciones de subordinación. 3) Cuando no se cumplen las dos condiciones anteriores, el discurso sobre la tolerancia suele jugar un papel ideológico, encubriendo relaciones de dominación y de injusticia. \nPALABRAS CLAVE: tolerancia, justicia social, necesidades\nbásicas, multiculturalismo, pluralismo.”","autores":[{"nombre":"Olivé, León","slug":"olive-leon"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Olivé, L. (enero de 2015). Tolerancia y justicia social. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 16 - 25. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23199","fuente":"https://repositorio.unal.edu.co/handle/unal/23199","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":30,"nombre":"JUSTICIA SOCIAL","slug":"justicia-social","indicadorMadre":11}},{"id":16,"titulo":{"nombre":"Tome una buena decisión profesional: Cinco consejos para escoger un programa académico","slug":"tome-una-buena-decision-profesional-cinco-consejos-para-escoger-un-programa-academico"},"resumen":"“Escoger una carrera profesional es una gran responsabilidad, pues de esto depende el buen desempeño tanto personal como académico de quien está estudiando. La meta es escoger y obtener un título que le permitirá obtener satisfacciones durante el transcurso de la vida en diferentes ámbitos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (05 de agosto de 2019). Tome una buena decisión profesional: Cinco consejos para escoger un programa académico. Revista En Plural. Sección: Para estar bien (64). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=106&id_sec=5","fuente":"http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=106&id_sec=5 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."},"subindicadores":{"id":79,"nombre":"ACOMPAÑAMIENTO INTEGRAL","slug":"acompanamiento-integral","indicadorMadre":28}},{"id":32,"titulo":{"nombre":"Transformación digital en el aula para la gestión del riesgo en la seguridad del paciente: una experiencia práctica de auditoría en la Universidad Nacional de Colombia. En: Experiencias innovadoras en la educación superior colombiana","slug":"transformacion-digital-en-el-aula-para-la-gestion-del-riesgo-en-la-seguridad-del-paciente-una-experiencia-practica-de-auditoria-en-la-universidad-nacional-de-colombia-en-experiencias-innovadoras-en-la-educacion-superior-colombiana"},"resumen":"“¿Cómo enfrentar los desafíos de la educación en tiempos de pandemia? ¿Qué herramientas y estrategias pueden utilizar las instituciones educativas para garantizar la calidad y la equidad en el aprendizaje? ¿Qué experiencias exitosas se han desarrollado en Colombia para innovar en la educación superior con el apoyo de la tecnología? Estas son algunas de las preguntas que se responden en el libro Experiencias innovadoras en la educación superior colombiana. Esta publicación es el resultado de una investigación que recoge diez casos de universidades colombianas que han logrado transformar sus prácticas pedagógicas y adaptarse a la nueva realidad. En sus tres secciones, se ofrece un panorama amplio y diverso de las posibilidades que da la tecnología para mejorar la enseñanza y el aprendizaje. Aquí el lector encontrará ejemplos y casos de cómo los docentes han logrado modificar sus estrategias didácticas, cómo las instituciones han adoptado soluciones tecnológicas y educativas, y de qué forma los estudiantes han desarrollado competencias profesionales y habilidades para el mundo laboral, gracias a la apropiación y uso adecuado de nuevas herramientas que les permiten interactuar y comprender las temáticas de manera más profunda y contextualizada. Este libro funciona como fuente de inspiración y orientación para todas aquellas personas e instituciones interesadas en innovar en la educación con el uso de la tecnología. Es una apuesta por dar a conocer las experiencias más relevantes y exitosas de la educación superior colombiana en tiempos de pandemia.\n\nPalabras clave: educación superior, tecnologías de la información y la comunicación, diseño didáctico, entornos remotos, pandemia”","autores":[{"nombre":"Díaz Álvarez, Juan Carlos","slug":"diaz-alvarez-juan-carlos"},{"nombre":"Guevara Núñez, Sandra Patricia","slug":"guevara-nunez-sandra-patricia"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Álvarez, J. C., & Núñez, S. P. (2023). Transformación digital en el aula para la gestión del riesgo en la seguridad del paciente: una experiencia práctica de auditoría en la Universidad Nacional de Colombia. En C. M. Corredor, & L. S. Ferreira (Edits.), Experiencias innovadoras en la educación superior colombiana (págs. 232-256). Bogotá: Ediciones Universidad Cooperativa de Colombia. Recuperado el 13 de diciembre de 2023, de https://ediciones.ucc.edu.co/index.php/ucc/catalog/book/367","fuente":"https://ediciones.ucc.edu.co/index.php/ucc/catalog/book/367","dependencias":{"nombre":"Otros","slug":"otros"},"subindicadores":{"id":74,"nombre":"INNOVACIÓN PEDAGÓGICA","slug":"innovacion-pedagogica","indicadorMadre":25}},{"id":232,"titulo":{"nombre":"Transformación Digital: Experiencias Colectivas.","slug":"transformacion-digital-experiencias-colectivas"},"resumen":"“Reseña\nPara la Universidad Nacional de Colombia, la educación, la ciencia y la tecnología son los pilares que permiten afrontar los cambios y retos que necesita Colombia. En esa medida, hemos aunado esfuerzos y habilidades hacia la articulación inteligente de capacidades en el ecosistema UNAL. Como resultado de este trabajo, presentamos el libro Transformación Digital: experiencias colectivas, una serie de artículos narrados por expertos en Transformación Digital de organizaciones del sector público y privado colombianos. Aquí encontrarán abordajes teóricos, reflexiones y casos reales de instituciones de gran trayectoria abocados a los retos y problemáticas de sus sectores para asumir la Transformación Digital como un camino hacia el cambio cultural. Estas trayectorias toman como base el abanico de posibilidades que brindan las herramientas de la Cuarta Revolución Industrial.”","autores":[{"nombre":"Vicerrectoría de Investigación Universidad Nacional de Colombia","slug":"vicerrectoria-de-investigacion-universidad-nacional-de-colombia"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Vicerrectoría de Investigación. Universidad Nacional de Colombia. (2023). Transformación Digital: Experiencias Colectivas. Bogotá: Editorial Universidad Nacional de Colombia. Recuperado el 14 de Diciembre de 2023, de https://bookdown.org/edicioneditorial_nal/transformaciondigital/","fuente":"https://bookdown.org/edicioneditorial_nal/transformaciondigital/","dependencias":{"nombre":"Vicerrectoría de Investigación","slug":"vicerrectoria-de-investigacion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."},"subindicadores":{"id":13,"nombre":"EXPERIENCIAS","slug":"experiencias","indicadorMadre":10}},{"id":130,"titulo":{"nombre":"Transformación digital: una revolución cultural.","slug":"transformacion-digital-una-revolucion-cultural"},"resumen":"“El mundo contemporáneo cambia de forma acelerada, las innovaciones científico-técnicas, producto de la aplicación y convergencia de la nanotecnología, biotecnología, tecnologías digitales emergentes y neurotecnología, están revolucionando la industria, las comunicaciones, el transporte y el intercambio de bienes y servicios en general. Las transformaciones no son exclusivamente técnicas, sino que permean el conjunto de la vida, determinando nuevas formas de relacionamiento a todo nivel y provocando profundos cambios sociales y culturales. El Foro Económico Mundial ha denominado esta transformación tecnológica como la cuarta revolución industrial. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (23 de junio de 2019). Transformación digital: una revolución cultural. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=628&cHash=c60244e720297160ca5552c9058d746a","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=628&cHash=c60244e720297160ca5552c9058d746a","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":181,"titulo":{"nombre":"Transformaciones legislativas, evaluación docente y regulación laboral en la educación básica. Reflexiones sobre el caso colombiano. RELACSO","slug":"transformaciones-legislativas-evaluacion-docente-y-regulacion-laboral-en-la-educacion-basica-reflexiones-sobre-el-caso-colombiano-relacso"},"resumen":"“En este texto se reflexiona sobre el papel de las reformas legislativas y económicas en la regulación del trabajo de los maestros al servicio del Estado colombiano en los niveles preescolar, primaria y básica secundaria; se basa en el análisis de las lógicas de mercado como la competencia, la cualificación y la calificación de desempeños que instauraron la evaluación docente como un instrumento que reglamenta, regulariza la labor y determina los parámetros de inserción, permanencia, ascenso y salarios. Su importancia reside en las particularidades de este instrumento, ya que no se aplica a todos los docentes estatales, corresponde a una reforma de orden fiscal, determina la relación contractual de los docentes con el Estado e incide en la construcción del campo educativo en el país.”","autores":[{"nombre":"Cifuentes Cubillos, Carolina","slug":"cifuentes-cubillos-carolina"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cifuentes Cubillos, C. (2017). Transformaciones legislativas, evaluación docente y regulación laboral en la educación básica. Reflexiones sobre el caso colombiano. RELACSO. Revista Estudiantil Latinoamericana de Ciencias Sociales. doi:10.18504/rl0110-002-201 \n\nDocumento alojado en:\nhttps://scholar.google.es/citations?view_op=view_citation&hl=es&user=RoR114cAAAAJ&citation_for_view=RoR114cAAAAJ:u-x6o8ySG0sC","fuente":"https://scholar.google.es/citations?view_op=view_citation&hl=es&user=RoR114cAAAAJ&citation_for_view=RoR114cAAAAJ:u-x6o8ySG0sC ","dependencias":{"nombre":"Revista Estudiantil Latinoamericana de Ciencias Sociales","slug":"revista-estudiantil-latinoamericana-de-ciencias-sociales"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":105,"titulo":{"nombre":"Trazando mejores futuros: una mirada de adentro hacia afuera de las necesidades y prácticas de los docentes de inglés en Colombia","slug":"trazando-mejores-futuros-una-mirada-de-adentro-hacia-afuera-de-las-necesidades-y-practicas-de-los-docentes-de-ingles-en-colombia"},"resumen":"“Resumen \nEste estudio cualitativo-exploratorio reporta los hallazgos sobre las brechas existentes en la formación docente y el desarrollo profesional de quince profesores de inglés en una universidad pública colombiana. Se usó la teoría fundamentada para analizar, triangular y validar los datos recolectados mediante un grupo focal y un cuestionario. Los resultados muestran marcadas deficiencias docentes, clasificadas en tres ejes: dominio del idioma, conciencia docente y desafíos docentes. Estas tensiones revelan desequilibrios entre teoría y práctica, ineficiente mentoría durante la práctica docente, la falta de habilidades de manejo del aula, y una necesidad de la revitalización y apropiación de las tecnologías de la información y las comunicaciones en el aula de clase contemporánea. Se ofrece además una discusión para re-conceptualizar la formación docente.”","autores":[{"nombre":"Díaz, Ingrit Juliana","slug":"diaz-ingrit-juliana"},{"nombre":"Ipia Salinas, Catalina","slug":"ipia-salinas-catalina"},{"nombre":"Cuesta Medina, Liliana","slug":"cuesta-medina-liliana"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Díaz, I J., Ipia Salinas, C., & Cuesta Medina, L. (2023). Shaping Better Futures: Inside-Out Colombian English Language Teachers’ Gaps and Practices. Trazando mejores futuros: una mirada de adentro hacia afuera de las necesidades y prácticas de los docentes de inglés en Colombia. Profile: Issues in Teachers' Professional Development, 25(2), 65-79. Doi: https://doi.org/10.15446/profile.v25n2.95969\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/95969","fuente":"https://doi.org/10.15446/profile.v25n2.95969\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/95969","dependencias":{"nombre":"Profile: Issues in Teachers' Professional Development","slug":"profile-issues-in-teachers-professional-development"},"indicadores":{"id":10,"nombre":"DOCENCIA","slug":"docencia","descripcion":"El indicador temático Docencia, abarca investigaciones y reflexiones centradas en la práctica docente. Se examina la formación de los docentes, sus experiencias y su relación con la realidad social. La producción académica asociada a este indicador se enfoca en aspectos como el desarrollo profesional, la actualización constante de habilidades y conocimientos, y la reflexión crítica sobre la labor pedagógica, buscando contribuir al entendimiento y mejora continua de la docencia en sus diversas dimensiones conceptuales y contextuales."},"subindicadores":{"id":16,"nombre":"NECESIDADES DOCENTES","slug":"necesidades-docentes","indicadorMadre":10}},{"id":134,"titulo":{"nombre":"Un modelo para el diseño de cursos virtuales de aprendizaje por competencias y basados en estándares de calidad","slug":"un-modelo-para-el-diseno-de-cursos-virtuales-de-aprendizaje-por-competencias-y-basados-en-estandares-de-calidad"},"resumen":"“Summary\nLa organización de un curso basado en nuevas tecnologías requiere mayor importancia en los entornos virtuales de aprendizaje, exigiendo altos grados de flexibilidad, accesibilidad, usabilidad y amigabilidad, para favorecer el desarrollo de las actividades de aprendizaje, evaluación y seguimiento que se originas tras la planificación curricular de un curso. Para esto, es imprescindible adoptar métodos de diseño, modelos, herramientas y estándares para la creación y organización de escenarios virtuales de aprendizaje de calidad que garantice el cumplimiento de los propósitos de formación definidos en un curso virtual. En este artículo, presentamos una estructura como modelo para el diseño y organización de cursos virtuales de aprendizaje, en el marco del proyecto de educación virtual que se está llevando a cabo en la Fundación Universitaria tecnológico Comfenalco.”","autores":[{"nombre":"Puello Beltrán, Juan José","slug":"puello-beltran-juan-jose"},{"nombre":"Barragán Bohórquez, Ramiro","slug":"barragan-bohorquez-ramiro"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Bohórquez, R. B., & Beltrán, J. J. (2008). Un modelo para el diseño de cursos virtuales de aprendizaje por competencias y basados en estándares de calidad. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48150","fuente":"https://repositorio.unal.edu.co/handle/unal/48150 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":16,"nombre":"ENSEÑANZA/APRENDIZAJE","slug":"ensenanzaaprendizaje","descripcion":"El indicador Enseñanza y Aprendizaje reúne la investigación académica centrada en la reflexión sobre uno o ambos procesos en diversos contextos y circunstancias educativas. Abarca una amplia gama de temáticas, desde el aprendizaje de disciplinas específicas como la guitarra o la arquitectura, hasta la exploración de dificultades de aprendizaje, la enseñanza y el aprendizaje en línea, la enseñanza de idiomas, los desafíos educativos y la enseñanza musical, entre otros. \nEste indicador agrupa el análisis y las propuestas surgidas en la comunidad académica en torno a los fenómenos, metodologías, estrategias y retos relacionados con la enseñanza y el aprendizaje en diversos niveles y modalidades educativas."}},{"id":121,"titulo":{"nombre":"Un nuevo Sistema de Educación Superior para la nación colombiana","slug":"un-nuevo-sistema-de-educacion-superior-para-la-nacion-colombiana"},"resumen":"“En el marco de la reforma a la ley de educación superior, la Universidad Nacional de Colombia (UNAL), como principal proyecto cultural, científico y colectivo de la nación, adelantó una serie de esfuerzos institucionales para recoger los diagnósticos de nuestra comunidad académica sobre las necesidades de reforma que tiene la ley y elaboró nuevas propuestas como aporte colectivo a los esfuerzos que el Ministerio de Educación Nacional y demás actores del Sistema de Educación Superior han venido adelantado.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (03 de noviembre de 2023). Un nuevo Sistema de Educación Superior para la nación Colombiana. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1524&cHash=e2bbc5920bb3f873e0007ff9f81d0045","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1524&cHash=e2bbc5920bb3f873e0007ff9f81d0045 ","dependencias":{"nombre":"Rectoría","slug":"rectoria"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":78,"titulo":{"nombre":"Un sonido, un movimiento: rastros de un oficio musical","slug":"un-sonido-un-movimiento-rastros-de-un-oficio-musical"},"resumen":"“Summary\nEl fin de este texto es generar conciencia y pensamiento sobre el lenguaje del cuerpo, en el que se genere confianza de transmitir una imagen, de lograr plasmar en un sonido la manera de cómo nos movemos en nuestro quehacer cotidiano, basándonos en experiencias pasadas y presentes, y en el que dejamos que la imagen sea la base fundamental para nuestro quehacer pedagógico.”","autores":[{"nombre":"Mosquera Romero, Erica Milena","slug":"mosquera-romero-erica-milena"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Mosquera Romero, E. (2019). Tesis de maestría: Un sonido, un movimiento: rastros de un oficio musical. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69165","fuente":"https://repositorio.unal.edu.co/handle/unal/69165 ","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"},"indicadores":{"id":25,"nombre":"PEDAGOGÍA","slug":"pedagogia","descripcion":"El indicador temático Pedagogía engloba diversas producciones académicas que exploran enfoques pedagógicos específicos en contextos educativos variados. Desde investigaciones sobre pedagogía musical hasta reflexiones sobre pedagogías en pandemia, este indicador proporciona un espacio para comprender la evolución de la enseñanza. Incluye análisis de la narración como herramienta pedagógica y evaluaciones de enfoques epistemológicos en la construcción activa del conocimiento."},"subindicadores":{"id":76,"nombre":"MUSICAL","slug":"musical","indicadorMadre":25}},{"id":54,"titulo":{"nombre":"Una academia que se orienta al ser humano: Apoyo Humanitario y Voluntario en tiempos de Pandemia","slug":"una-academia-que-se-orienta-al-ser-humano-apoyo-humanitario-y-voluntario-en-tiempos-de-pandemia"},"resumen":"“No alcanzamos a llegar a la tercera semana de clases cuando se declaró la suspensión de actividades presenciales por causa de la propagación del Covid-19 en el país y desde ese momento iniciamos un recorrido que pocos esperaban caminar. La toma de decisiones en principio parecía errática consolidar el tejido de comunicaciones al interior de la sede, la universidad y entre instituciones, en principio no fue tarea fácil.”","autores":[{"nombre":"Mancipe Moreno, Julio Cesar","slug":"mancipe-moreno-julio-cesar"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mancipe Moreno, J. C. (2020). Una academia que se orienta al ser humano: Apoyo Humanitario y Voluntario en tiempos de Pandemia. NOTIMANI. Instituto amazónico de Investigaciones IMANI (46), 15-18. Recuperado el 23 de octubre de 2023, de https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman","fuente":"https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":69,"nombre":"INTEGRAL","slug":"integral","indicadorMadre":21}},{"id":305,"titulo":{"nombre":"Una experiencia educativa en el campo del pensamiento histórico orientada por proyectos de trabajo. El caso de los estudiantes de primaria en el colegio Gustavo Restrepo, Bogotá, durante el año 2011","slug":"una-experiencia-educativa-en-el-campo-del-pensamiento-historico-orientada-por-proyectos-de-trabajo-el-caso-de-los-estudiantes-de-primaria-en-el-colegio-gustavo-restrepo-bogota-durante-el-ano-2011"},"resumen":"\"Resumen\nCon la experiencia adquirida a través de los años como maestra, de quien más he aprendido es de los estudiantes. De ahí que, sea pertinente revisar de forma responsable y reflexiva, el trabajo que se viene realizando en relación con la enseñanza de las ciencias sociales en la institución educativa distrital Gustavo Restrepo para transformar la práctica con los niños y niñas de primaria, a través de una experiencia educativa orientada por proyectos de trabajo. De esta manera, se ha de señalar que la investigación se organizó en cinco capítulos, de forma tal que tuvieran una consecución coherente y progresiva para entender el proceso general llevado a cabo. En la primera parte, el lector encontrará la introducción: el problema de investigación, los objetivos, el contexto y los participantes, los antecedentes, la hipótesis y la justificación. Al llegar al segundo capítulo se encuentran los lineamientos teóricos y hacia la tercera parte aparece el método. En la cuarta parte se descubren los procesos en el campo del pensamiento histórico, las formas de evaluación y para finalizar las conclusiones\"","autores":[{"nombre":"Rodríguez Hernández, Nasly Niyiret","slug":"rodriguez-hernandez-nasly-niyiret"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Hernández, N. N. (2013). Tesis de Maestría: Una experiencia educativa en el campo del pensamiento histórico orientada por proyectos de trabajo. El caso de los estudiantes de primaria en el colegio Gustavo Restrepo, Bogotá, durante el año 2011. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/20762","fuente":"https://repositorio.unal.edu.co/handle/unal/20762","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":25,"nombre":"EXPERIENCIAS EDUCATIVAS","slug":"experiencias-educativas","indicadorMadre":11}},{"id":253,"titulo":{"nombre":"Una historia sin palabras: leyendo el mundo de la discapacidad desde el área de Educación Física","slug":"una-historia-sin-palabras-leyendo-el-mundo-de-la-discapacidad-desde-el-area-de-educacion-fisica"},"resumen":"\"Resumen\nEste proyecto de investigación pretende enriquecer los procesos de inclusión educativa de la población con discapacidad, mediante el diseño de una estrategia pedagógica en el área de educación física, que brinde los apoyos y fortalezca la articulación con las habilidades sociales, al favorecer el entretejido de estas competencias y aportar mayor solidez a los proyectos de vida de los estudiantes con discapacidad cognitiva. Uno de los hallazgos más interesantes de esta investigación fue el fortalecimiento desde el área de educación física, no solo de las habilidades sociales, si no, de las habilidades para la vida y la comunicación funcional, las cuales se ven reflejadas a la par en los resultados de cada momento de la estrategia pedagógica Es importante resaltar que en los estudiantes con discapacidad se identifica mayor necesidad en el desarrollo del pensamiento, la interpretación de acciones, el manejo de elementos del entorno y la comprensión del lenguaje en contexto. De aquí nace la necesidad de una flexibilización curricular, una articulación pedagógica de las competencias sociales, que permita transformar la experiencia académica de los estudiantes con discapacidad cognitiva de grado noveno, en el Colegio Bolivia.\" (Texto tomado de la fuente)","autores":[{"nombre":"Abella Niño, Arturo","slug":"abella-nino-arturo"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Abella Niño, A. (2023). Tesis de Maestría: Una historia sin palabras: leyendo el mundo de la discapacidad desde el área de Educación Física. Recuperado el 20 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84058","fuente":"https://repositorio.unal.edu.co/handle/unal/84058","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11}},{"id":137,"titulo":{"nombre":"Una mirada crítica al papel de las Tic en la educación superior en Colombia","slug":"una-mirada-critica-al-papel-de-las-tic-en-la-educacion-superior-en-colombia"},"resumen":"“Summary\nCon este trabajo se pretende hacer una reflexión crítica sobre el papel de las Tecnologías de la Información y la Comunicación en la Educación Superior en Colombia. Este análisis incluye entre otros: Perspectivas de uso de las TIC, sus implicaciones en el proceso de enseñanza – aprendizaje y los retos que deben asumir las personas encargadas de tomar las decisiones en torno a estas al interior de las universidades. Se plantean algunos puntos de vista acerca del discurso educativo en torno al cual giran las Tecnologías de la Información y la Comunicación (TIC). Se discuten algunas ideas básicas sobre las TIC, incluyendo la virtualización y sus posibles perspectivas de aplicación en el ámbito educativo.”","autores":[{"nombre":"Velásquez Mosquera, Andrés Felipe","slug":"velasquez-mosquera-andres-felipe"},{"nombre":"López Ramírez, Eduardo Augusto","slug":"lopez-ramirez-eduardo-augusto"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Velásquez, A. F., & López Ramírez, E. A. (2008). Una mirada crítica al papel de las Tic en la educación superior en Colombia. E-mail Educativo, 1(1). Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48149","fuente":"https://repositorio.unal.edu.co/handle/unal/48149","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":45,"nombre":"TECNOLÓGICA Y TIC","slug":"tecnologica-y-tic","indicadorMadre":11}},{"id":85,"titulo":{"nombre":"Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020","slug":"una-mirada-de-inequidad-desde-los-mecanismos-de-financiacion-a-la-demanda-de-educacion-superior-caso-de-estudio-usme-y-ciudad-bolivar-periodo-2016-2020"},"resumen":"“Resumen\nEn la actualidad es cada vez más notoria la movilización de la población joven que exige su derecho a la Educación bajo slogans que solicitan el acceso a la Educación Superior Pública y de calidad, para lo cual los gobiernos han generado estrategias de financiación como “matrícula cero” e incentivos de pago y condonación de deudas bajo esquemas del ICETEX. En ese sentido, la población joven Bogotana, no es indiferente a esta realidad Nacional y más cuando las estadísticas indican que cada 4 de cada 10 jóvenes bogotanos lograban su tránsito inmediato a la educación superior en 2019, es decir menos del 50%. A nivel discriminado en las localidades en la que se configura el Distrito Capital existen localidades que presentan brechas en el acceso de su población a la educación posmedia, que se perpetúa por los mecanismos y criterios de focalización de algunos programas de financiación de las políticas públicas, cuyos requisitos mínimos y puntuables dejan por fuera a la población más vulnerable o no son lo suficientemente parciales para generar una oportunidad de selección o elegibilidad a tal población, aun cuando el diseño y propósito de la política pública formulada desde el Gobierno Distrital tenga claro y definido a qué población desea llegar con la oferta de este servicio a la ciudadanía. En ese sentido, a partir del caso de estudio de dos localidades: Usme y Ciudad Bolívar se identifica que estos criterios de focalización para la adjudicación del beneficio se centran en variables como el rendimiento académico o su condición socioeconómica, bajo las cuales se configura una barrera inequitativa para el acceso de los jóvenes, en donde los egresados bachilleres no tienen las competencias académicas suficientes para competir por el beneficio. De allí la importancia de generar políticas y recursos con una focalización territorial que permita acceder a la población en condiciones de equidad. (Texto tomado de la fuente)”","autores":[{"nombre":"Reyes Benavides, Claudia Milena","slug":"reyes-benavides-claudia-milena"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Reyes Benavides, C. M. (2022). Tesis de Maestría: Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/83186","fuente":"https://repositorio.unal.edu.co/handle/unal/83186","dependencias":{"nombre":"Maestría en Gobierno Urbano","slug":"maestria-en-gobierno-urbano"},"indicadores":{"id":1,"nombre":"ACCESO A EDUCACIÓN SUPERIOR","slug":"acceso-a-educacion-superior","descripcion":"El Acceso a Educación Superior como indicador temático reúne producción académica, así como la divulgación de conocimiento relacionado con la oportunidad y posibilidad que tienen los individuos de ingresar y participar en instituciones de educación superior, como universidades. Este acceso puede verse influenciado por diversos factores, como el desempeño académico, la ubicación geográfica, el nivel socioeconómico, entre otros. Garantizar un acceso equitativo implica superar barreras y desigualdades, permitiendo que diversos grupos de la sociedad tengan la oportunidad de beneficiarse de la educación superior. Políticas inclusivas, becas, programas de apoyo y medidas para abordar desigualdades contribuyen a facilitar un acceso más igualitario, promoviendo la diversidad y la equidad en el ámbito educativo."}},{"id":286,"titulo":{"nombre":"Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020","slug":"una-mirada-de-inequidad-desde-los-mecanismos-de-financiacion-a-la-demanda-de-educacion-superior-caso-de-estudio-usme-y-ciudad-bolivar-periodo-2016-2020"},"resumen":"\"Resumen\nEn la actualidad es cada vez más notoria la movilización de la población joven que exige su derecho a la Educación bajo slogans que solicitan el acceso a la Educación Superior Pública y de calidad, para lo cual los gobiernos han generado estrategias de financiación como “matrícula cero” e incentivos de pago y condonación de deudas bajo esquemas del ICETEX. En ese sentido, la población joven Bogotana, no es indiferente a esta realidad Nacional y más cuando las estadísticas indican que cada 4 de cada 10 jóvenes bogotanos lograban su tránsito inmediato a la educación superior en 2019, es decir menos del 50%. A nivel discriminado en las localidades en la que se configura el Distrito Capital existen localidades que presentan brechas en el acceso de su población a la educación posmedia, que se perpetúa por los mecanismos y criterios de focalización de algunos programas de financiación de las políticas públicas, cuyos requisitos mínimos y puntuables dejan por fuera a la población más vulnerable o no son lo suficientemente parciales para generar una oportunidad de selección o elegibilidad a tal población, aun cuando el diseño y propósito de la política pública formulada desde el Gobierno Distrital tenga claro y definido a qué población desea llegar con la oferta de este servicio a la ciudadanía. En ese sentido, a partir del caso de estudio de dos localidades: Usme y Ciudad Bolívar se identifica que estos criterios de focalización para la adjudicación del beneficio se centran en variables como el rendimiento académico o su condición socioeconómica, bajo las cuales se configura una barrera inequitativa para el acceso de los jóvenes, en donde los egresados bachilleres no tienen las competencias académicas suficientes para competir por el beneficio. De allí la importancia de generar políticas y recursos con una focalización territorial que permita acceder a la población en condiciones de equidad. (Texto tomado de la fuente)\"","autores":[{"nombre":"Reyes Benavides, Claudia Milena","slug":"reyes-benavides-claudia-milena"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Reyes Benavides, C. M. (2022). Tesis de Maestría: Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/83186","fuente":"https://repositorio.unal.edu.co/handle/unal/83186","dependencias":{"nombre":"Maestría en Gobierno Urbano","slug":"maestria-en-gobierno-urbano"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":44,"nombre":"SUPERIOR","slug":"superior","indicadorMadre":11}},{"id":306,"titulo":{"nombre":"Una mirada desde la educación física a las políticas publicas: el consejo local de deportes de la localidad de Kennedy, Bogotá (2006-2016)","slug":"una-mirada-desde-la-educacion-fisica-a-las-politicas-publicas-el-consejo-local-de-deportes-de-la-localidad-de-kennedy-bogota-2006-2016"},"resumen":"\"Resumen\nLa presente investigación examina la relación entre la política pública, la educación física, la recreación y el deporte en la localidad de Kennedy de la ciudad de Bogotá, en el periodo comprendido entre 2006 a 2016, el cual cuenta con un órgano de participación ciudadana, denominado Consejo Local de Deportes y Recreación. Se identifican los elementos favorables y desfavorables para el ejercicio de la participación ciudadana, partiendo de las experiencias, contextos e imaginarios de los profesores del sector público y los consejeros locales del sector deportivo y recreativo. Se utilizó el método cualitativo, dentro del cual encontramos conceptos de la etnográfica, el modelo fenomenológico y la investigación acción. Las técnicas de recolección de datos fueron: la observación, entrevistas estructuradas en formato video, análisis de los documentos, toda esta información permite organizar, reflexionar y discutir cual es la posibilidad de la escuela para mejorar el funcionar del consejo local. Procurando o sugiriendo como mejorar los estilos y ambientes de aprendizaje, en beneficio de la participación ciudadana, los consejos locales, el deporte y la recreación, en el micro territorios obteniendo un reconocimiento social, comunitario, educativo e institucional.\"","autores":[{"nombre":"Vergara Riveros, Fabián Adolfo","slug":"vergara-riveros-fabian-adolfo"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Vergara Riveros, F. A. (2018). Tesis de Maestría: Una mirada desde la educación física a las políticas publicas: el consejo local de deportes de la localidad de Kennedy, Bogotá (2006-2016). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/63751","fuente":"https://repositorio.unal.edu.co/handle/unal/63751","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}},{"id":69,"titulo":{"nombre":"Usos de las TIC en preescolar: hacia la integración curricular","slug":"usos-de-las-tic-en-preescolar-hacia-la-integracion-curricular"},"resumen":"“Resumen\nEl propósito de esta investigación fue comprender los usos de las Tecnologías de la Información y la Comunicación (TIC) en el grado transición en una institución educativa distrital, a través de la identificación de los saberes y prácticas de las docentes, los intereses de los niños y las expectativas de sus familias. La investigación se realizó como estudio de caso, enmarcado en el paradigma cualitativo; se utilizaron grupos de discusión, encuestas y entrevistas para obtener la información. Participaron 5 docentes del grado transición de una institución educativa distrital y 25 estudiantes de preescolar con sus respectivas familias. Las reflexiones y hallazgos realizados buscan servir de referente para la definición de estrategias para la integración curricular de las TIC en preescolar en los colegios públicos.”","autores":[{"nombre":"Briceño Pira, Bertha Lilia","slug":"briceno-pira-bertha-lilia"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Briceño Pira, B. L. (2015). Tesis de Maestría: Usos de las TIC en preescolar: hacia la integración curricular. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/54479","fuente":"https://repositorio.unal.edu.co/handle/unal/54479 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":29,"nombre":"TRANSFORMACIÓN DIGITAL","slug":"transformacion-digital","descripcion":"El indicador temático Transformación Digital engloba investigaciones, reflexiones y análisis sobre el proceso de cambio cultural y organizativo que supone la integración de tecnologías digitales en el ámbito educativo de acuerdo con el Plan Global de Desarrollo 2022-2024 de la Universidad Nacional de Colombia. Estas investigaciones abarcan desde el impacto de la tecnología en la cultura institucional y las prácticas pedagógicas hasta el uso de analíticas de aprendizaje para comprender las interacciones en plataformas virtuales, el desarrollo de contenidos educativos inclusivos y contextualizados, la accesibilidad en entornos digitales, la alfabetización digital para la inclusión social, y el potencial de la inteligencia artificial en la educación, entre otros temas clave de la transformación digital en la educación."}},{"id":231,"titulo":{"nombre":"V Sesión: ¿Hacia dónde va la universidad pública? Tendencias globales en política pública para la educación superior","slug":"v-sesion-hacia-donde-va-la-universidad-publica-tendencias-globales-en-politica-publica-para-la-educacion-superior"},"resumen":"“En los últimos diez años, las universidades latinoamericanas, tanto las públicas como las privadas, han sido sometidas a diferentes reformas académicas y administrativas, sin que tales transformaciones hayan estado precedidas por un amplio debate público sobre el sentido que las anima. El rumbo de la educación superior en la región todavía es incierto, pues depende de los proyectos culturales de cada una de las naciones ue la conforman y de la respuesta de sus comunidades académicas a los desafíos que enfrentan a comienzos del Siglo XXI. Sin embargo, los perfiles de las políticas públicas para el sector ya tienen tendencias precisas y empiezan a señalar un derrotero claro, definido por un nuevo discurso modernizador, que se presenta a sí mismo como el sentido común y único para garantizar una adecuada inserción en la economía global. A partir de los años noventa del siglo pasado, tres tendencias generales han ido delineando las políticas públicas en educación superior: la desnacionalización de su diseño institucional; la adaptación funcional al proceso de globalización económica preponderante en el mundo; y la articulación de sus principales ejes a la política fiscal, dentro de programas de ajuste estructural acordados o negociados por los gobiernos de turno con la banca transnacional, o impuestos por última.”","autores":[{"nombre":"Múnera Ruíz, Leopoldo","slug":"munera-ruiz-leopoldo"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Cátedra","slug":"catedra"},"referencia":"Múnera Ruíz, L. (2006.). V Sesión: ¿Hacia dónde va la universidad pública? Tendencias globales en política pública para la educación superior. Recuperado el 14 de febrero de 2024, de Catedra abierta Estanislao Zuleta. Univalle: https://catedraestanislao.univalle.edu.co/","fuente":"https://catedraestanislao.univalle.edu.co/ ","dependencias":{"nombre":"Universidad del Valle","slug":"universidad-del-valle"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11}},{"id":295,"titulo":{"nombre":"Viaje por el mundo: lo que se construye con una mochila. Experiencias educativas y aprendizaje significativo en entornos no escolares","slug":"viaje-por-el-mundo-lo-que-se-construye-con-una-mochila-experiencias-educativas-y-aprendizaje-significativo-en-entornos-no-escolares"},"resumen":"\"Resumen\nEn la presente investigación se pretende realizar un proceso de sistematización y análisis de caso, basado en las experiencias de aprendizaje y de los conocimientos que se construyen individual y colectivamente, durante los viajes por tierra alrededor del mundo, en personas conocidas como mochileros; con el propósito de demostrar la importancia del aprendizaje por fuera del aula poniendo esto en discusión con el sistema educativo colombiano, con especial énfasis en el nivel de educación superior. (Texto tomado de la fuente)\"","autores":[{"nombre":"Guevara Laverde, Jesús Daniel","slug":"guevara-laverde-jesus-daniel"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Guevara Laverde, J. D. (2022). Tesis de Maestría: Viaje por el mundo: lo que se construye con una mochila. Experiencias educativas y aprendizaje significativo en entornos no escolares. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/81456","fuente":"https://repositorio.unal.edu.co/handle/unal/81456","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":11,"nombre":"EDUCACIÓN","slug":"educacion","descripcion":"El indicador temático Educación agrupa análisis e investigaciones centradas en la conceptualización y reflexión de la educación como un proceso formativo complejo, continuo e integral, que aborda las dimensiones personal, cultural y social del ser humano. Sin embargo, estos estudios no abordan la educación de manera aislada, sino en relación con contextos, disciplinas o áreas de conocimiento específicas.\nLa producción académica consignada en este indicador busca profundizar en los diversos factores y enfoques que influyen en los procesos educativos, desde perspectivas teóricas y prácticas. Se incluyen investigaciones que analizan la educación vinculada a campos como el medio ambiente, las artes, las ciencias, entre otros. Asimismo, se consideran los estudios que examinan la educación en contextos particulares, ya sean rurales, digitales o en situaciones específicas como la educación post Covid y postconflicto\nEn resumen, este indicador reúne las reflexiones, propuestas y análisis que abordan la educación desde una mirada interdisciplinar y contextualizada, reconociendo su carácter multidimensional y su relación estrecha con diversas áreas del conocimiento y realidades sociales."},"subindicadores":{"id":25,"nombre":"EXPERIENCIAS EDUCATIVAS","slug":"experiencias-educativas","indicadorMadre":11}},{"id":267,"titulo":{"nombre":"Viejos y nuevos caminos hacia la privatización de la educación pública básica y media en Colombia política educativa y neoliberalismo","slug":"viejos-y-nuevos-caminos-hacia-la-privatizacion-de-la-educacion-publica-basica-y-media-en-colombia-politica-educativa-y-neoliberalismo"},"resumen":"Temas: Política educativa -- Colombia -- COLOMBIA EDUCACION Y ESTADO -- COLOMBIA PRIVATIZACION DE LA EDUCACION -- COLOMBIA Neoliberalismo Educación pública -- Colombia -- COLOMBIA","autores":[{"nombre":"Estrada Álvarez, Jairo","slug":"estrada-alvarez-jairo"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Estrada Álvarez, J. (2002). Viejos y nuevos caminos hacia la privatización de la educación pública básica y media en Colombia política educativa y neoliberalismo. Bogotá: Universidad Nacional de Colombia Facultad de Derecho Ciencias Políticas y Sociales. Recuperado el 22 de 05 de 2024","fuente":"","dependencias":{"nombre":"Facultad de Derecho Ciencias Políticas y Sociales","slug":"facultad-de-derecho-ciencias-politicas-y-sociales"},"indicadores":{"id":27,"nombre":"POLÍTICAS EDUCATIVAS","slug":"politicas-educativas","descripcion":"El indicador Políticas Educativas abarca la producción académica centrada en el diseño, implementación y evaluación de políticas educativas. Los documentos agrupados en este indicador ofrecen un análisis crítico de las políticas educativas a nivel local, nacional e internacional, brindando una perspectiva integral sobre el impacto de las decisiones políticas en el ámbito educativo. Además, este indicador también incluye reflexiones y estudios relacionados con la profesionalización docente, las reformas educativas y el funcionamiento del sistema educativo entre otros temas."}},{"id":289,"titulo":{"nombre":"Violencia escolar en las aulas, las calles y el ciberespacio: indagación en la Institución Educativa Gabriel García Márquez de Soacha (2019-2021)","slug":"violencia-escolar-en-las-aulas-las-calles-y-el-ciberespacio-indagacion-en-la-institucion-educativa-gabriel-garcia-marquez-de-soacha-2019-2021"},"resumen":"“ Resumen\nLa presente investigación tiene como objetivo establecer los niveles tanto de victimización como de agresión por violencias escolares, en su diversas manifestaciones presenciales y virtuales, a los que se encuentran expuestos los estudiantes de bachillerato de la Institución Educativa Gabriel García Márquez, ubicada en la comuna 4, Altos de Cazucá, Soacha. Se incluyen, junto a estas estadísticas, percepciones y sentires de los estudiantes respecto a la violencia escolar. La investigación es de tipo mixta concurrente y tiene como marco temporal de análisis el periodo comprendido entre los años 2019 a 2021. Con el fin de obtener los datos necesarios para su desarrollo, se aplicó una encuesta autoadministrada a la que respondieron 189 estudiantes de la institución educativa y se conformaron 4 grupos focales, donde participaron entre 3 y 4 personas. Los principales resultados indican que la violencia física entre los estudiantes de la institución analizada no es un instrumento para la dominación, sino más bien para dirimir conflictos, pues elementos propios del acoso como las amenazas y la persecución son poco frecuentes. Por otro lado, se descubrió que la violencia verbal es la más ejercida por los estudiantes en todas las dimensiones analizadas, es decir en la escuela presencial, el campo virtual y en los espacios físicos externos a la institución educativa. Frente a las ciberviolencias se estableció que estas tienen un índice bajo de ocurrencia, respecto a las violencias presenciales, en cuanto existe una significativa limitación material de la población para el acceso a dispositivos digitales y al servicio de Internet. También se constató la idea concebida durante el periodo de observación, de que las ciberviolencias son una prolongación de la convivencia y los conflictos presenciales, por esto es lógico que durante la cuarentena por pandemia de Covid -19 los índices de victimización por aquellas hayan disminuido. (Texto tomado de la fuente)”","autores":[{"nombre":"Pinzón Osorio, Nilson Arbey","slug":"pinzon-osorio-nilson-arbey"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Pinzón Osorio, N. A. (2022). Tesis de Maestría: Violencia escolar en las aulas, las calles y el ciberespacio: indagación en la Institución Educativa Gabriel García Márquez de Soacha (2019-2021). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/82269","fuente":"https://repositorio.unal.edu.co/handle/unal/82269","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"},"indicadores":{"id":2,"nombre":"AGRESIÓN ESCOLAR","slug":"agresion-escolar","descripcion":"Este indicador temático agrupa las investigaciones y reflexiones sobre la agresión escolar, también conocida como Bullying. Ésta se refiere a comportamientos donde un estudiante o un grupo de estudiantes ejerce violencia física, verbal o psicológica de manera repetitiva hacia otro estudiante. También puede manifestarse de diversas formas, como intimidación, exclusión social, difamación, y puede tener consecuencias negativas significativas en la salud mental y emocional del receptor de la agresión. La prevención y abordaje de la agresión escolar implican promover un entorno educativo seguro, fomentar la empatía y establecer políticas y medidas para intervenir y prevenir situaciones de intimidación. La concientización y la colaboración entre estudiantes, educadores y padres son clave en la lucha contra la agresión escolar."}},{"id":264,"titulo":{"nombre":"Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 1)","slug":"vision-2034-aportes-para-la-construccion-de-la-vision-y-el-plan-prospectivo-de-la-universidad-nacional-de-colombia-al-ano-2034-vol-1"},"resumen":"Este primer volumen de la serie \"Visión 2034\" busca fomentar la reflexión y el debate sobre el pasado, presente y futuro de la Universidad Nacional de Colombia. Liderado por la Dirección Nacional de Planeación y Estadística, el proyecto promueve un ejercicio académico y participativo que acepta la incertidumbre del futuro y se enfoca en analizar posibles escenarios. A través de la colaboración de la comunidad universitaria y expertos en educación superior, \"Visión 2034\" pretende que la universidad asuma un rol de liderazgo en la educación superior, establezca mecanismos de proyección a largo plazo y fortalezca su autonomía institucional. Los documentos incluidos, disponibles en www.vision2034.unal.edu.co, están organizados en torno a ejes temáticos, respetando la diversidad de perspectivas y estilos de los autores, y sirven como una base inicial para enriquecer el diálogo sobre el futuro de la educación superior en Colombia.","autores":[{"nombre":"Miñana, Carlos, & Bernal, Elizabeth","slug":"minana-carlos-bernal-elizabeth"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Miñana, C., & Bernal, E. (Edits.). (2014). Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 1) Bogotá: Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","fuente":"https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."}},{"id":265,"titulo":{"nombre":"Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 2)","slug":"vision-2034-aportes-para-la-construccion-de-la-vision-y-el-plan-prospectivo-de-la-universidad-nacional-de-colombia-al-ano-2034-vol-2"},"resumen":"El proyecto Visión 2034, liderado por la Dirección Nacional de Planeación y Estadística (DNPE), es un esfuerzo académico, participativo, político y técnico para definir la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034. Este segundo volumen aporta a la reflexión sobre el rol de la universidad en el contexto local, nacional e internacional. Aceptando la incertidumbre del futuro, Visión 2034 propone una planificación flexible y participativa, centrada en la creación de escenarios posibles y acciones viables. El proyecto, que se desarrolla en tres fases entre 2014 y 2017, busca fortalecer la autonomía universitaria, promover el liderazgo en educación superior y establecer mecanismos para la proyección a largo plazo, con documentos y materiales disponibles en www.vision2034.unal.edu.co.","autores":[{"nombre":"Miñana, Carlos, & Bernal, Elizabeth","slug":"minana-carlos-bernal-elizabeth"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Miñana, C., & Bernal, E. (Edits.). (2014). Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 2). Bogotá: Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B0j8nnWUGODGN0h3RnBiUzg5OTA/view?resourcekey=0-EwzTfnhlyLn6reMyOQgTiA","fuente":"https://drive.google.com/file/d/0B0j8nnWUGODGN0h3RnBiUzg5OTA/view?resourcekey=0-EwzTfnhlyLn6reMyOQgTiA\n","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."}},{"id":266,"titulo":{"nombre":"Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 3)","slug":"vision-2034-aportes-para-la-construccion-de-la-vision-y-el-plan-prospectivo-de-la-universidad-nacional-de-colombia-al-ano-2034-vol-3"},"resumen":"El proyecto Visión 2034, liderado por la Dirección Nacional de Planeación y Estadística (DNPE), es un ejercicio académico, participativo, político y técnico para construir la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034. Este documento constituye el tercer volumen de una serie, destacando la reflexión sobre el papel de la universidad en los ámbitos local, nacional e internacional. A diferencia de los volúmenes anteriores, este se enfoca en la formación, lo nacional y lo público, la democracia y gobernanza, y resultados de talleres prospectivos en distintas sedes. El proyecto acepta la incertidumbre del futuro y promueve una planificación flexible y participativa, desarrollándose en tres fases entre 2014 y 2017, con la participación de la comunidad universitaria y expertos en educación superior, fortaleciendo la autonomía universitaria y proyectando la Universidad a largo plazo.","autores":[{"nombre":"Miñana, Carlos, & Bernal, Elizabeth","slug":"minana-carlos-bernal-elizabeth"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Miñana, C., & Bernal, E. (Edits.). (2014). Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (Vol. 3). Bogotá: Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B_kQaNaFrsfWNUJNaGpwVFh4UFpLMExwNnlhZzZCdEZRSnZ3/view?resourcekey=0-xWzfkUBGZvTgjugtK0FPYw","fuente":"https://drive.google.com/file/d/0B_kQaNaFrsfWNUJNaGpwVFh4UFpLMExwNnlhZzZCdEZRSnZ3/view?resourcekey=0-xWzfkUBGZvTgjugtK0FPYw","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"},"indicadores":{"id":28,"nombre":"PROYECCIÓN","slug":"proyeccion","descripcion":"El indicador Proyección de la Universidad Nacional se enfoca en la capacidad de la institución para expandir su influencia y contribución más allá de sus límites físicos, académicos y temporales. Este indicador abarca la producción académica que reflexiona, describe y analiza cómo la universidad busca impactar positivamente en la sociedad y su entorno. Además de la formación interna, la universidad aspira a ser un agente activo en la resolución de problemas sociales, económicos y culturales, generando un impacto positivo en su entorno y contribuyendo al desarrollo integral de la sociedad."}},{"id":154,"titulo":{"nombre":"Visualidad y escritura como acción: Investigación Acción Participativa en la Costa Caribe colombiana","slug":"visualidad-y-escritura-como-accion-investigacion-accion-participativa-en-la-costa-caribe-colombiana"},"resumen":"“Este artículo lleva a cabo un proyecto de reconstrucción de la metodología de Investigación Acción Participativa (IAP) que Orlando Fals Borda y la Fundación del Caribe ensamblaron a principios de la década de los setenta en los departamentos de Córdoba y Sucre, Colombia, en colaboración con la Asociación Nacional de Usuarios Campesinos (ANUC). A partir de una lectura paralela del archivo personal de Orlando Fals Borda y de los folletos ilustrados que su equipo produjo para diseminar una historia campesina narrada “desde abajo”, se arguye que la elaboración de cómics para esos folletos constituía un escenario en el cual se redefinía el significado de investigación. En vez de una secuencia tradicional que desde la elaboración de un marco teórico transita por la recolección de datos y su posterior análisis, se transformó la investigación en un ejercicio de colectivo de construcción de conocimiento. En el centro de este proceso estaba Ulianov Chalarka, el artista monteriano que, durante dos años, dibujó las cuatro historietas producidas por el proyecto. De esa forma, se analiza el acto de mirar del artista: cómo Chalarka crea una imagen icónica para representar las historias de lucha narradas por los campesinos, usando como caso ejemplar el cómic Tinajones, sobre las luchas campesinas de la región de San Antero y San Bernardo del Viento. Además, se comparan las historias elaboradas por el equipo en diferentes medios —prosa y cómics— para comprender la contribución de Chalarka al proyecto.\nSe interpreta, con la ayuda de un grupo de dibujantes de cómics, el montaje de las viñetas de los folletos, procedimiento que comenzó con la presencia del artista en las entrevistas y su producción de lo que se podría llamar “apuntes dibujados”, que resaltan ciertos eventos de la narración. Luego, se analiza la creación de los paneles por el equipo investigador, mostrando cómo se colocaban los apuntes dibujados dentro de viñetas que contenían más información. Finalmente, se subraya que a través de los errores de perspectiva en las viñetas se puede identificar el proceso colectivo de montaje de los cómics y que el papel de Chalarka evidencia la importancia de tener en cuenta a todos los participantes en un proyecto de IAP.”","autores":[{"nombre":"Rappaport, Joanne","slug":"rappaport-joanne"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rappaport, J. (2018). Visualidad y escritura como acción: Investigación Acción Participativa en la Costa Caribe colombiana. Revista Colombiana de Sociología, 41(1), 133-156. doi: https://doi.org/10.15446/rcs.v41n1.66272","fuente":"https://doi.org/10.15446/rcs.v41n1.66272","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"},"indicadores":{"id":21,"nombre":"FORMACIÓN","slug":"formacion","descripcion":"El indicador temático Formación se centra en el exhaustivo análisis y reflexión crítica sobre el proceso de adquirir conocimientos, habilidades y competencias. En este espacio, se encuentra una variedad de trabajos que exploran la educación impartida por instituciones académicas, así como la capacitación y el desarrollo profesional en entornos laborales. La producción académica agrupada bajo este indicador aborda tanto la mejora de destrezas técnicas como la atención a procesos formativos que fortalecen habilidades sociales y contribuyen al crecimiento personal. Los investigadores y académicos exploran en profundidad los desafíos y las oportunidades en el ámbito de la formación, proporcionando una perspectiva integral que enriquece la comprensión y aplicación de este proceso clave tanto a nivel individual como organizacional."},"subindicadores":{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11}}] \ No newline at end of file +[{"id":214,"titulo":{"nombre":"A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL. Experiencias de una profesora en formación con la enseñanza del inglés en el extranjero: cambio de contextos.","slug":"a-preservice-teachers-experiences-teaching-english-abroad-from-esl-to-efl-experiencias-de-una-profesora-en-formacion-con-la-ensenanza-del-ingles-en-el-extranjero-cambio-de-contextos"},"resumen":"“Resumen \nAunque se supone que la práctica profesional de enseñanza de estudiantes internacionales amplía el conocimiento cultural, lingüístico y pedagógico de los docentes en formación, la naturaleza de este crecimiento y su relación con las prácticas de formación docente no se han explorado completamente. Desde una perspectiva sociocultural basada en la socialización docente y la mentalidad de crecimiento, este estudio de caso investiga las experiencias de una maestra estadounidense en formación que enseña inglés en una escuela en México. El análisis de datos reveló la creciente sensibilidad de la maestra hacia el contexto educativo y su reconocimiento gradual de las diferencias en la enseñanza del inglés entre dos países, lo que representa un cambio de su postura pedagógica. Se discute la importancia del contexto en la socialización docente.”","autores":[{"nombre":"Lengeling, M. Martha","slug":"lengeling-m-martha"},{"nombre":"Schneider, Melanie L.","slug":"schneider-melanie-l"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Lengeling, M., & Schneider, M. L. (2023). A Preservice Teacher’s Experiences Teaching English Abroad: From ESL to EFL. Experiencias de una profesora en formación con la enseñanza del inglés en el extranjero: cambio de contextos. Profile: Issues in Teachers' Professional Development, 25(2), 81-94. doi: https://doi.org/10.15446/profile.v25n2.101608\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/101608","fuente":"https://doi.org/10.15446/profile.v25n2.101608\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/101608","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":68,"titulo":{"nombre":"Abandono y permanencia en educación superior: un análisis multinivel para Iberoamérica","slug":"abandono-y-permanencia-en-educacion-superior-un-analisis-multinivel-para-iberoamerica"},"resumen":"“Resumen\nEl objetivo de esta investigación es identificar las variables que influyen en el abandono y la permanencia en la educación superior en el contexto iberoamericano desde un enfoque multinivel; se utilizó la encuesta realizada por el proyecto Alfa-Guía en el año 2013, la cual incluye 11423 estudiantes de 19 Instituciones de Educación Superior (IES) ubicadas en 14 países iberoamericanos. La metodología empleada fue un modelo logístico multinivel de dos niveles para variable dependiente binaria (estudiante activo o que abandonó) incluyendo un efecto de covariable aleatorio determinado por las ayudas económicas recibidas por el estudiante. La revisión de las aproximaciones teóricas y empíricas al fenómeno del abandono estudiantil demuestra que esta es una problemática compleja, multicausal y dinámica, que está vinculada a una serie de factores endógenos y exógenos al estudiante y a la IES donde ocurre. Los resultados del modelo econométrico estimado indican que existe una evidencia significativa de la variación del comportamiento de la variable dependiente entre las unidades del segundo nivel (IES) y que variables como género, estado civil, recursos económicos, brecha educativa y satisfacción del estudiante con su programa, resultan significativas para la decisión de abandono. Por lo tanto, se concluye que es necesario ahondar en la identificación de los variables determinantes del abandono vinculándolos a un contexto social, económico y cultural (texto tomado de la fuente)”","autores":[{"nombre":"Jiménez Mora, María Camila","slug":"jimenez-mora-maria-camila"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Jiménez Mora, M. C. (04 de noviembre de 2021). Tesis de Maestría: Abandono y permanencia en educación superior: un análisis multinivel para Iberoamérica. Recuperado el 05 de 02 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/80950","fuente":"https://repositorio.unal.edu.co/handle/unal/80950","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"}},{"id":247,"titulo":{"nombre":"Abecé de la ley 1996 de 2019, \"por medio del cual se establecen el régimen para el ejercicio de la capacidad legal de las personas con discapacidad mayores de edad\"","slug":"abece-de-la-ley-1996-de-2019-por-medio-del-cual-se-establecen-el-regimen-para-el-ejercicio-de-la-capacidad-legal-de-las-personas-con-discapacidad-mayores-de-edad"},"resumen":"La Ley 1996 de 2019 en Colombia establece un nuevo régimen para el ejercicio de la capacidad legal de las personas con discapacidad mayores de edad. Esta ley elimina la figura de la interdicción, garantizando que todas las personas, independientemente de su discapacidad, pueden tomar decisiones y ejercer sus derechos de manera autónoma, con el apoyo necesario.\n\nLa ley promueve el respeto a la dignidad humana, la autonomía, y la no discriminación, alineándose con la Convención sobre los Derechos de las Personas con Discapacidad. Introduce mecanismos como acuerdos de apoyos y directivas anticipadas para asistir a las personas con discapacidad en la toma de decisiones.\n\nPara implementar esta ley, se requiere la reglamentación del derecho al trabajo, la valoración de apoyos, y la formación de notarios, conciliadores, jueces, y equipos interdisciplinarios, con plazos que varían de cuatro meses a tres años desde la promulgación de la ley.","autores":[{"nombre":"Ministerio de Justicia","slug":"ministerio-de-justicia"}],"años":{"año":null,"valor":"(s.f)"},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Ministerio de Justicia. (s.f.). Abecé de la ley 1996 de 2019, \"por medio del cual se establecen el régimen para el ejercicio de la capacidad legal de las personas con discapacidad mayores de edad\". Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/abc_ley_1996_de_2019.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/abc_ley_1996_de_2019.pdf ","dependencias":{"nombre":"Ministerio de Justicia","slug":"ministerio-de-justicia"}},{"id":244,"titulo":{"nombre":"Accesibilidad a la Información. En la UN la incapacidad es asunto de derechos","slug":"accesibilidad-a-la-informacion-en-la-un-la-incapacidad-es-asunto-de-derechos"},"resumen":"Resumen\nLa Universidad Nacional de Colombia presenta la cartilla “Accesibilidad a la Información” como una muestra de su compromiso con la igualdad en el acceso a la información y la comunicación para toda la comunidad universitaria y la población en general. Esta cartilla tiene como objetivo asegurar que cualquier persona, independientemente de su origen, características lingüísticas, culturales o físicas, pueda acceder a los contenidos en igualdad de condiciones, ya sean físicos o digitales.\n\nLa accesibilidad se basa en principios de flexibilidad, utilidad, no discriminación y oportunidad para todos. Dirigida a la comunidad universitaria y a los expertos en la generación de contenidos digitales, la cartilla proporciona lineamientos básicos para crear información accesible, facilitando así la comunicación, especialmente para las personas con discapacidad.\n\nLa Dirección Nacional de Bienestar invita a leer y aplicar estos lineamientos para fomentar una cultura universitaria incluyente y diversa. Además, se alienta a los miembros de la comunidad universitaria a contribuir con sus aportes para mantener la cartilla actualizada y útil.","autores":[{"nombre":"Osorno Posada, Martha Lucía","slug":"osorno-posada-martha-lucia"},{"nombre":"Sanabria Camacho, Leyla","slug":"sanabria-camacho-leyla"},{"nombre":"Ramírez Parra, Inés","slug":"ramirez-parra-ines"},{"nombre":"Duvián López, Fredy","slug":"duvian-lopez-fredy"},{"nombre":"Cañón, Cristian Barón","slug":"canon-cristian-baron"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Osorno Posada, M. L., Sanabria Camacho, L., Ramírez Parra, I., Duvián López, F., & Cañón, C. B. (2012). Accesibilidad a la Información. En la UN la capacidad es asunto de derechos. (D. R. Pineda, & D. C. Idárraga, Edits.) Universidad Nacional de Colombia. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Accesibilidad_a_la_informacion.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Accesibilidad_a_la_informacion.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"}},{"id":136,"titulo":{"nombre":"Accesibilidad en las aulas de la web 2.0","slug":"accesibilidad-en-las-aulas-de-la-web-20"},"resumen":"“Summary\nEl uso de las Nuevas tecnologías de la información y la comunicación (TIC) en la educación ha abierto nuevas posibilidades de aprendizaje y acceso a la información para muchas personas, al mismo tiempo que aumenta la brecha digital entre quienes tienen mayor acceso a la información, a la educación y a la tecnología, y la gran minoría de personas para quienes la desigualdad de oportunidades en el acceso a la información y al conocimiento no les permite participar en igualdad de condiciones en la sociedad de la información. La accesibilidad de la educación en ambientes virtuales de aprendizaje se perfila como una alternativa para favorecer y garantizar la integración de mayores sectores de la población (que de otra manera quedarían excluidos) y facilitar su acceso a la información y al conocimiento, para mejorar la eficacia y la eficiencia en la calidad docente y como un medio efectivo para reducir la brecha digital presente en la educación virtual. La accesibilidad debe considerarse como una condición necesaria para la participación social de las personas con distintas limitaciones físicas y funcionales y garantía de un diseño incluyente. Esto significa que personas con algún tipo de discapacidad puedan hacer uso de los servicios disponibles en la web. Actualmente, la mayoría de los sitios web presentan barreras de accesibilidad, lo que hace difícil e incluso imposible su utilización. Sin embargo, si los sitios web y el software de acceso a los contenidos en internet fueran accesibles, las personas con discapacidad podrían utilizar estos servicios de forma eficaz, mejorando la inclusión digital y obteniendo los beneficios de tener acceso a la información. Palabras clave TIC, desarrollo humano, accesibilidad, educación virtual, inclusión digital.”","autores":[{"nombre":"Sáenz Espitia, Juan Gabriel","slug":"saenz-espitia-juan-gabriel"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Sáenz Espitia, J. G. (2008). Accesibilidad en las aulas de la web 2.0. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/28160","fuente":"https://repositorio.unal.edu.co/handle/unal/28160","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":17,"titulo":{"nombre":"Acompañamiento Integral para un paso exitoso por la Universidad","slug":"acompanamiento-integral-para-un-paso-exitoso-por-la-universidad"},"resumen":"“Durante su paso por la Universidad, los estudiantes deben enfrentarse a varios retos y cambios relacionados con diferentes factores (académicos, sociales, psicosociales, entre otros). EnPlural dialogó con Zulma Camargo, jefe del Área de Acompañamiento Integral, sobre las estrategias del Área para ayudar a los estudiantes a enfrentar estos retos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (18 de julio de 2017). Acompañamiento Integral para un paso exitoso por la Universidad. Revista En Plural. Sección: Entre Líneas (45). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=4&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=4&id_sec=2 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":151,"titulo":{"nombre":"Actitudes hacia el Aprendizaje de Inglés y Procrastinación en Estudiantes de una Institución Privada Especializada en Idiomas Extranjeros en la Ciudad de Lima-Perú.","slug":"actitudes-hacia-el-aprendizaje-de-ingles-y-procrastinacion-en-estudiantes-de-una-institucion-privada-especializada-en-idiomas-extranjeros-en-la-ciudad-de-lima-peru"},"resumen":"“Resumen\nEl objetivo del trabajo fue analizar la relación que existe entre la actitud de los estudiantes hacia el aprendizaje del inglés y la conducta de procrastinar. Las actitudes refuerzan la motivación de las personas para aprender un idioma extranjero (Delfín, 2007) y la procrastinación, la cual tiene que ver con el aplazo injustificado de actividades, y provoca repercusiones negativas en las tareas académicas (Rodríguez & Clariana, 2017). El diseño fue correlacional y la muestra fue de 55 estudiantes de inglés. Los instrumentos fueron el cuestionario de Actitudes hacia el aprendizaje del idioma inglés y el cuestionario de procrastinación académica. De acuerdo a los resultados se evidencia que existe relación positiva media entre las variables, con lo cual se concluye que, a pesar de tener actitudes positivas hacia el aprendizaje del inglés, la\nconducta de procrastinar no disminuye. Los resultados de este estudio podrían ser utilizados en programas bilingües o podr��an también ser utilizados para implementar currículos de programas de idiomas en escuelas y universidades.\nLa idea es que las instituciones de educación superior tengan como obligación la implementación del curso de inglés como idioma global.”","autores":[{"nombre":"Marquina Luján, Román Jesús","slug":"marquina-lujan-roman-jesus"},{"nombre":"Horna Calderón, Víctor Eduardo","slug":"horna-calderon-victor-eduardo"},{"nombre":"Kishnani García, Aakash","slug":"kishnani-garcia-aakash"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Marquina Luján, R. J., Huaire Ignacio, E. J., Horna Calderón, V. E., & Kishnani García, A. (2021). Actitudes hacia el Aprendizaje de Inglés y Procrastinación en Estudiantes de una Institución Privada Especializada en Idiomas Extranjeros en la Ciudad de Lima-Perú. Revista Colombiana de Psicología, 30(2), 27-39. doi: https://doi.org/10.15446/rcp.v30n2.83678 \n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/83678","fuente":"https://doi.org/10.15446/rcp.v30n2.83678 \n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/83678 \n","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"}},{"id":233,"titulo":{"nombre":"Agendas del Conocimiento: Construcción de Ciudadanía e Inclusión social.","slug":"agendas-del-conocimiento-construccion-de-ciudadania-e-inclusion-social"},"resumen":"“PRESENTACIÓN\nComo es de conocimiento de la Comunidad Académica de la Universidad Nacional de Colombia (UN), en el proceso de permanente construcción de la Universidad y en el marco del actual Plan Global de Desarrollo 2010-2012 (PGD 2010- 2012), la Vicerrectoría de Investigación (VRI) ha formulado dos grandes apuestas: una, orientada a la consolidación de sinergias de la Comunidad Académica de la UN en el ámbito nacional y, la otra, encaminada a facilitar la inserción en escenarios de generación y apropiación del conocimiento en el contexto internacional.\nEn dicho contexto, se desarrolla el proyecto de construcción de Agendas de Conocimiento, el cual pretende, entre otros aspectos, convertirse en la plataforma para identificar y crear los escenarios que permitan la integración de la capacidad y la experiencia institucional, así como proponer y desarrollar programas y proyectos institucionales de carácter interdisciplinario de investigación, innovación, desarrollo tecnológico, artísticos y culturales, con generación de conocimiento y alto impacto para el país. En su conjunto, la construcción de las agendas busca generar un nuevo sistema de inteligencia institucional del conocimiento que garantice, en forma eficiente, su continua articulación en el ámbito nacional y con los escenarios de frontera en la generación del conocimiento.”","autores":[{"nombre":"Herrera Rojas, Aura Nidia","slug":"herrera-rojas-aura-nidia"},{"nombre":"Hernández Rodríguez, Carlos Augusto","slug":"hernandez-rodriguez-carlos-augusto"},{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Yáñez Canal, Carlos","slug":"yanez-canal-carlos"},{"nombre":"Contreras Contreras, César Augusto","slug":"contreras-contreras-cesar-augusto"},{"nombre":"Ramírez Monsalve, Édgar de Jesús","slug":"ramirez-monsalve-edgar-de-jesus"},{"nombre":"López de la Roche, Fabio Enrique","slug":"lopez-de-la-roche-fabio-enrique"},{"nombre":"Lozano Escobar, Javier Orlando","slug":"lozano-escobar-javier-orlando"},{"nombre":"Jiménez Builes, Jovani Alberto","slug":"jimenez-builes-jovani-alberto"},{"nombre":"Zornoza Bonilla, Juan Antonio","slug":"zornoza-bonilla-juan-antonio"},{"nombre":"Vigoya,Mara Viveros","slug":"vigoyamara-viveros"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Herrera Rojas, et all. (agosto de 2011). Agendas del Conocimiento: Construcción de Ciudadanía e Inclusión social. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/21368","fuente":"https://repositorio.unal.edu.co/handle/unal/21368 ","dependencias":{"nombre":"Vicerrectoría de Investigación","slug":"vicerrectoria-de-investigacion"}},{"id":150,"titulo":{"nombre":"Agresión Preescolar y Escolar: Adaptación y Validación de la Escala de Conducta Social Preescolar en Chile","slug":"agresion-preescolar-y-escolar-adaptacion-y-validacion-de-la-escala-de-conducta-social-preescolar-en-chile"},"resumen":"“Resumen \nReconocer el comportamiento agresivo a una edad temprana es vital para identificar trayectorias problemáticas que pueden aumentar el riesgo de presentar problemas de adaptación conductual y social en la edad escolar y durante la adolescencia. Para ello, es necesario contar con escalas válidas capaces de medir este comportamiento en el contexto nacional. En este estudio, la Escala de Comportamiento Social Preescolar (psbs) – Forma para profesores fue validada usando un Análisis Factorial Confirmatorio (cfa). Se utilizó una muestra de 538 niños, 12 educadores de 4 jardines infantiles y de 5 escuelas en Santiago, Chile. Los resultados revelaron dos factores principales: la agresión y el comportamiento pro-social, que es similar a la escala original. Los resultados de este estudio esperan contribuir a la detección temprana de la agresión física y relacional en la etapa preescolar, a través del desarrollo de medidas confiables que guíenlos programas de prevención.”","autores":[{"nombre":"Varela Torres,Jorge","slug":"varela-torresjorge"},{"nombre":"Mujica, Paula","slug":"mujica-paula"},{"nombre":"Melipillán, Roberto","slug":"melipillan-roberto"},{"nombre":"Benavente, María Victoria","slug":"benavente-maria-victoria"},{"nombre":"Villacura, Paula","slug":"villacura-paula"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Varela Torres, J., Mujica, P., Melipillán, R., Benavente, M., & Villacura, P. (julio-diciembre de 2023). Agresión Preescolar y Escolar: Adaptación y Validación de la Escala de Conducta Social Preescolar en Chile. Revista Colombiana de Psicología, 32(2), 85-94. doi: https://doi.org/10.15446/rcp.v32n2.92600\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/92600/88410","fuente":"https://doi.org/10.15446/rcp.v32n2.92600\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/92600/88410","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"}},{"id":208,"titulo":{"nombre":"Alfabetización digital en el adulto Maduro una estrategia para la inclusión social","slug":"alfabetizacion-digital-en-el-adulto-maduro-una-estrategia-para-la-inclusion-social"},"resumen":"“Summary\nLa aparición del computador y todas las herramientas tecnológicas le dieron al ser humano una serie de habilidades y competencias tecnológicas que nunca antes había tenido; sin embargo, estas competencias solo fueron accesibles a una generación determinada, es decir las personas que, en su paso por las instituciones educativas, o por requerimientos laborales se vieron directamente implicados con este nuevo modelo. La diferencia generacional existente en el uso de la tecnología en general y en este caso respecto al uso de herramientas informáticas, se constituye en un motivo adicional para el distanciamiento entre dichas generaciones, de ahí la importancia de buscar estrategias que permitan el fortalecimiento de relaciones interpersonales entre seres de las dos generaciones. Los resultados esperados son: inclusión social para los adultos marginados de la “generación digital”, posibilidades de aprovechamiento de las competencias tecnológicas adquiridas en sus actividades cotidianas y en su desempeño laboral, mejoramiento de relaciones interpersonales entre jóvenes y adultos y por supuesto, oportunidades de acceso al mundo de la información y la sociedad del conocimiento.”","autores":[{"nombre":"Paz Saavedra, Luis Eduardo","slug":"paz-saavedra-luis-eduardo"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Saavedra, L. E. (2008). Alfabetización digital en el adulto Maduro una estrategia para la inclusión social. Revista Pedagogía y Medios Digitales, 1. Recuperado el 26 de octubre de 2023, de Portal de Revistas UNAL: https://revistas.unal.edu.co/index.php/email/article/view/12486","fuente":"https://revistas.unal.edu.co/index.php/email/article/view/12486 ","dependencias":{"nombre":"Revista Pedagogía y Medios Digitales","slug":"revista-pedagogia-y-medios-digitales"}},{"id":138,"titulo":{"nombre":"Ambientes de aprendizaje en el siglo XXI.","slug":"ambientes-de-aprendizaje-en-el-siglo-xxi"},"resumen":"“Summary\nEl papel de la educación en la sociedad ha cambiado debido al surgimiento de paradigmas y nuevas mediaciones que exigen las tecnologías de la información y la comunicación. Los ambientes de aprendizaje, entendidos como los espacios en los cuales se desarrollan los procesos de enseñanza y de aprendizaje, también están evolucionando de forma rápida y efectiva. Las nuevas generaciones son afectadas cada vez desde más temprana edad, por la inclusión de las diferentes tecnologías en su vida cotidiana. La transformación de los ambientes de enseñanza y de aprendizaje es una necesidad clara en el país. Nuestra propuesta pretende mostrar que la educación presencial puede llegar a evolucionar a un nuevo paradigma para la formación de las nuevas generaciones, al enriquecer sus procesos con la incorporación del desarrollo de competencias y el uso pedagógico de las TIC. Hablaremos del “aula de clase” de forma presencial.”","autores":[{"nombre":"Correa Zabala, Francisco José","slug":"correa-zabala-francisco-jose"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Correa Zabala, F. J (2008). Ambientes de aprendizaje en el siglo XXI. E-mail Educativo. Recuperado el 2019 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48148","fuente":"https://repositorio.unal.edu.co/handle/unal/48148","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":124,"titulo":{"nombre":"Ampliación de cobertura para construir nación y paz territorial","slug":"ampliacion-de-cobertura-para-construir-nacion-y-paz-territorial"},"resumen":"“La Universidad Nacional de Colombia (UNAL), desde el año mismo de su fundación en 1867, surgió como un proyecto cultural, científico y colectivo para la construcción de nuestra nación a través de la formación de generaciones de estudiantes provenientes de cada uno de los rincones del territorio nacional. No en vano, la ley que da creación a la Universidad plantea que la formación debía darse de manera gratuita y que el Estado asumiría la responsabilidad de recibir 72 jóvenes de los nueve estados que, en aquel entonces, conformaban la república1. Hoy día, la UNAL continúa cumpliendo con esta misión. Tenemos 57.058 estudiantes, distribuidos en nuestras nueve sedes en todas las regiones del país y provenientes de sus 32 departamentos y de más de 800 de sus municipios.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2024,"valor":2024},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (24 de febrero de 2024). Ampliación de cobertura para construir nación y paz territorial. El Espectador. Recuperado el 04 de marzo de 2024, de, Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1545&cHash=6d073417b3894308d356931ede80ae73","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1545&cHash=6d073417b3894308d356931ede80ae73","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":252,"titulo":{"nombre":"AMPLIFICA TUS REDES Guía rápida para usar el texto alternativo en redes sociales","slug":"amplifica-tus-redes-guia-rapida-para-usar-el-texto-alternativo-en-redes-sociales"},"resumen":"Este documento es una guía rápida para utilizar el texto alternativo en redes sociales, con el fin de hacer las publicaciones accesibles para personas con discapacidad visual. Aquí se explica cómo las personas con discapacidad visual utilizan software de lectura de pantalla para acceder a las imágenes en redes sociales y la importancia de incluir texto alternativo detallado que describa el contenido visual. \nSe proporcionan instrucciones paso a paso sobre cómo agregar texto alternativo en Facebook, Instagram y Twitter, tanto al momento de crear una publicación como después de haberla publicado. Se enfatiza la creación de descripciones personalizadas en lugar de depender de las generadas automáticamente, y se menciona el límite de caracteres en Twitter para el texto alternativo.\nEl documento educa sobre la accesibilidad en redes sociales y ofrece métodos prácticos para implementar el texto alternativo, asegurando que las publicaciones sean inclusivas para todos los usuarios.","autores":[{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED.","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}],"años":{"año":null,"valor":"(s.f)"},"tipos":{"nombre":"Infografía","slug":"infografia"},"referencia":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED. (s.f.). AMPLIFICA TUS REDES Guía rápida para usar el texto alternativo en redes sociales. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/guia-publicaciones-texto-alternativo-redes-sociales.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/guia-publicaciones-texto-alternativo-redes-sociales.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED.","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}},{"id":237,"titulo":{"nombre":"Análisis de la percepción sobre la permanencia y los factores de riesgo de abandono de la Institución Universitaria Colegio Mayor de Antioquia.","slug":"analisis-de-la-percepcion-sobre-la-permanencia-y-los-factores-de-riesgo-de-abandono-de-la-institucion-universitaria-colegio-mayor-de-antioquia"},"resumen":"“Resumen. \nEn el marco del convenio específico entre la Universidad Nacional de Colombia Sede Medellín y la Institución Universitaria Colegio Mayor de Antioquia realizado en 2019 y cuyo objetivo fue aunar esfuerzos interinstitucionales para realizar un estudio de la permanencia y la calidad académica de la Institución Universitaria Colegio Mayor de Antioquia, se realizó la evaluación de la percepción docente en cuanto a los factores de riesgo de abandono y protectores de la calidad académica y la permanencia estudiantil. A partir de un ejercicio de prospectiva estratégica a 2029 y empleando un análisis estructural de tipo MICMAC se identificaron 23 variables que están dentro del sistema educativo relacionadas con el abandono, la permanencia y la graduación. Se obtuvieron 250 comparaciones entre las variables sin ningún grado de influencia, 54 con influencia débil, 110 con influencia media, 92 con influencia fuerte y 23 con influencia potencial. Los resultados indican que la permanencia de los estudiantes en la institución en una visión a 2029 está determinada por factores socioeconómicos, individuales, académicos e institucionales; la relación estudiante profesor se consolida como una variable reguladora del sistema y el compromiso y la motivación surgen como variables de riesgo que pueden ser un punto de ruptura para lograr el objetivo de graduación y permanencia deseado a largo plazo. \nDescriptores o Palabras Clave: abandono, permanencia, educación superior, análisis prospectivo, MICMAC.”","autores":[{"nombre":"Jaramillo, Ivon Patricia","slug":"jaramillo-ivon-patricia"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"},{"nombre":"Arcila, Marlon David","slug":"arcila-marlon-david"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Jaramillo, I. P., Vásquez, J., & Arcila, M. D. (2021). Análisis de la percepción sobre la permanencia y los factores de riesgo de abandono de la Institución Universitaria Colegio Mayor de Antioquia. X CLABES Congreso Latinoamericano sobre el abandono en la Educación Superior. Recuperado el 02 de 05 de 2024, de https://revistas.utp.ac.pa/index.php/clabes/article/view/3349\n \n3349-Texto del artículo-15885-1-10-20211214.pdf","fuente":"https://revistas.utp.ac.pa/index.php/clabes/article/view/3349\n \n3349-Texto del artículo-15885-1-10-20211214.pdf","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":236,"titulo":{"nombre":"Análisis de los determinantes del abandono estudiantil en el programa tecnología en delineante de arquitectura e ingeniería de la Institución Universitaria Colegio Mayor de Antioquia.","slug":"analisis-de-los-determinantes-del-abandono-estudiantil-en-el-programa-tecnologia-en-delineante-de-arquitectura-e-ingenieria-de-la-institucion-universitaria-colegio-mayor-de-antioquia"},"resumen":"“Resumen. \nEl objetivo del presente trabajo es analizar los determinantes del abandono estudiantil en el programa Tecnología en Delineante de Arquitectura e Ingeniería de la Institución Universitaria Colegio Mayor de Antioquia. Se asume el enfoque teórico de Tinto (1975) desde el cual se acoge el abandono como una problemática multicausal, donde se pueden identificar los factores que inciden y que son susceptibles de ser modificados por la Institución. La metodología empleada es un modelo de riesgo proporcional de Cox con una muestra de 122 estudiantes de la cohorte 2015-2 y una ventana de tiempo de ocho semestres (2015-2 a 2019-1). Los resultados indican que la supervivencia del estudiante es mayor a la duración teórica del programa (6 semestres) y que las mujeres tienen mayores tasas de supervivencia que los hombres, con un riesgo de abandono de 1,6 veces más alto. Se logró identificar que asistir al programa de enseñanza y aprendizaje complementario Quédate en Colmayor disminuye el riesgo de abandono y que la tasa de abandono temprano en todos los casos es superior a la tardía, tendiendo está a estabilizarse a partir del tercer semestre. El resultado de este estudio se proyecta como una metodología estadística que aporta una línea base para realizar distintos análisis que permitan hacer un seguimiento riguroso al comportamiento de las distintas cohortes y programas universitarios y tecnológicos de la Institución. Este trabajo se realizó en el marco del convenio específico entre la Universidad Nacional de Colombia Sede Medellín y la Institución Universitaria Colegio Mayor de Antioquia realizado en 2019 y cuyo objetivo fue aunar esfuerzos interinstitucionales para realizar un estudio de la permanencia y la calidad académica de la Institución Universitaria Colegio Mayor de Antioquia. \nDescriptores o Palabras Clave: modelos de supervivencia, abandono, riesgo, educación superior”","autores":[{"nombre":"Jaramillo García, Ivón Patricia","slug":"jaramillo-garcia-ivon-patricia"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Jaramillo, I. P., Vásquez, J., & Arcila, M. D. (2021). Análisis de los determinantes del abandono estudiantil en el programa tecnología en delineante de arquitectura e ingeniería de la Institución Universitaria Colegio Mayor de Antioquia. X CLABES Conferencia Latinoamericana sobre el Abandono en Educación superior. Virtual. Recuperado el 05 de 02 de 2024, de https://revistas.utp.ac.pa/index.php/clabes/article/download/3353/4061","fuente":"https://revistas.utp.ac.pa/index.php/clabes/article/download/3353/4061 ","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":174,"titulo":{"nombre":"Análisis de los factores asociados a la deserción estudiantil","slug":"analisis-de-los-factores-asociados-a-la-desercion-estudiantil"},"resumen":"“Resumen\n Pese al reconocimiento general de los efectos positivos de la educación –en particular de la educación superior– sobre los retornos privados y sociales, las tasas cada vez más altas de deserción se han convertido en un problema de interés no sólo para las instituciones de educación superior, sino también, y debido a sus múltiples consecuencias, para las autoridades educativas. Así,\n se ha reconocido la importancia de analizar empíricamente este problema con el fin de explicar las decisiones del estudiante a lo largo de su ciclo académico. En este artículo, se presenta el análisis de los determinantes de la deserción estudiantil realizado a partir de la aplicación de los modelos de riesgo proporcional en tiempo discreto. Esta metodología aplicada al problema del tiempo de deserción, permite hacer un seguimiento de los estudiantes desde el inicio de sus estudios hasta que se presenta el evento de deserción y, relacionarlo con el conjunto completo de factores que teóricamente pueden influir en el tiempo de permanencia de un estudiante en la institución.\n Están basados en el modelo de Prentice y Gloeckler (1978), que resultó ser el más adecuado, y en ellos se confirma la conclusión de Castaño et al. (2004) sobre el impacto conjunto que tienen los factores individuales, socioeconómicos, académicos e institucionales en el riesgo de deserción. Los hallazgos contribuyen mejorar la comprensión del fenómeno de la deserción estudiantil y, en este caso particular, al continuo proceso de evaluación de la eficiencia del sistema de educación superior colombiano para la formulación de reformas educativas.\n Palabras clave: riesgo proporcional, modelo de duración en tiempo discreto, heterogeneidad no observada, censuramiento, deserción estudiantil.”","autores":[{"nombre":"Castaño Vélez,Elkin","slug":"castano-velezelkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castaño, E., Gallón, S., Gómez, K., & Vásquez, J. (2008). Análisis de los factores asociados a la deserción estudiantil. Revista de Educación (345), 255-280. Recuperado el 05 de 02 de 2024, de https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/68959/00820083000018.pdf?sequence=1","fuente":"https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/68959/00820083000018.pdf?sequence=1 ","dependencias":{"nombre":"Revista de Educación","slug":"revista-de-educacion"}},{"id":193,"titulo":{"nombre":"Análisis de los factores asociados a la deserción y graduación estudiantil universitaria","slug":"analisis-de-los-factores-asociados-a-la-desercion-y-graduacion-estudiantil-universitaria"},"resumen":"“Resumen: Las altas tasas de deserción y bajas tasas de graduación se han convertido en un asunto de creciente interés para las instituciones de educación superior y las autoridades educativas. A partir de 2003, la Universidad de Antioquia inició un proceso de identificación de los principales \nfactores asociados a dicho fenómeno. En este artículo se presenta el análisis sobre los determinantes de la deserción y graduación en dos de sus facultades, realizado a partir de la aplicación de los modelos de riesgo proporcional de Prentice y Gloeckler (1978) y Meyer (1990), en tiempo discreto. Los resultados confirman el impacto conjunto que tienen los factores individuales, socioeconómicos, académicos e institucionales sobre la deserción y la graduación.\n Palabras clave: riesgo proporcional, modelo de duración en tiempo discreto, heterogeneidad no observada, censuramiento, deserción y graduación estudiantil. Clasificación JEL: C41, C24, I2”","autores":[{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castaño, E., Gallón, S., & Vásquez, J; Gómez, K. (julio- diciembre de 2006). Análisis de los factores asociados a la deserción y graduación estudiantil universitaria. Revista Lecturas de Economía., 65, 9-36. Recuperado el 05 de 02 de 2024, de http://www.scielo.org.co/pdf/le/n65/n65a1.pdf","fuente":"http://www.scielo.org.co/pdf/le/n65/n65a1.pdf","dependencias":{"nombre":"Revista Lecturas de Economía","slug":"revista-lecturas-de-economia"}},{"id":27,"titulo":{"nombre":"Análisis de los factores asociados al abandono y graduación estudiantil Universitaria: un estudio de caso","slug":"analisis-de-los-factores-asociados-al-abandono-y-graduacion-estudiantil-universitaria-un-estudio-de-caso"},"resumen":"“Descripción\nEstudio de Caso: Universidad Pública, con 80 programas de pregrado presenciales en la sede principal distribuidos en 14 Facultades, 4 Incluya en esta zona el subtítulo del apartado presenciales en la sede principal distribuidos en 14 Facultades, 4 Institutos, 3 Escuelas y 2 corporaciones. Actualmente (2012-I) tiene 29.395 estudiantes matriculados en pregrado. Se tomó la cohorte 1996-II para dos facultades: Ingeniería y Ciencias Económicas para dos facultades: Ingeniería y Ciencias Económicas.”","autores":[{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Castaño, E., Gallón, S., Gómez, K., & Vásquez, J. (2012, noviembre). Análisis de los factores asociados al abandono y graduación estudiantil Universitaria: un estudio de caso. CLABES. Segunda conferencia latinoamericana sobre el abandono en la educación superior. (págs. 166-177). Ver en https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:r0BpntZqJG4C Fuente: https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:r0BpntZqJG4C","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:r0BpntZqJG4C ","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":82,"titulo":{"nombre":"Análisis de los modelos pedagógicos implementados en tres instituciones educativas del sector oficial de la ciudad de Santiago de Cali","slug":"analisis-de-los-modelos-pedagogicos-implementados-en-tres-instituciones-educativas-del-sector-oficial-de-la-ciudad-de-santiago-de-cali"},"resumen":"“Resumen\nEl presente Trabajo Final de Maestría pretendió responder a la cuestión de cuál de los dos modelos mencionados prevalecen en tres instituciones educativas del sector oficial de la ciudad de Cali. El cuerpo teórico que conforma el presente informe es el resultado de esta pretensión.”","autores":[{"nombre":"Estupiñan Estupiñan, Noel","slug":"estupinan-estupinan-noel"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Estupiñan Estupiñan, N. (2012). Tesis de Maestría: Análisis de los modelos pedagógicos implementados en tres instituciones educativas del sector oficial de la ciudad de Santiago de Cali. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/9717","fuente":"https://repositorio.unal.edu.co/handle/unal/9717","dependencias":{"nombre":"Maestría en Enseñanza de las Ciencias Exactas y Naturales","slug":"maestria-en-ensenanza-de-las-ciencias-exactas-y-naturales"}},{"id":277,"titulo":{"nombre":"Análisis de referenciales en política educativa, Bogotá 1990-2011","slug":"analisis-de-referenciales-en-politica-educativa-bogota-1990-2011"},"resumen":"“Resumen\nEl trabajo analiza los referenciales en política educativa para Bogotá entre 1990 y 2011, con la intención de entender y explicar la manera en que se dio el tránsito de paradigmas, como cambio desde el referencial del capital humano a un enfoque de derechos. Se aborda a partir del análisis teórico integracionista de políticas públicas, específicamente el enfoque de análisis por el referencial de Jobert y Muller y el análisis de paradigmas de política de Peter Hall. En concordancia, se trabaja con el esquema cognitivo de Bejarano Mayorga que usa como unidad de análisis los instrumentos de acción pública y las relaciones sociales de poder. Al final se expone, como el referencial territorial de las políticas educativas, ha tenido transformaciones de primer y segundo orden (de reformas de instrumentos y cambios de instrumentos), que no implicaron cambios sustanciales en objetivos y metas, pero que fueron resultado de la interacción, presión, debate y concertación de actores y mediadores interesados en incidir. De tal manera se entiende el tránsito entre referenciales como un proceso activo e inacabado de coexistencia y disputa, incidido principalmente por: la gestión de mediadores privilegiados como el sindicato de maestros y las elites administrativas asociadas a organismos multilaterales (Banco Mundial, Fondo Monetario Internacional, Programa de las Naciones Unidas para el Desarrollo); la pérdida de autoridad en el gobierno distrital que conlleva al desarrollo de experimentos de política educativa con enfoque de derechos; y la proliferación de escenarios de participación que canalizaron el descontento social frente al modelo del capital humano. (texto tomado de la fuente)”","autores":[{"nombre":"Zabaleta Vanegas, Iván Hernando","slug":"zabaleta-vanegas-ivan-hernando"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Zabaleta Vanegas, I. H. (2017). Tesis de Maestría: Análisis de referenciales en política educativa, Bogotá 1990-2011. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/62378","fuente":"https://repositorio.unal.edu.co/handle/unal/62378\n","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"}},{"id":31,"titulo":{"nombre":"Anfibios académicos: pedagogías, docencia y evaluación en la educación superior.","slug":"anfibios-academicos-pedagogias-docencia-y-evaluacion-en-la-educacion-superior"},"resumen":"“Reseña\n\nFabio Jurado Valencia, coordinador\n\nHoy más que antes los docentes experimentan la transformación de sus roles, semejante a lo que ocurre en el teatro experimental. Son, necesariamente, anfibios académicos, porque salen y entran desde los escenarios más profundos hacia la superficie para retornar a los profundos, en un proceso de ida y vuelta, en este juego lingüístico de saber educar y seducir hacia el conocimiento. El libro es el resultado del ejercicio de escritura en la primera cohorte del Diplomado en Pedagogías y Docencia en la Educación Superior, realizado en el año 2009, en el instituto de Investigación en Educación, en la Universidad Nacional de Colombia.”","autores":[{"nombre":"Jurado Valencia, Fabio","slug":"jurado-valencia-fabio"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jurado Valencia, F. (2011). Anfibios académicos: pedagogías, docencia y evaluación en la educación superior. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/anfibios-academicos-pedagogias-docencia-y-evaluacion-en-la-educacion-superior","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/anfibios-academicos-pedagogias-docencia-y-evaluacion-en-la-educacion-superior","dependencias":{"nombre":"Diplomado en Pedagogías y Docencia en la Educación Superior","slug":"diplomado-en-pedagogias-y-docencia-en-la-educacion-superior"}},{"id":83,"titulo":{"nombre":"Aplicación de la estrategia didáctica “estudio de casos” para un curso de biología general en la Universidad Nacional de Colombia sede Medellín.","slug":"aplicacion-de-la-estrategia-didactica-estudio-de-casos-para-un-curso-de-biologia-general-en-la-universidad-nacional-de-colombia-sede-medellin"},"resumen":"“Resumen: El presente trabajo es la recopilación del proceso de aplicación de la estrategia didáctica “estudio de casos” en la práctica profesional realizada en el año 2011-2012 (semestre 2, 2011) en la Escuela de Biociencias. Se elaboró un comparativo de la implementación de la estrategia didáctica “estudio de casos” para favorecer la enseñanza del concepto nicho ecológico, entre dos grupos del curso de Biología General: uno familiarizado con pedagogías activas y el otro con la clase magistral. Para la presentación de los resultados se utilizó como insumo los artículos seleccionados como casos y para evaluar el nivel de comprensión del caso, un taller de 11 preguntas. A su vez, cada pregunta, fue evaluada con los siguientes criterios: las ideas están expresadas en forma clara, concisa y coherente; el vocabulario empleado es adecuado y preciso; relaciona el concepto con la realidad de los casos seleccionados y la información incluida es correcta, pertinente y relevante. Los resultados nos permitieron confirmar que, mediante el desarrollo de procedimientos y elementos necesarios, se puede hacer una utilización adecuada del estudio de casos como estrategia didáctica para la educación superior en cualquier área del conocimiento. Además, para un buen desempeño de los estudiantes en la implementación de la estrategia de “estudio de casos” en el curso de biología general, existe una predisposición cognitiva para aquellos que han presentado familiaridad con las pedagogías activas”","autores":[{"nombre":"Chin Garzón, Verónica Lucía","slug":"chin-garzon-veronica-lucia"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Chin Garzón, V. L. (2013). Aplicación de la estrategia didáctica “estudio de casos” para un curso de biología general en la Universidad Nacional de Colombia sede Medellín. Recuperado el 18 de diciembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/12018","fuente":"https://repositorio.unal.edu.co/handle/unal/12018","dependencias":{"nombre":"Maestría en Enseñanza de las Ciencias Exactas y Naturales","slug":"maestria-en-ensenanza-de-las-ciencias-exactas-y-naturales"}},{"id":28,"titulo":{"nombre":"Aplicación de la teoría de clasificación al problema del abandono estudiantil: un estudio de caso","slug":"aplicacion-de-la-teoria-de-clasificacion-al-problema-del-abandono-estudiantil-un-estudio-de-caso"},"resumen":"“Resumen. \nLas causas y consecuencias socio-económicas del abandono estudiantil universitario han sido ampliamente estudiadas en la literatura académica nacional e internacional y, aunque muchas aproximaciones conceptuales han surgido para explicar por qué un estudiante abandona sus estudios a lo largo de su ciclo académico Spady (1970), Tinto (1975), Bean (1980), Cabrera et al. (1993), Pascarella (1980) y Cornwell (2002), no se dispone de aproximaciones empíricas que permitan su correcta clasificación y predicción, lo que dificulta, entre otras, la utilización eficiente de los recursos destinados para la permanencia de los mismos. Este planteamiento permite reconocer que la medición y predicción del riesgo de abandono es fundamental para la toma de decisiones y un insumo necesario en la evaluación de impacto de las políticas institucionales implementadas. Así, y con el objetivo de desarrollar una metodología que cumpla con tal propósito, en este trabajo se estudian los determinantes del abandono estudiantil universitario aplicando la teoría de clasificación de patrones en la construcción de modelos estadísticos, de modo que permitan la separación, con el menor error posible, de las diferentes tipologías de este fenómeno. Como resultado de esta aplicación fue posible predecir la categoría o la clase (desconocida) a la que una futura o nueva observación (i.e. nuevo estudiante) pertenecería, condicionado a su conjunto de información relevante (por ejemplo, edad, género, estado civil, recursos económicos, tipo de colegio, orientación profesional recibida y nivel de estudios de los padres entre otros) con un error mínimo del 29% para un total de 18 variables. Ésta última tarea, conocida como predicción de clases permitió identificar qué características de los estudiantes nuevos se traducirían en un alto riesgo de abandono (abandonos potenciales).”","autores":[{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Gallón Gómez, S. & Vásquez Velásquez, J. (2014). Aplicación de la teoría de clasificación al problema del abandono estudiantil: un estudio de caso. Congreso CLABES, (págs. 1- 7). Ver artículo en https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:aqlVkmm33-oC","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:aqlVkmm33-oC","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":166,"titulo":{"nombre":"Aportes a la sociología de la educación. trayectoria del grupo de estudios de educación media y superior, 2003-2013","slug":"aportes-a-la-sociologia-de-la-educacion-trayectoria-del-grupo-de-estudios-de-educacion-media-y-superior-2003-2013"},"resumen":"“Summary\nSe presenta aquí un estado del arte de la producción académica del Grupo de Estudios de Educación Media y Superior del Departamento de Sociología de la Universidad Nacional de Colombia, en el periodo 2003-2013. A partir de una breve introducción conceptual del “campo” de la sociología de la educación, se identifican los principales aportes a la política educativa en ambos niveles de educación. A continuación, se presentan gráficas y cuadros de productividad en las diversas líneas de investigación y un listado de las principales publicaciones del Grupo en artículos, libros, capítulos de libros, publicaciones cortas en medios virtuales y en portales especializados en educación superior y política pública.\nKeywords\neducación media ; educación superior ; grupos de investigación ; sociología de la educación.”","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"},{"nombre":"Celis Giraldo, Jorge Enrique","slug":"celis-giraldo-jorge-enrique"},{"nombre":"Díaz Ríos, Claudia Milena","slug":"diaz-rios-claudia-milena"},{"nombre":"Bautista Macía, Marcela","slug":"bautista-macia-marcela"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M., Celis Giraldo, J. E., Díaz Ríos, C. M., & Bautista Macia, M. (enero-junio de 2014). Aportes a la sociología de la educación. Trayectoria del grupo de estudios de educación media y superior, 2003-2013. Revista Colombiana de Sociología, 37(1), 69-98. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/49170","fuente":"https://repositorio.unal.edu.co/handle/unal/49170 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":89,"titulo":{"nombre":"Aprender a vivir: una experiencia de educación ambiental en el Colegio Rural José Celestino Mutis","slug":"aprender-a-vivir-una-experiencia-de-educacion-ambiental-en-el-colegio-rural-jose-celestino-mutis"},"resumen":"“Summary\nEsta investigación reconstruyó las prácticas pedagógicas en educación ambiental en torno al proyecto “Cuidadanas y Cuidadanos conociendo y transformando el mundo, para mejorar la vida 2011 – 2014” desarrollado en el Colegio Rural José Celestino Mutis. La investigación buscó identificar relaciones entre el conocimiento contextual, la interdisciplinaridad y la ética ambiental en las prácticas pedagógicas en educación ambiental. Enmarcada en el enfoque metodológico interpretativo, la investigación se concibió como un Estudio de Caso asumiendo la sistematización de experiencias, en donde se trianguló el método de narrativa autobiográfica, las entrevistas semiestructuradas, los grupos focales y la revisión documental; la información se analizó con el programa NVivo 10 (® QSR International). A partir de una descripción densa se logró reconstruir y contextualizar las prácticas pedagógicas develando y revelando experiencias concretas y transformadoras para enseñar a aprender a vivir desde la educación ambiental. Al sistematizar la práctica pedagógica se logró objetivar el conocimiento allí incorporado, ahora a disposición de la comunidad epistemológica. En medio de la narrativa, llena de razón, emoción y pulsión y donde se lee el sentido común, la teoría y la interioridad que se manifiesta en la vida, se encontró, como aspecto principal, que el éxito de las prácticas pedagógicas, al permitirle a estudiantes y docente aprender a vivir, fue posible no solo por promover una ética ambiental fruto del conocimiento contextual y la interdisciplinariedad emergente de él, sino por la autonomía relativa de la docente superando la simplicidad de su propio proceso formativo, acercándose al pensamiento complejo, para así propiciar prácticas transformadoras.”","autores":[{"nombre":"Bonilla Valero, Nancy","slug":"bonilla-valero-nancy"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Bonilla Valero, N. (2016). Tesis de Maestría: Aprender a vivir: una experiencia de educación ambiental en el Colegio Rural José Celestino Mutis. Recuperado el 15 de diciembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/55746","fuente":"https://repositorio.unal.edu.co/handle/unal/55746 ","dependencias":{"nombre":"Maestría en Medio Ambiente y Desarrollo","slug":"maestria-en-medio-ambiente-y-desarrollo"}},{"id":203,"titulo":{"nombre":"Aprendizaje colaborativo internacional en línea: experiencias lingüísticas y crosculturales de estudiantes universitarios","slug":"aprendizaje-colaborativo-internacional-en-linea-experiencias-linguisticas-y-crosculturales-de-estudiantes-universitarios"},"resumen":"“Resumen \nEste estudio de corte cualitativo reporta la implementación de un proyecto educativo en línea entre la Universidad de Washington, campus Tacoma (EUA) y la Universidad Veracruzana región Veracruz (México). Este proyecto fue implementado como parte de las políticas de internacionalización de la educación superior de las universidades participantes, las cuales incluyen prácticas pedagógicas orientadas hacia el aprendizaje de lenguas extranjeras, la internacionalización del currículo y el intercambio virtual.\n\nEste estudio describe las experiencias de aprendizaje entre dos grupos de estudiantes de diferentes contextos lingüísticos y culturales en un enfoque de Aprendizaje Colaborativo Internacional en Línea (COIL por sus siglas en inglés); y entender la relación de esas experiencias con el desarrollo de la competencia croscultural.\n\nEl idioma utilizado en el proyecto fue el inglés y los estudiantes interactuaron mediante el uso de una plataforma en línea y una red social.\n\n El diseño metodológico fue cualitativo-interpretativo. Los datos se generaron utilizando entrevistas, muestras lingüísticas (trabajos escritos), mientras que la interacción de los participantes se llevó a cabo a través de una plataforma en línea y una red social. El análisis de los datos se realizó a través de un enfoque de contenido, lo cual llevó a la formulación de hallazgos basados en temas que emergieron de los datos.\n\nLos resultados indican que el enfoque pedagógico (COIL) promovió la reflexión de los estudiantes sobre temas relacionados con el aprendizaje de idiomas, el entendimiento cultural y las experiencias de vida que identificaron tener en común; los resultados también mostraron que el enfoque fue conducente para el desarrollo de algunos aspectos de la competencia croscultural.”","autores":[{"nombre":"Ramírez Marín, Frank","slug":"ramirez-marin-frank"},{"nombre":"Núñez-Figueroa, Lucero Del Carmen","slug":"nunez-figueroa-lucero-del-carmen"},{"nombre":"Blair, Nicole","slug":"blair-nicole"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ramírez-Marín, F., Núñez-Figueroa, L. d., & Blair, N. (2020). Aprendizaje colaborativo internacional en línea: experiencias lingüísticas y crosculturales de estudiantes universitarios. Revista Matices en Lenguas Extranjeras (14), 118-162. doi: https://doi.org/10.15446/male.v14n1.92144","fuente":"https://doi.org/10.15446/male.v14n1.92144","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":72,"titulo":{"nombre":"Aprendizajes en la educación sin escuela.","slug":"aprendizajes-en-la-educacion-sin-escuela"},"resumen":"“Resumen\nMediante este trabajo de grado presento el contexto teórico y expongo los resultados de nuestra investigación autoetnográfica y etnográfica que hemos desarrollado a partir de la siguiente pregunta general: ¿Cómo se construyen los aprendizajes en la educación sin escuela? La problemática que se abre mediante esta pregunta abarca los siguientes campos temáticos: la ideología de la escolaridad como principal o casi única manera de entender la educación y los aprendizajes, las relaciones de poder en el ámbito familiar y escolar; la dicotomía irreconciliable entre la escuela y la lúdica en el proceso de aprendizaje; la relación entre aprendizaje y vida cotidiana; y el cuidado de sí, como criterio epistemológico de las modalidades que puede tomar la educación sin escuela.”","autores":[{"nombre":"García López, Erwin Fabián","slug":"garcia-lopez-erwin-fabian"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"García López, E. F. (2010). Tesis de Maestría: Aprendizajes en la educación sin escuela. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/6850","fuente":"https://repositorio.unal.edu.co/handle/unal/6850","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":283,"titulo":{"nombre":"Aproximación a las políticas de educación superior para estudiantes con discapacidad en los países del cono sur: Argentina, Chile y Uruguay.","slug":"aproximacion-a-las-politicas-de-educacion-superior-para-estudiantes-con-discapacidad-en-los-paises-del-cono-sur-argentina-chile-y-uruguay"},"resumen":"\"Resumen\nLa investigación estableció las relaciones existentes entre la discapacidad, la educación superior y la política tanto nacional como institucional de los países del cono sur en Argentina, Chile y Uruguay. Se indagó en los marcos jurídicos correspondientes a las leyes nacionales, normativas y programas de atención para estudiantes con discapacidad que se manejan en las universidades públicas en los respectivos países. A nivel internacional, las propuestas inclusivas desde la UNESCO, han conducido a los países del mundo a reflexionar y replantear nuevos lineamientos y compromisos frente a la educación para todos y todas en los diferentes niveles. La realidad de América Latina requiere importantes esfuerzos sobre todo considerando la “desigualdad social y económica” de la región, proceso difícil para aquellos estudiantes que además poseen una condición de discapacidad. Si bien en estos países existe un marco jurídico que legitimiza y resguarda la educación para las personas con discapacidad, las realidades de los países del cono sur difieren en los procesos de acceso, permanencia y egreso de los estudiantes con discapacidad. Finalmente el estudio permitió analizar de que manera se están desarrollando e interpretando las actuales políticas de educación superior, si estas realmente propenden a la inclusión de las personas con discapacidad en la educación superior.\"","autores":[{"nombre":"Tejeda Cerda, Pamela Cristina","slug":"tejeda-cerda-pamela-cristina"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Tejeda Cerda, P. C. (2012). Tesis de Maestría: Aproximación a las políticas de educación superior para estudiantes con discapacidad en los países del cono sur: Argentina, Chile y Uruguay. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/11240","fuente":"https://repositorio.unal.edu.co/handle/unal/11240","dependencias":{"nombre":"Maestría en Discapacidad e Inclusión Social","slug":"maestria-en-discapacidad-e-inclusion-social"}},{"id":128,"titulo":{"nombre":"Armonía del quehacer universitario: garantía de la responsabilidad social de la universidad.","slug":"armonia-del-quehacer-universitario-garantia-de-la-responsabilidad-social-de-la-universidad"},"resumen":"“El 22 de septiembre de 1867 se fundó la Universidad Nacional de Colombia con la finalidad de aportar desde la educación de calidad al progreso y la unidad del joven país que por entonces era Colombia. En este siglo y medio la Universidad Nacional ha graduado cerca de 350.000 profesionales, ciudadanos integrales, orientados por una conciencia ética y social que les ha permitido, en el ejercicio de su autonomía y responsabilidad, aportar a la construcción de la Nación, resaltando la diversidad de nuestra población y la riqueza de sus regiones. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (31 de agosto de 2019). Armonía del quehacer universitario: garantía de la responsabilidad social de la universidad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=650&cHash=6fb694c619f7bffb5196303672418f9e","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=650&cHash=6fb694c619f7bffb5196303672418f9e ","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":118,"titulo":{"nombre":"Autonomía universitaria: el ejercicio de la responsabilidad y la libertad","slug":"autonomia-universitaria-el-ejercicio-de-la-responsabilidad-y-la-libertad"},"resumen":"“La Unión de Universidades de América Latina y el Caribe (UDUAL) es una organización que promueve la cooperación, integración, fortalecimiento y movilidad entre más de 500 instituciones de educación superior (IES) de nuestra región. Uno de sus pilares, desde su fundación en 1949, ha sido la promoción y defensa de la autonomía universitaria. En consecuencia, y como parte de la celebración del 90° aniversario del reconocimiento de la autonomía universitaria a la Universidad Nacional Autónoma de México (UNAM), se realizó el pasado 15 y 16 de agosto un seminario entre rectores y rectoras de diversas IES latinoamericanas para adelantar reflexiones y propuestas en torno a la autonomía universitaria. Quiero presentar hoy parte de la reflexión que compartí con los asistentes al encuentro en el icónico Palacio de la Autonomía en el centro histórico de Ciudad de México. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (17 de agosto de 2019). Autonomía universitaria: el ejercicio de la responsabilidad y la libertad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=645&cHash=8a6f55ef23f63e1cc882e663f773e7f2","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=645&cHash=8a6f55ef23f63e1cc882e663f773e7f2","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":9,"titulo":{"nombre":"Bienestar integral para un buen inicio del proyecto profesional","slug":"bienestar-integral-para-un-buen-inicio-del-proyecto-profesional"},"resumen":"“La población mundial se vio enfrentada a cambios drásticos a causa de la pandemia por COVID 19. Los estudiantes y trabajadores de las diversas ciudades del planeta tuvieron que optar por nuevas modalidades para realizar sus labores diarias. Las jornadas de estudio y trabajo se han transformado a través del tiempo y la virtualidad es ahora, la alternativa más usada por millones de personas en el mundo. Para algunos, los cambios son más llevaderos que para otros y el aprender a estudiar en la virtualidad se ha convertido en un gran reto.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario (28 de febrero de 2020). Bienestar integral para un buen inicio del proyecto profesional. Revista En Plural. Sección: Con Acento. (69). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1Revista","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1Revista ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":18,"titulo":{"nombre":"Bienestar integral para un buen inicio del proyecto profesional.","slug":"bienestar-integral-para-un-buen-inicio-del-proyecto-profesional"},"resumen":"“La Universidad Nacional de Colombia, Sede Bogotá, recibió para este nuevo semestre 3212 admitidos a los diferentes programas de pregrado y 1608 estudiantes a posgrado, cifras que son significativas a la hora de analizar cómo llegan, quienes son y qué requieren para mantenerse dentro de la Institución dando respuesta a las diversas necesidades que se pueden presentar durante su permanencia.\n\nConsiderando que la UNAL es una institución pública y multicultural, cada semestre ingresan diversos estudiantes de diferentes rincones del país, mediante los programas de admisión especial. Uno de ellos, el Programa Especial de Admisión y Movilidad Académica (Peama), recibe a los estudiantes que provienen de las sedes de presencia nacional como: Orinoquía, Amazonía, Tumaco y Caribe, que ya han cursado dos o tres semestres en su lugar de origen y hacen movilidad a las sedes andinas como Bogotá, Medellín, Manizales y Palmira para continuar sus estudios profesionales.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (28 de febrero de 2020). Bienestar integral para un buen inicio del proyecto profesional. Revista En Plural. Sección: Con Acento (69). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=130&id_sec=1 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":52,"titulo":{"nombre":"Bienestar universitario y liderazgo estudiantil","slug":"bienestar-universitario-y-liderazgo-estudiantil"},"resumen":"“Ingresé como estudiante de Administración de Empresas a través de la sede Amazonía. Durante mi proceso de formación, fui elegido representante ante el Comité de Bienestar Universitario de SEDES a partir del segundo semestre del 2017. Puedo señalar que cuando hicieron pública la convocatoria para ser representante de los diferentes comités en la sede Amazonía, vi la oportunidad de poder demostrar mis capacidades de liderazgo y, por ende, decidí inscribirme para participar en dicho ejercicio democrático.”","autores":[{"nombre":"Miranda Henao, Nicolas","slug":"miranda-henao-nicolas"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miranda Henao, N. (2019). Bienestar universitario y liderazgo estudiantil. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (40), 07. Recuperado el 23 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","fuente":"https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":312,"titulo":{"nombre":"Bit a bit : la transformación digital de la Universidad Nacional de Colombia","slug":"bit-a-bit-la-transformacion-digital-de-la-universidad-nacional-de-colombia"},"resumen":"\"Resumen\nEste libro es un recorrido interactivo por la adaptación de la Universidad Nacional de Colombia a la era digital. A través de la recopilación de información de archivos normativos, institucionales y fotográficos, así como el acercamiento a las personas que participaron en este proceso, se reconstruye parte de la historia de cómo la Unal ha adoptado la Estrategia de Transformación Digital, integrando sus estructuras físicas y sus procesos humanos a las tecnologías de la información y las comunicaciones. Estas se han transformado en tecnologías vitales para su funcionamiento, con la meta de convertirla en una universidad digital. El lector podrá interactuar con videos, podcast, fotografías históricas y presentaciones interactivas, convirtiendo este relato en una experiencia cronológica fascinante. (Texto tomado de la fuente)\nPalabras clave\nCapacidades Tecnológicas ; Digitalización ; Historia de la tecnología ; Transformación Digital ; Tecnología Educacional ; Digitalización ; Tecnología educacional ; Información científica ; Tecnología ;\nDescripción Física/Lógica/Digital\nVideos, podcast, fotografías históricas y presentaciones interactivas\"","autores":[{"nombre":"Herrera Quintero, Liz Karen","slug":"herrera-quintero-liz-karen"},{"nombre":"Zuluaga Forero, Jacobo","slug":"zuluaga-forero-jacobo"},{"nombre":"Uribe Polo, Paula Carolina","slug":"uribe-polo-paula-carolina"}],"años":{"año":2024,"valor":2024},"tipos":{"nombre":"Ebook","slug":"ebook"},"referencia":"Herrera Quintero, L. K., Zuluaga Forero, J., & Uribe Polo, P. C. (2024). Bit a bit : la transformación digital de la Universidad Nacional de Colombia (Dirección Nacional de Estrategia digital. DNED; División Universidad Laboratorio. UNlab ed.). Universidad Nacional de Colombia . Recuperado el 06 de 06 de 2024, de https://repositorio.unal.edu.co/EbookUN/index.html","fuente":"https://repositorio.unal.edu.co/EbookUN/index.html","dependencias":{"nombre":"Dirección Nacional de Estrategia digital. DNED, División Universidad Laboratorio. Unlab","slug":"direccion-nacional-de-estrategia-digital-dned-division-universidad-laboratorio-unlab"}},{"id":1,"titulo":{"nombre":"Calidad de educación y convergencia económica regional en Colombia.","slug":"calidad-de-educacion-y-convergencia-economica-regional-en-colombia"},"resumen":"“Resumen\nEn este trabajo se realiza un análisis de la convergencia económica entre los municipios de Colombia para el periodo de 1996 a 2015. El objetivo es evaluar la existencia de convergencia de acuerdo con el impacto de la calidad de educación medida en términos de los resultados promedio de las pruebas Saber 11. Con base en la función de producción neoclásica se evalúan la convergencia σ y la convergencia β absoluta y se estima la convergencia condicional a partir de un modelo de datos panel dinámico con el Método Generalizado de Momentos (MGM). Se encuentra evidencia a favor de cada uno de los tipos de convergencia y un efecto positivo y significativo de la calidad de la educación, aunque menos importante que el de la cobertura de la educación.”","autores":[{"nombre":"Vargas Mojocó, Diana Paola","slug":"vargas-mojoco-diana-paola"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Vargas Mojocó, D. P. (2017). Tesis de Maestría: Calidad de educación y convergencia económica regional en Colombia. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/60301","fuente":"Vargas Mojocó, D. P. (2017). Tesis de Maestría: Calidad de educación y convergencia económica regional en Colombia. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/60301 ","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"}},{"id":34,"titulo":{"nombre":"Calidad docente: un desafío para la tradición pedagógica en Colombia","slug":"calidad-docente-un-desafio-para-la-tradicion-pedagogica-en-colombia"},"resumen":"“Reseña\n\nEs ampliamente conocida la baja de la educación en Colombia —en diversas pruebas nacionales e internacionales—, pese a la larga tradición de Facultades de Educación y de varios programas de estímulo a la docencia, de reconocimiento a los ‘mejores docentes’ y de financiación de estudios de posgrado para muchos de ellos. Estudios coinciden en el problema de la calidad de la formación de los docentes y, por tanto, de la educación ofrecida. Esta realidad tiene dos dimensiones complementarias: la calidad y pertinencia del modelo de formación de docentes predominante en Colombia —dimensión propia de las Facultades de Educación— y el bajo estatus social y ocupacional de tal profesión —lo que desestimula el acceso a la enseñanza como campo de acción por parte de jóvenes de alto nivel intelectual y de capital cultural—. El país necesita re-conceptualizar y rediseñar tanto sus instituciones y modelos de formación, como las políticas de remuneración y profesionalización de la docencia.\n\nEste libro invita a la superación de las tradiciones vigentes en el país en la formación de docentes. Para ello, se presenta un análisis comparativo de modelos de formación en diversos países, cuyo ejemplo resulta significativo para señalar las principales tendencias y sus implicaciones en la formación y profesionalización de la docencia. A partir de una revisión de la situación actual de los docentes en el contexto colombiano, se propone una alternativa de formación de docentes, como ruptura y superación de las vigentes.”","autores":[{"nombre":"Bautista Macia, Marcela","slug":"bautista-macia-marcela"},{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Bautista Macia, M &. Gómez Campo, V.M (2017). Calidad docente: un desafío para la tradición pedagógica en Colombia. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/calidad-docente-un-desafio-para-la-tradicion-pedagogica-en-colombia","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/calidad-docente-un-desafio-para-la-tradicion-pedagogica-en-colombia","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":210,"titulo":{"nombre":"Calidad, evaluación y acreditación en la Educación Superior: a propósito de un proyecto de reforma en Colombia.","slug":"calidad-evaluacion-y-acreditacion-en-la-educacion-superior-a-proposito-de-un-proyecto-de-reforma-en-colombia"},"resumen":"“Descripción\nEl artículo se centra en la propuesta de reforma de la educación superior del gobierno del presidente Juan Manuel Santos, que pretende orientarse a la calidad. Analiza el concepto de calidad en el campo educativo y en el texto de proyecto de reforma. Concluye que la reforma se inscribe en el desplazamiento que se ha venido dando en estos últimos años de un Estado de bienestar hacia un Estado \"evaluador\" en el sentido planteado por Guy Neave.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Rodríguez, José Gregorio","slug":"rodriguez-jose-gregorio"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C., & Rodríguez, J. G. (2012). Calidad, evaluación y acreditación en la Educación Superior: a propósito de un proyecto de reforma en Colombia. Revista Pensamiento Jurídico (31), 155-185. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:Tyk-4Ss8FVUC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:Tyk-4Ss8FVUC","dependencias":{"nombre":"Revista Pensamiento Jurídico","slug":"revista-pensamiento-juridico"}},{"id":162,"titulo":{"nombre":"\"Caminante no hay [un solo] camino, se hace camino al andar\": Investigación Acción Participativa y sus repercusiones en la práctica.","slug":"caminante-no-hay-un-solo-camino-se-hace-camino-al-andar-investigacion-accion-participativa-y-sus-repercusiones-en-la-practica"},"resumen":"“Resumen \nEn este artículo argumentamos que persiste la confusión sobre lo que es e implica realizar Investigación Acción Participativa (IAP), dado que otros conceptos afines como Investigación Participativa (IP) e Investigación Acción (IA) son empleados para nombrar la propuesta metodológica y pedagógica a la que se refiere el maestro Orlando Fals Borda. En este sentido, proponemos definir para establecer el proceder metodológico que implica unión entre teoría y práctica, reflexión, planeación, acción, educación, transformación, bienestar individual y comunal, y valores sociales. Además del análisis teórico, presentamos la experiencia obtenida con una comunidad costera de Yucatán, México, en la que implementamos la iap. Este trabajo empírico permitió reflexionar sobre nuestro entendimiento, mostrar caminos para desarrollar la metodología y presentar algunos resultados. \nA partir de lo anterior, evaluamos esa experiencia para identificar las repercusiones en el bienestar con base en las percepciones de los participantes. Los métodos cualitativos empleados fueron un estudio de caso y técnicas tales como pruebas de rendimiento, entrevistas semiestructuradas, observación participante y grupo focal. Los resultados muestran que la participación conjunta entre investigadores comunitarios (facilitadores) y académicos (acompañantes) permitió diseñar y construir un prototipo de palafito que pone a salvo de inundación a sus moradores y los hace sentir seguros en época de huracanes, uno de los mayores riesgos de esa comunidad. Estos logros se alcanzaron mediante un proceso de enseñanza-aprendizaje en el cual los investigadores comunitarios iniciales enseñaron a los nuevos miembros aspectos relacionados con la IAP, sus características y pasos, conceptos sobre construcción de vivienda, durabilidad, relevancia del trabajo conjunto y comunicación. Este artículo finaliza con la reflexión acerca de la importancia de aprender y hacer camino al andar —bajo el entendimiento de que no existe solo un camino— con los participantes de las comunidades, con quienes enfrentamos las problemáticas de investigación identificadas a nivel grupal. Así las cosas, sea que le llamemos IAP, IP o IA, es muy importante tener siempre presente las bases filosóficas, axiológicas y empíricas de este tipo de investigación.”","autores":[{"nombre":"Paredes Chi, Arely Anahy","slug":"paredes-chi-arely-anahy"},{"nombre":"Castillo Burguete, María Teresa","slug":"castillo-burguete-maria-teresa"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Chi, A. A., & Burguete, M. T. (2018). \"Caminante no hay [un solo] camino, se hace camino al andar\": Investigación Acción Participativa y sus repercusiones en la práctica. Revista Colombiana de Sociología, 41(1), 31-50. doi: https://doi.org/10.15446/rcs.v41n1.66616","fuente":"https://doi.org/10.15446/rcs.v41n1.66616","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":302,"titulo":{"nombre":"Canal Capital: una propuesta de televisión pública con posibilidades para la educación.","slug":"canal-capital-una-propuesta-de-television-publica-con-posibilidades-para-la-educacion"},"resumen":"\"Resumen\nEl presente trabajo realizó un rastreo a la propuesta televisiva de Canal Capital, durante el periodo de gobierno del movimiento Progresista comprendido entre 2012 a 2015. En esta investigación se encontraron aspectos de carácter diacrónico de la televisión pública en Colombia, se realizó también una indagación en materia legislativa, elemento que fue determinante para la potencialización no solo del proyecto de Canal Capital, también para nuevas experiencias emergentes de medios de comunicación alternativa como apuestas pedagógicas. Posteriormente se realizó una sistematización de las dinámicas de funcionamiento del canal y de algunos avances y logros significativos en torno a los proyectos misionales del mismo. Se tomaron en cuenta los contenidos de programación y la vinculación de nuevos escenarios comunicativos transversalizados por las Tecnologías de la Información y la Comunicación, hallando material valioso con carácter académico, el cual brinda amplias posibilidades educativas. Posteriormente se problematizó la importancia del uso de Internet como herramienta que vincula la televisión pública con sus usuarios, lo que permitió novedosas formas de interactividad de cara a la construcción de otras maneras de acceso y difusión de la información y de formas de aprendizaje colaborativo. Finalmente, se planteó una discusión en torno a la labor formativa de los medios de comunicación encaminados a un posible postconflicto en Colombia, proporcionando algunas orientaciones para el uso de Canal Capital como estrategia de televisión educativa.\"","autores":[{"nombre":"Benítez Torres, Oscar Alexander","slug":"benitez-torres-oscar-alexander"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Benítez Torres, O. A. (2016). Tesis de Maestría: Canal Capital: una propuesta de televisión pública con posibilidades para la educación. Recuperado el 24 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/56174","fuente":"https://repositorio.unal.edu.co/handle/unal/56174","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":165,"titulo":{"nombre":"Capital lingüístico en inglés y desigualdad de oportunidades educativas: exploración en dos colegios oficiales de Bogotá, Colombia.","slug":"capital-linguistico-en-ingles-y-desigualdad-de-oportunidades-educativas-exploracion-en-dos-colegios-oficiales-de-bogota-colombia"},"resumen":"“Summary\nSi bien desde el 2004, el Ministerio de Educación Nacional (MEN) diseñó el Programa Nacional de Bilingüismo (PNB), los resultados del módulo inglés de la prueba Saber —aplicada por el Icfes— reflejan que los colegios oficiales de Bogotá, en general, no logran cumplir el propósito de brindar más y mejores competencias en ese idioma a sus alumnos, para acceder a la educación superior. Desde este punto de vista, se plantea la importancia de abordar la situación de desigualdad en la educación pública dirigida a población de escasos recursos. En tal sentido, se presenta un contraste entre dos colegios oficiales, uno con buenos resultados en inglés y otro con deficiente rendimiento, con el fin de determinar cuáles son esas acciones pedagógicas que llevan al alcance de los logros.”","autores":[{"nombre":"Dávila Pérez, Diana Marcela","slug":"davila-perez-diana-marcela"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Dávila Pérez, D M. (julio-diciembre de 2013). Capital lingüístico en inglés y desigualdad de oportunidades educativas: exploración en dos colegios oficiales de Bogotá, Colombia. Revista Colombiana de Sociología, 36(2), 215-234. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/74167","fuente":"https://repositorio.unal.edu.co/handle/unal/74167","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":64,"titulo":{"nombre":"Caracterización de tipos de preguntas para la construcción de instrumentos evaluativos utilizados en la educación virtual para la educación superior","slug":"caracterizacion-de-tipos-de-preguntas-para-la-construccion-de-instrumentos-evaluativos-utilizados-en-la-educacion-virtual-para-la-educacion-superior"},"resumen":"“Resumen\nResumen: El objetivo del presente trabajo es establecer los factores que caracterizan a una evaluación en un ambiente virtual y conocer las habilidades para desarrollar soluciones prácticas para su implementación en el aula de clase. En la actualidad la educación superior exhibe unos retos que obligan a las Instituciones a mejorar los planes y programas académicos que ofrecen, para que sean de alta calidad y de innovación permanente. El tema de la evaluación posee una gran importancia dentro de la educación superior y en los últimos años con el auge de las nuevas tecnologías, también ha crecido la preocupación en cuanto a su aplicación en los ambientes virtuales con fines educativos. En este trabajo final de maestría se especifican los niveles de conocimiento para centrarse en los tipos de preguntas de los instrumentos evaluativos virtuales. Luego se propone un prototipo para este tipo de evaluaciones, orientado a la educación superior, a través de un sistema gerenciamiento del conocimiento (LMS). Las evaluaciones en los entornos virtuales comparten algunas tácticas efectuadas en la modalidad presencial. Aunque se puede establecer la misma calificación, el propósito es equivalente. El proceso tiene diferencias importantes. Para lograr la clasificación se requieren de técnicas e instrumentos que permitan obtener información antes, durante y después del proceso de enseñanza – aprendizaje relacionado con las habilidades del estudiante. Sin embargo, cada una tiene sus características y propósitos concretos. Se puede concluir que, para implementar un modelo de evaluaciones virtuales para una asignatura, inicialmente se requiere de mucho esfuerzo por parte de los profesores. Una vez implementado el modelo, permite agilizar el proceso de calificación, en donde el profesor puede utilizar este tiempo en otras actividades de actualización.”","autores":[{"nombre":"Tabares García, John Jairo","slug":"tabares-garcia-john-jairo"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Tabares García, J. J. (2014). Caracterización de tipos de preguntas para la construcción de instrumentos evaluativos utilizados en la educación virtual para la educación superior. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/52853","fuente":"https://repositorio.unal.edu.co/handle/unal/52853 ","dependencias":{"nombre":"Instituto de Sistemas y Ciencias de la Decisión, Maestría en Ingeniería de Sistemas","slug":"instituto-de-sistemas-y-ciencias-de-la-decision-maestria-en-ingenieria-de-sistemas"}},{"id":206,"titulo":{"nombre":"Caracterización del conocimiento didáctico del contenido de un profesor de inglés sobre la enseñanza del concepto de «be going to».","slug":"caracterizacion-del-conocimiento-didactico-del-contenido-de-un-profesor-de-ingles-sobre-la-ensenanza-del-concepto-de-be-going-to"},"resumen":"“Resumen \nEn este artículo de investigación se presentan los resultados del análisis de los momentos de planeación y acción de una clase dictada por un docente de inglés, alrededor del concepto de «be going to», impartida a estudiantes de grado noveno de una institución educativa oficial del municipio de Villa de Leyva, Boyacá, Colombia, con base en el modelo hexagonal del Conocimiento Didáctico del Contenido (CDC), que busca comprender el conocimiento construido por el docente durante el proceso de enseñanza. Esta investigación de corte cualitativo, abordada desde la metodología del estudio de caso, se adelantó utilizando técnicas e instrumentos de recolección de información como la revisión de la planeación de la clase elaborada por el docente, la aplicación de un cuestionario de Representación del Contenido (ReCo) y la grabación de la clase con su respectiva transcripción. Los resultados muestran cómo el CDC del docente se configura mediante el vínculo de cuatro componentes que presentan un amplio registro de unidades, los cuales son: 1) las estrategias para la enseñanza, 2) la comprensión de los estudiantes, 3) el conocimiento de las orientaciones para la enseñanza, y 4) la eficacia docente; conocimiento que merece ser compartido en el contexto científico y pedagógico, considerando que los logros de aprendizaje de los estudiantes están fuertemente ligados al conocimiento que el docente tenga sobre estos aspectos.”","autores":[{"nombre":"Báez-Dueñas, Leidy Tatiana","slug":"baez-duenas-leidy-tatiana"},{"nombre":"Salinas-Bernal,Laura Jackeline","slug":"salinas-bernallaura-jackeline"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Báez-Dueñas, L. T., & Salinas-Bernal, L. J. (2020). Caracterización del conocimiento didáctico del contenido de un profesor de inglés sobre la enseñanza del concepto de «be going to». Revista Matices en Lenguas Extranjeras (14), 145-182. doi: https://doi.org/10.15446/male.v14n2.95344 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/95344","fuente":"https://doi.org/10.15446/male.v14n2.95344 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/95344 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":239,"titulo":{"nombre":"Carga Académica: Identificación de factores claves en una escuela de Economía y Negocios","slug":"carga-academica-identificacion-de-factores-claves-en-una-escuela-de-economia-y-negocios"},"resumen":"“Descripción: Durante su formación, los estudiantes en la educación superior deben tomar decisiones, como, por ejemplo, la carga académica semestral. Una mala decisión en este ámbito podría generar situaciones no deseadas para el estudiante. La literatura es escasa en relación a este tipo de decisión académica, lo cual hace aún más relevante generar estudios al respecto. Con el objetivo de determinar los factores claves que explicarían la carga académica semestral, se utiliza la herramienta de minería de datos Analyze Key Influencers de Microsoft SQL Server Data Mining Add-ins para Microsoft Office y datos de alumnos de pregrado de una escuela de economía y negocios. Factores como el rendimiento, tipo de ingreso y algunos sociodemográficos, fueron identificados como claves”","autores":[{"nombre":"Ortega, Cesar","slug":"ortega-cesar"},{"nombre":"Lee, Matías","slug":"lee-matias"},{"nombre":"Silva, Daniela","slug":"silva-daniela"},{"nombre":"Vásquez, Johana","slug":"vasquez-johana"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ortega, C., Lee, M., Silva, D., & Vásquez, J. (2009). Carga Académica: Identificación de factores claves en una escuela de Economía y Negocios. Universidad de Chile. Recuperado el 05 de 02 de 2024, de https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:_xSYboBqXhAC","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:_xSYboBqXhAC","dependencias":{"nombre":"Revista Universidad de Santiago de Chile","slug":"revista-universidad-de-santiago-de-chile"}},{"id":192,"titulo":{"nombre":"Cartografía de medios de representación arquitectónica en relación con resultados de aprendizaje. Caso de estudio: Programa de Arquitectura, Universidad Nacional de Colombia, sede Manizales","slug":"cartografia-de-medios-de-representacion-arquitectonica-en-relacion-con-resultados-de-aprendizaje-caso-de-estudio-programa-de-arquitectura-universidad-nacional-de-colombia-sede-manizales"},"resumen":"El proceso de enseñanza-aprendizaje de las técnicas de representación para arquitectos pasa por diferentes etapas en las que se requiere evaluar los resultados de aprendizaje teniendo en cuenta procesos cognitivos y las particularidades de las herramientas tradicionales y contemporáneas que se mezclan para permitir idear, desarrollar y comunicar el proyecto arquitectónico. El siguiente estudio muestra una caracterización de los medios de representación para arquitectura, teniendo en cuenta diversas variables en el proceso proyectual, las cuales se clasifican según el caso de estudio planteado en las asignaturas del área de representación con los estudiantes de Arquitectura de la Universidad Nacional de Colombia en la sede Manizales. El objetivo se enfoca en reconocer la relación de los medios de representación con los resultados de aprendizaje para este programa académico. El método empleado es de carácter cualitativo, a través de reconocimiento de flujos de trabajo e inventario de medios en relación con los resultados de aprendizaje tomados del proyecto presentado para la reforma del programa y el caso de estudio en asignaturas del área de representación. El resultado del estudio presenta una cartografía de medios de representación en arquitectura, que permite navegar e identificar diferentes medios y sus características asociadas a los resultados de aprendizaje según el tipo de cognición, donde se especifican tres tipos de relaciones entre pensamiento concreto, posconcreto y formal y los medios de representación, analógicos, digitales y mixtos.","autores":[{"nombre":"Roldán García, Andrés","slug":"roldan-garcia-andres"},{"nombre":"Escandón Suárez, Paula","slug":"escandon-suarez-paula"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Roldán García, A. F., & Escandón Suárez, P. A. (2022). Cartografía de medios de representación arquitectónica en relación con resultados de aprendizaje. Caso de estudio: Programa de Arquitectura, Universidad Nacional de Colombia, sede Manizales. Kepes, 19(26), 673–707. https://doi.org/10.17151/kepes.2022.19.26.21\n\nAlojado en:\nhttps://www.researchgate.net/publication/363901221_Cartografia_de_medios_de_representacion_arquitectonica_en_relacion_con_resultados_de_aprendizaje_Caso_de_estudio_Programa_de_Arquitectura_Universidad_Nacional_de_Colombia_sede_Manizales","fuente":"https://doi.org/10.17151/kepes.2022.19.26.21\n\nAlojado en:\nhttps://www.researchgate.net/publication/363901221_Cartografia_de_medios_de_representacion_arquitectonica_en_relacion_con_resultados_de_aprendizaje_Caso_de_estudio_Programa_de_Arquitectura_Universidad_Nacional_de_Colombia_sede_Manizales","dependencias":{"nombre":"Revista Kepes. Universidad de Caldas","slug":"revista-kepes-universidad-de-caldas"}},{"id":187,"titulo":{"nombre":"Comienzos de la enseñanza académica de las artes plásticas en Colombia","slug":"comienzos-de-la-ensenanza-academica-de-las-artes-plasticas-en-colombia"},"resumen":"\"Resumen\nSe trata de mostrar los aspectos e ideas que contribuyeron al proceso de asimilación, formalización y organización de los criterios de la academia en las artes plásticas de Colombia. También, los factores que intervinieron en la fundación de la primera Escuela de Bellas Artes del país en el siglo XIX, y las ideas estéticas y académicas que fundamentaron las primeras décadas de existencia.\nPalabras clave\nBellas Artes ; Academia ; Artes plásticas ; Alberto Urdaneta ; Colombia.\"","autores":[{"nombre":"Arango Restrepo, Sofia Stella","slug":"arango-restrepo-sofia-stella"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Restrepo, S. S. (Julio- Diciembre de 2011). Comienzos de la enseñanza académica de las artes plásticas en Colombia. Historia y Sociedad(21), 145-170. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/39508","fuente":"https://repositorio.unal.edu.co/handle/unal/39508","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"}},{"id":71,"titulo":{"nombre":"¿Cómo crear contenidos con niños y niñas? Propuesta metodológica de co-creación contextualizada de hipermedia en educación no formal para la primera infancia","slug":"como-crear-contenidos-con-ninos-y-ninas-propuesta-metodologica-de-co-creacion-contextualizada-de-hipermedia-en-educacion-no-formal-para-la-primera-infancia"},"resumen":"“Resumen\nLa investigación en informática educativa ha generado metodologías para el desarrollo de hipermedia en ambientes de educación formal. No obstante, en escenarios de educación no formal dichas metodologías no se adaptan a la flexibilidad en los estilos de aprendizaje, ausencia de tutor y multiplicidad de escenarios. Este trabajo sistematiza el proceso de producción de un micrositio dirigido para niños del Ministerio de Cultura y metodologías de producción de hipermedia educativa, a la luz de los principios fundamentales de la educación no formal, como base de una propuesta metodológica de co-creación contextualizada de hipermedia en educación no formal para la primera infancia.”","autores":[{"nombre":"Lizarazo Angulo, María Paula","slug":"lizarazo-angulo-maria-paula"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Lizarazo Angulo, M. P. (2012). Tesis de Maestría: ¿Cómo crear contenidos con niños y niñas? Propuesta metodológica de co-creaci��n contextualizada de hipermedia en educación no formal para la primera infancia. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/11166","fuente":"https://repositorio.unal.edu.co/handle/unal/11166 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":225,"titulo":{"nombre":"¿Cómo salvar la educación superior pública?","slug":"como-salvar-la-educacion-superior-publica"},"resumen":"“Leopoldo Múnera, profesor de la U Nacional, explica cuáles son los desajustes que hacen que en Colombia sólo una minoría acceda a la universidad y por qué a veces esa realidad no aparece en las estadísticas.”","autores":[{"nombre":"Múnera Ruíz, Leopoldo","slug":"munera-ruiz-leopoldo"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Múnera Ruíz, L. (noviembre de 2013). ¿Cómo salvar la educación superior pública?. Revista SEMANA. Recuperado el 14 de febrero de 2024, de https://www.elespectador.com/educacion/como-salvar-la-educacion-superior-publica-article-456769/","fuente":"https://www.elespectador.com/educacion/como-salvar-la-educacion-superior-publica-article-456769/ ","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":152,"titulo":{"nombre":"Competencias Parentales y Competencias Académicas en Niños Escolarizados: El Rol Mediador de las Funciones Ejecutivas","slug":"competencias-parentales-y-competencias-academicas-en-ninos-escolarizados-el-rol-mediador-de-las-funciones-ejecutivas"},"resumen":"“Resumen \nEl rol parental en el desarrollo del aprendizaje de los niños constituye, en el presente, una parte de la discusión en el campo psicoeducativo. Aunque las competencias parentales (cp) y las funciones ejecutivas (fe) han sido investigadas por la psicología y la neuropsicología, su relación con las competencias académicas permanece abierta para ser estudiada a profundidad. El objetivo de esta investigación es analizar el efecto de los cp percibidas por los padres en fe comportamentales y las mediciones basadas en el desempeño de las competencias lectoras y matemáticas en niños. Trabajamos con 131 niños y niñas escolarizados, entre 9 y 11 años, y sus padres. Se hizo uso del Análisis Multivariado de Variancia (manova) y Modelos de Ecuaciones Estructurales (sem). Los resultados indican que las competencias parentales desde la perspectiva de los padres poseen un efecto significativo en las fe, la lectura y las habilidades matemáticas. De forma que los modelos mejor ajustados indican que las fe median la relación entre las competencias parentales, lectoras y matemáticas.”","autores":[{"nombre":"Azar, Elisa Emma","slug":"azar-elisa-emma"},{"nombre":"Vargas-Rubilar, Jael","slug":"vargas-rubilar-jael"},{"nombre":"Arán-Filippetti, Vanessa","slug":"aran-filippetti-vanessa"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Azar, E. E., Vargas-Rubilar, J., & Arán-Filippetti, V. (enero-junio de 2023). Competencias Parentales y Competencias Académicas en Niños Escolarizados: El Rol Mediador de las Funciones Ejecutivas. Revista Colombiana de Psicología, 32(1). doi:\nhttps://doi.org/10.15446/rcp.v32n1.94808\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/94808","fuente":"https://doi.org/10.15446/rcp.v32n1.94808\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/94808 ","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"}},{"id":263,"titulo":{"nombre":"Complejo de superioridad (la política pública para la educación terciaria)","slug":"complejo-de-superioridad-la-politica-publica-para-la-educacion-terciaria"},"resumen":"A principios de agosto, el Consejo Nacional de Educación Superior (CESU) presentó el documento \"Acuerdo por lo Superior 2034. Propuesta de política pública para la excelencia de la educación superior en Colombia en el escenario de la paz\". Según los autores, este texto resulta de un gran diálogo nacional y construcción colectiva con el objetivo de lograr una educación superior de calidad para todos los colombianos. Se menciona que en este proceso, que duró más de mil días, participaron 33,000 personas en 155 debates, abarcando 6 regiones y 32 departamentos, y que se realizaron 2 eventos internacionales y se apoyaron en 29 proyectos de investigación financiados por el Ministerio de Educación Nacional (MEN). El documento también incluye una introducción del filósofo y sociólogo francés Edgar Morin. Sin embargo, el exrector de la Universidad Nacional de Colombia, Moisés Wasserman, criticó el resultado como un \"parto de los montes\", sugiriendo que las expectativas no fueron cumplidas. Aunque el CESU afirma que el documento es producto de un análisis crítico y colectivo, la decisión final fue tomada por el propio CESU, compuesto por representantes del gobierno, rectores de instituciones públicas y privadas, el sector productivo, y voceros de comunidades académicas, estudiantes y profesores, con una representación mayoritaria de los rectores y el gobierno sobre los representantes directos de las comunidades universitarias.","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"},{"nombre":"Múnera, Leopoldo","slug":"munera-leopoldo"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Mora, A. F., & Múnera, L. (2015). Complejo de superioridad (la política pública para la educación terciaria). En C. Miñana, & E. Bernal (Edits.), Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (Vol. 1, págs. 126-143). Bogotá: Universidad Nacional de Colombia. Dirección Nacional de Planeación y Estadística,. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","fuente":"https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"}},{"id":88,"titulo":{"nombre":"Concepciones de docentes acerca del desarrollo profesional ofrecido desde el Programa Nacional de Inglés: ¿Influyen o no en sus prácticas pedagógicas?","slug":"concepciones-de-docentes-acerca-del-desarrollo-profesional-ofrecido-desde-el-programa-nacional-de-ingles-influyen-o-no-en-sus-practicas-pedagogicas"},"resumen":"“Resumen\nEl presente estudio cualitativo busca conocer las percepciones de los docentes del Distrito Capital acerca de los cursos de formación que se les ha brindado desde la Secretaría de Educación de Bogotá en el marco del Programa Nacional de inglés (PNI). También está dirigido a ver cómo los conocimientos adquiridos en dichas capacitaciones se reflejan en sus prácticas pedagógicas. La recolección de datos se hizo por medio de textos reflexivos, entrevistas y observaciones de clases. El estudio concluye que hay un indicio de que los cursos de formación ayudan al mejoramiento de las prácticas pedagógicas de docentes que han asistido a los mismos.”","autores":[{"nombre":"Zambrano Güiza, Ángela Mayerly","slug":"zambrano-guiza-angela-mayerly"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Zambrano Güiza, Á. M. (2016). Tesis de Maestría: Concepciones de docentes acerca del desarrollo profesional ofrecido desde el Programa Nacional de inglés: ¿Influyen o no en sus prácticas pedagógicas?. Recuperado el 01 de abirl de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58216","fuente":"https://repositorio.unal.edu.co/handle/unal/58216 ","dependencias":{"nombre":"Maestría en Lingüística","slug":"maestria-en-linguistica"}},{"id":109,"titulo":{"nombre":"Construcción de lo público en la escuela: una mirada desde dos experiencias de educación ambiental en Colombia","slug":"construccion-de-lo-publico-en-la-escuela-una-mirada-desde-dos-experiencias-de-educacion-ambiental-en-colombia"},"resumen":"“Resumen\n\nEste trabajo plantea una conceptualización de lo público en relación con lo educativo y lo ambiental, problematizándola desde experiencias y trabajos empíricos realizados durante varios años en forma cooperativa entre el Programa RED de la Universidad Nacional de Colombia (UNC o UNAL, indistintamente) y colegios en Colombia. En una primera fase (un año) los investigadores de la UNC realizaron un trabajo etnográfico convencional y, en una segunda (dos años), las y los profesores de los colegios se involucraron en una serie de procesos de innovación pedagógica e investigación-acción acompañados por los investigadores de la UNC. El trabajo investigación dio como resultado una gran diversidad de prácticas y discursos —a veces contradictorios y en conflicto, y que pueden ir de la educación moral a la movilización social— en relación con la construcción de lo público en la escuela pública; también, al comparar varias experiencias mostró la importancia de las condicionantes contextuales y locales en dichas prácticas.\n\nPalabras clave: educación pública, educación ambiental, relación escuela universidad, Colombia.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Toro Pérez, Catalina","slug":"toro-perez-catalina"},{"nombre":"Mahecha Groot, Ana María","slug":"mahecha-groot-ana-maria"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C., Toro Pérez, C., & Mahecha Groot, A. (2012). Construcción de lo público en la escuela: una mirada desde dos experiencias de educación ambiental en Colombia. Revista mexicana de investigación educativa, 17(55), 1147-1171. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:IjCSPb-OGe4C","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:IjCSPb-OGe4C","dependencias":{"nombre":"Programa RED","slug":"programa-red"}},{"id":212,"titulo":{"nombre":"Construcción del conocimiento de comunidad mediante la exploración de los fondos de conocimiento de un grupo de estudiantes de secundaria","slug":"construccion-del-conocimiento-de-comunidad-mediante-la-exploracion-de-los-fondos-de-conocimiento-de-un-grupo-de-estudiantes-de-secundaria"},"resumen":"“Resumen \nEsta investigación-acción explora cómo estudiantes colombianos de zonas rurales y urbanas construyen el conocimiento de la comunidad mientras exploran sus fondos de conocimiento utilizando diarios de diálogo. El estudio siguió dos fases: en la primera participaron 33 estudiantes de grado séptimo de una escuela urbana, y en la segunda, 19 estudiantes de grado sexto de una escuela rural y 18 estudiantes de grado octavo de una escuela urbana. Los datos se recopilaron mediante diarios, artefactos, grabaciones, narraciones, un grupo focal y entrevistas. Los resultados revelaron cómo los estudiantes vieron y resignificaron sus comunidades y territorios explorando el conocimiento que poseen de sus familias y su comunidad. Así, los diarios de diálogo sirvieron para verbalizar y comunicar las percepciones y comprensiones de los estudiantes sobre sus comunidades y fondos de conocimiento”","autores":[{"nombre":"Castillo, Karol","slug":"castillo-karol"},{"nombre":"Cárdenas, Luz Dary","slug":"cardenas-luz-dary"},{"nombre":"Lastra, Sandra","slug":"lastra-sandra"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castillo, K., Cárdenas, L. D., & Lastra, S. (julio-diciembre de 2023). Construcción del conocimiento de comunidad mediante la exploración de los fondos de conocimiento de un grupo de estudiantes de secundaria. Profile: Issues in Teachers' Professional Development, 25(2), 129-146. doi: https://doi.org/10.15446/profile.v25n2.102348 \n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102348/89218","fuente":"https://doi.org/10.15446/profile.v25n2.102348 \n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102348/89218 ","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":44,"titulo":{"nombre":"Construcción del índice de abandono estudiantil universitario utilizando la teoría de la racionalidad limitada.","slug":"construccion-del-indice-de-abandono-estudiantil-universitario-utilizando-la-teoria-de-la-racionalidad-limitada"},"resumen":"“Resumen: En este trabajo se estudia el abandono estudiantil universitario utilizando una teoría diferente a la tradicionalmente utilizada, teoría del suicidio, asumiendo la teoría de la racionalidad limitada propuesta por Kahneman y Tversky (1979) y Simón (1979) con el fin de entender por qué los estudiantes toman la decisión de abandonar. Para conocer si este proceso obedece a un problema de racionalidad limitada se creó instrumento/encuesta de percepción de riesgo de abandono con cinco ítems que evalúan los factores que, se han encontrado, determinan el abandono estudiantil universitario: factores económicos, académicos, individuales, institucionales y culturales. Cada uno de estos factores evalúa en una escala de tres niveles, siendo tres la peor situación y uno la mejor, por lo que se podrían estar generando 243 posibles niveles de abandono, de menor a mayor riesgo. Este instrumento se aplicó a dos grupos de estudiantes; unos de universidad pública y otros de universidad privada en la Ciudad de Medellín, Colombia. Para contrastar los resultados del cuestionario se pidió a cada estudiante que calificara su nivel de riesgo de abandono en una escala de 0 a 100, siendo 100 un abandono inminente. Finalmente, se presentaron a los estudiantes diferentes escenarios de riesgo de abandono con la particularidad de que cada uno representaba la misma probabilidad de abandono. A pesar de esta condición, los resultados muestran que los estudiantes perciben el riesgo de abandono de manera diferente y tal de decisión se presentaría con mayor frecuencia en algunos de ellos. Esto podría estar evidenciando que el abandono estudiantil obedece a un proceso de racionalidad limitada. \nDescriptores o Palabras Clave: Abandono, Racionalidad Limitada y Riesgo.”","autores":[{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"},{"nombre":"Marín Rodríguez, Nini Johana","slug":"marin-rodriguez-nini-johana"},{"nombre":"Velásquez, Melbín","slug":"velasquez-melbin"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Velásquez Vásquez, J., Gallón Gómez, S., Marín Rodríguez, N., & Velásquez, M. (2016). Construcción del índice de abandono estudiantil universitario utilizando la teoría de la racionalidad limitada. III CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior. Universidad Tecnológica de Panamá. Panamá. Recuperado el 05 de 02 de 2024, de https://core.ac.uk/download/pdf/234020298.pdf","fuente":"https://core.ac.uk/download/pdf/234020298.pdf","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":111,"titulo":{"nombre":"Construyendo Nación: Cobertura y educación de calidad en todas las regiones","slug":"construyendo-nacion-cobertura-y-educacion-de-calidad-en-todas-las-regiones"},"resumen":"“Hoy la Universidad Nacional de Colombia está poniendo en marcha dos proyectos de importancia estratégica para la nación en la búsqueda de un aumento de cobertura, responsable y de calidad: el Programa de Fortalecimiento de las Sedes de Presencia Nacional y la creación de la Facultad de Ciencias de la Vida (sede Medellín), proyectos fundamentales que han encontrado resonancia en la Estrategia del Gobierno Nacional “Universidad en tu territorio.(…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (02 de diciembre de 2023). Construyendo nación: cobertura y educación de calidad en todas las regiones. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1[action]=detail&tx_news_pi1[controller]=News&tx_news_pi1[news]=1533&cHash=e53540e9e297f8c6ba56418a3f9ef5a6","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1[action]=detail&tx_news_pi1[controller]=News&tx_news_pi1[news]=1533&cHash=e53540e9e297f8c6ba56418a3f9ef5a6","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":102,"titulo":{"nombre":"Cosmos, hombre y utopía","slug":"cosmos-hombre-y-utopia"},"resumen":"“RESUMEN\nLa relación hombre-cosmos pensada no como dualismo sino como unidad: el hombre corporalmente es un pedazo de cosmos, de polvo estelar. la filosofía cósmica piensa el hombre no como un ser vivo en el cosmos sino como un ser cósmico en la vida.\nLa filosofía cósmica piensa al hombre no como un ser vivo en el cosmos, sino como un ser cósmico en la vida. Se sustenta la utopía en la configuración del ser hombre. Las filosofías han sido unilaterales, unicistas, monolíticas. Han sido construidas para adeptos, para creyentes. El vitalismo cósmico no es un sistema, es una teoría para creadores.”","autores":[{"nombre":"Botero Uribe, Darío","slug":"botero-uribe-dario"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Botero Uribe, D (2004). Cosmos, hombre y utopía. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 114-121. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23174","fuente":"https://repositorio.unal.edu.co/handle/unal/23174","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"}},{"id":172,"titulo":{"nombre":"Crisis del sistema de gobierno en las universidades públicas colombianas. Aportes a una sociología del poder en las universidades.","slug":"crisis-del-sistema-de-gobierno-en-las-universidades-publicas-colombianas-aportes-a-una-sociologia-del-poder-en-las-universidades"},"resumen":"“Summary\nUno de los grandes temas en la sociología de la educación superior es la ‘sociología del poder’ en las instituciones, cuya principal expresión es el gobierno institucional, entendido como el conjunto de normas que definen y regulan tanto los órganos de toma de decisiones y su relación jerárquica, como la participación y representación de diversos grupos, estamentos y sectores de la sociedad en dichos órganos. Dado que en las universidades públicas colombianas el principal órgano de gobierno es el Consejo Superior Universitario (CSU), reglado en la Ley 30 de 1992, se define como un importante objeto de estudio sociológico la composición del CSU, el origen de sus miembros y sus respectivas filiaciones, lealtades y grupos o sectores sociales que representa. Este análisis permite comprender la naturaleza democrática de la composición del CSU, el alcance y los límites de la representatividad de sus miembros, así como la legitimidad de las decisiones que este órgano supremo de gobierno toma, todo lo cual configura las posibilidades y los límites de la ‘democracia universitaria’.\nKeywords\ndemocracia universitaria ; gobierno institucional ; órganos de gobierno”","autores":[{"nombre":"Gómez Campo, Victor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M. (2012). Crisis del sistema de gobierno en las universidades públicas colombianas. Aportes a una sociología del poder en las universidades. Revista Colombiana de Sociología, 35(1), 59-79. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/41904","fuente":"https://repositorio.unal.edu.co/handle/unal/41904","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":40,"titulo":{"nombre":"Cuando la inclusión social no es igualdad de oportunidades. La reforma a la educación superior en Colombia","slug":"cuando-la-inclusion-social-no-es-igualdad-de-oportunidades-la-reforma-a-la-educacion-superior-en-colombia"},"resumen":"“La reforma a la educación superior en Colombia ha estado atravesada por un debate público en el que los estudiantes han sido los principales protagonistas. A finales de 2011, la Mesa Amplia Nacional Estudiantil (MANE), con el apoyo de algunos docentes y representantes de partidos políticos logró que el Gobierno retirara el proyecto destinado a modificar la Ley 30 de 1992. El ánimo de lucro que se pretendía institucionalizar con la nueva norma y las inconsistencias internas de la propuesta del Ministerio de Educación Nacional (MEN), así como el cambio en los repertorios de la acción del movimiento estudiantil, que se sintonizaron más con el conjunto de la sociedad colombiana, contribuyeron a fortalecer y legitimar su posición. Con posterioridad, la Ministra de Educación cambió la estrategia y empezó a legitimar su iniciativa bajo la forma de una politica pública que, sin embargo, tiene el mismo objetivo: ampliar la cobertura con base en el SENA y en la educación técnica y tecnológica de bajo costo. Después de casi dos años, los argumentos se han ido enriqueciendo con más elementos, el gobierno encontró en el CESU su mejor aliado para insistir en la inclusión social con bajo presupuesto, apoyado por la Organización para la Cooperación y el Desarrollo Económicos (OCDE) y el Banco Mundial, al tiempo que los estudiante intentan construir un proyecto que se base en la igualdad de oportunidades y tienen como soporte diferentes estudios de docentes e investigadores de las universidades colombiana desde una perspectiva que no pretende ser desinteresada, pues la educación superior garantiza el acceso al bien común representado en el conocimiento.\"","autores":[{"nombre":"Múnera Ruíz, Leopoldo","slug":"munera-ruiz-leopoldo"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Múnera Ruíz, L. (2013). Cuando la inclusión social no es igualdad de oportunidades. La reforma a la educación superior en Colombia. FORO, Revista de la Fundación Foro Nacional por Colombia (80). Recuperado el 14 de febrero de 2024, de https://hemeroteca.hegoa.ehu.eus/es/publications/719 \n\nAlojado en: \nhttps://www.scribd.com/document/260714333/reforma-a-la-educacion-superior-LEOPOLDO-MUNERA","fuente":"https://hemeroteca.hegoa.ehu.eus/es/publications/719 \n\nAlojado en: \nhttps://www.scribd.com/document/260714333/reforma-a-la-educacion-superior-LEOPOLDO-MUNERA ","dependencias":{"nombre":"FORO, Revista de la Fundación Foro Nacional por Colombia","slug":"foro-revista-de-la-fundacion-foro-nacional-por-colombia"}},{"id":30,"titulo":{"nombre":"Cuatro temas críticos de la educación superior en Colombia: Estado, instituciones, pertinencia, equidad social","slug":"cuatro-temas-criticos-de-la-educacion-superior-en-colombia-estado-instituciones-pertinencia-equidad-social"},"resumen":"“Summary\nAnalizando los cambios suscitados a partir de la Ley 30 de 1992 y manejando cuatro temas decisivos en los lineamientos de la educación superior, como el Estado, las instituciones, la pertinencia y la equidad social. / Contenido. Preliminares; Capítulo 1 - Calidad, pertenencia y relaciones con el estado; Capítulo 2 - Problemas referidos a la acreditación, la equidad social de oportunidades de educación superior y la diversificación de la oferta institucional; Anexos”","autores":[{"nombre":"Gómez Campo, Victor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2000,"valor":2000},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez Campo, V. M. (2000). Cuatro temas críticos de la educación superior en Colombia: Estado, instituciones, pertinencia, equidad social. Universidad Nacional de Colombia, Facultad de Ciencias Humanas. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/2891","fuente":"https://repositorio.unal.edu.co/handle/unal/2891","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":159,"titulo":{"nombre":"De la educación religiosa y la educación laica en Colombia. Normatividades y políticas (1930- 2020)","slug":"de-la-educacion-religiosa-y-la-educacion-laica-en-colombia-normatividades-y-politicas-1930-2020"},"resumen":"“Resumen \nEl presente artículo problematiza la construcción social e histórica de los saberes, de las normas y de las políticas educativas que han conformado la experiencia escolar de la enseñanza, de la educación, y/o del aprendizaje de lo religioso en Colombia (1930 - 2020). Para la sociología, la historia y la educación religiosa se trata del análisis de conformaciones tan patéticas como brillantes. Patéticas, ya que en poco se aproximan al complejo campo educacional que representa la práctica pedagógica y la cultura de los territorios. Brillantes, ya que en pocas ocasiones dan cuenta de la diferencia, de la multiplicidad y de las singularidades de los credos, así como de las espiritualidades encontradas en el aula y en los contextos regional y local. Como herramienta teórico-metodológica, el concepto de educación laica coloca en cuestión la educación religiosa escolar ere, señalando algunos horizontes por los cuales, más que la edificación de un estado laico en Colombia, la disputa por la educación religiosa se ha realizado entre la identidad y la pluri-confesionalidad, entre la predominancia de determinada ontología del hombre religioso cristiano colombiano y la tolerancia a los demás, lo cual significa la expresión matizada de las diferentes modalidades de exclusión y de discriminación escolar y social. Entre los resultados, se analizan tres series educativas de lo religioso en Colombia: la enseñanza religiosa, la educación religiosa y el aprendizaje ecuménico pluri-confesional, demostrando cómo estas prácticas escolares, a nombre de la tradición, del conservadurismo o del ecumenismo, desplazan de la educación religiosa la posibilidad de consolidar una educación laica, del hecho y del fenómeno religioso.”","autores":[{"nombre":"Vásquez Zora, Luis Fernando","slug":"vasquez-zora-luis-fernando"},{"nombre":"Ochoa Bohórquez, Ana Victoria","slug":"ochoa-bohorquez-ana-victoria"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Vásquez Zora, L. F., & Ochoa Bohórquez, A. V. (2022). De la educación religiosa y la educación laica en Colombia. Normatividades y políticas (1930- 2020). Revista Colombiana de Sociología, 45(1), 125-146. doi: https://doi.org/10.15446/rcs.v45n1.90221\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90221","fuente":"https://doi.org/10.15446/rcs.v45n1.90221\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90221","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":60,"titulo":{"nombre":"De la Universidad al colegio, vamos a la PUA. -Proyección Universitaria en la Amazonía-","slug":"de-la-universidad-al-colegio-vamos-a-la-pua-proyeccion-universitaria-en-la-amazonia"},"resumen":"“El camino al desarrollo profesional en la Amazonía colombiana ha contado con estrategias comunicativas y de aproximación a la vida universitaria que han mejorado el acceso a la educación de calidad en la región. Por ello, la Universidad Nacional Sede Amazonía, en su rol como protagonista de cambio desde la educación superior para la región, ha estructurado estrategias como la PUA -Proyección Universitaria en la Amazonía- que al 2015 ha desarrollado ya su quinta edición. Desde su constitución en el 2011, instaurándose inicialmente como el \"Día del Bachiller\" y posteriormente como Proyección Universitaria en la Amazonía, la PUA se dirige a fomentar el intercambio entre los colegios de la región y la oferta de desarrollo profesional que promueve la Universidad Nacional, desde programas como el PEAMA, Programa Especial de Admisión y Movilidad Académica.”","autores":[{"nombre":"Manjarrés Hernández, Ana","slug":"manjarres-hernandez-ana"},{"nombre":"Mancipe Moreno, Julio Cesar","slug":"mancipe-moreno-julio-cesar"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Manjarrés Hernández, A. &. Mancipe Moreno, J.C (2015). De la Universidad al colegio, vamos a la PUA. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (30), 13-15. Recuperado el 24 de octubre de 2023, de https://issuu.com/notimani/docs/notimani-30-2015","fuente":"https://issuu.com/notimani/docs/notimani-30-2015","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":120,"titulo":{"nombre":"Decálogo para una nueva ley de educación superior.","slug":"decalogo-para-una-nueva-ley-de-educacion-superior"},"resumen":"“La Universidad Nacional de Colombia (UNAL), siempre comprometida con la construcción de nación, emprendió, hace cuatro meses y luego de la presentación de los proyectos de Ley Estatutaria y de Reforma Integral a la Ley 30, un proceso de reflexión colectiva sobre el estado de la educación superior en nuestro país y los principales retos que este tiene hacia el futuro.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (22 de octubre de 2023). Decálogo para una nueva ley de educación superior. El Espectador. Recuperado el 15 de diciembre de 2023, de https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1520&cHash=f4c0dc367aab7cfb7000de4f53e33f08","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1520&cHash=f4c0dc367aab7cfb7000de4f53e33f08","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":65,"titulo":{"nombre":"Demandas y necesidades de aprendizaje desde los niños, niñas y jóvenes de Bogotá","slug":"demandas-y-necesidades-de-aprendizaje-desde-los-ninos-ninas-y-jovenes-de-bogota"},"resumen":"“Summary:\nEl presente informe responde los objetivos pactados en el marco del Convenio Interadministrativo de Cooperación celebrado entre el IDEP y la universidad Nacional de Colombia, consistente en una investigación que permitiera determinar las demandas y necesidades de aprendizaje y conocimiento de niños y jóvenes de Bogotá, teniendo en cuenta la política educativa dirigida a estos grupos específicos de población.”","autores":[{"nombre":"Sáenz Obregón, Javier","slug":"saenz-obregon-javier"},{"nombre":"Martínez Collnates, Jorge","slug":"martinez-collnates-jorge"}],"años":{"año":2007,"valor":2007},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Sáenz Obregón, J. & Martínez Collnates, J. (2007). Demandas y necesidades de aprendizaje desde los niños, niñas y jóvenes de Bogotá /. Bogotá: Universidad Nacional de Colombia. Facultad de Ciencias Humanas. Instituto de Investigación en Educación -IIEDU. Recuperado el octubre de 30 de 2023, de https://descubridor.idep.edu.co/Record/4027","fuente":"https://descubridor.idep.edu.co/Record/4027","dependencias":{"nombre":"Instituto para la Investigación Educativa y el Desarrollo Pedagógico -IDEP-","slug":"instituto-para-la-investigacion-educativa-y-el-desarrollo-pedagogico-idep"}},{"id":96,"titulo":{"nombre":"Democracia y Cultura Política.","slug":"democracia-y-cultura-politica"},"resumen":"“Summary\nNos reúne una propuesta: aprender a negociar los conflictos, a vivir en paz y a formamos como demócratas en el seno de la institución educativa vinculando a la familia, la célula de socialización primaria que con la escuela conforma la comunidad educativa. Se nos propone vivir una actitud dialogante donde confrontemos ideas dando razones acerca de nuestros puntos de vista y, a la vez, respetemos los puntos de vista del otro ejerciendo la democracia y formándonos como ciudadanos, como sujetos de derechos y deberes, hombres iguales que conviven a partir de unas normas aceptadas, respetadas y protegidas en el ejercicio diario de nuestras vidas”","autores":[{"nombre":"Londoño de Maldonado, Martha Lucía","slug":"londono-de-maldonado-martha-lucia"}],"años":{"año":1998,"valor":1998},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Londoño de Maldonado, M. L. (1998). Democracia y Cultura Política. NOVUM: Revista de Ciencias Sociales Aplicadas, 7. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/20198","fuente":"https://repositorio.unal.edu.co/handle/unal/20198","dependencias":{"nombre":"NOVUM: Revista de Ciencias Sociales Aplicadas","slug":"novum-revista-de-ciencias-sociales-aplicadas"}},{"id":202,"titulo":{"nombre":"Desafíos en el proceso enseñanza-aprendizaje de una lengua extranjera: una discusión sobre los estudiantes de lento y rápido aprendizaje en México.","slug":"desafios-en-el-proceso-ensenanza-aprendizaje-de-una-lengua-extranjera-una-discusion-sobre-los-estudiantes-de-lento-y-rapido-aprendizaje-en-mexico"},"resumen":"“Resumen \nEste artículo pretende analizar y ofrecer una perspectiva de la relación enseñanza-aprendizaje de lenguas extranjeras en México, en función de los tipos de estudiantes y de qué forma estos representan un desafío. En consecuencia, a lo largo de la investigación se plantean los retos que representan los estudiantes de lento y rápido aprendizaje dentro de un aula. Se encontró que tanto la motivación, ansiedad del lenguaje, consciencia gramatical, y retroalimentación son temas que forman parte de este proceso para lograr el dominio de un idioma. Esta investigación está basada en la observación esporádica directa a sesiones de inglés en diversos centros de idiomas, los cuales fueron elegidos bajo parámetros que cumplieran con el perfil de la investigación. Esta fue llevada a cabo en tres etapas, la primera fue una etapa exploratoria; la segunda fue una indagación teórica; y la tercera consistió en observaciones sistematizadas. La discusión de los resultados muestra que es importante dar prioridad a la eficacia de los materiales, la retroalimentación, y la aptitud pedagógica en función del tipo de alumnos que conforman un grupo, así como a los factores que afectan el progreso de los estudiantes en su aprendizaje del idioma. Se concluye que es necesario identificar los tipos de estudiantes: de lento o rápido aprendizaje, y según esto crear grupos específicos para que el aprovechamiento académico sea óptimo.”","autores":[{"nombre":"Harris-Matamoros, Edwin Eglon","slug":"harris-matamoros-edwin-eglon"},{"nombre":"Santamaría-Valencia, Hannia","slug":"santamaria-valencia-hannia"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Harris-Matamoros, E. E., & Santamaría-Valencia, H. (2020). Desafíos en el proceso enseñanza-aprendizaje de una lengua extranjera: una discusión sobre los estudiantes de lento y rápido aprendizaje en México. Revista Matices en Lenguas Extranjeras (14), 111-144. doi: https://doi.org/10.15446/male.v14n2.92650\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92650","fuente":"https://doi.org/10.15446/male.v14n2.92650\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92650","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":219,"titulo":{"nombre":"Desafíos y oportunidades para el diálogo intercultural decolonial entre estudiantes indígenas y la comunidad universitaria","slug":"desafios-y-oportunidades-para-el-dialogo-intercultural-decolonial-entre-estudiantes-indigenas-y-la-comunidad-universitaria"},"resumen":"“Este artículo presenta el diálogo intercultural crítico como una práctica curricular/pedagógica y decolonial necesaria para valorar los recursos semióticos culturales de los estudiantes indígenas universitarios. Basándose en la semiótica social, la interculturalidad crítica y la teoría decolonial, se analizan las barreras que enfrentan los estudiantes indígenas para acceder y completar sus carreras. Utilizando ejemplos de cursos de pedagogía en inglés y reflexiones/aprendizajes de una investigación con estudiantes indígenas, el artículo destaca lecciones para operacionalizar las trayectorias de aprendizaje de los estudiantes indígenas, sus prácticas socioculturales y lenguas, ilustrando el diálogo crítico en la universidad pública. Finalmente, se discuten reflexiones sobre las tensiones, limitaciones y posibilidades de fomentar la participación de la comunidad universitaria en un diálogo intercultural.”","autores":[{"nombre":"Álvarez Valencia, José Aldemar","slug":"alvarez-valencia-jose-aldemar"},{"nombre":"Valencia, Andrés","slug":"valencia-andres"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Valencia, J. A., & Andrés Valencia. (Julio-diciembre 2023). Desafíos y oportunidades para el diálogo intercultural decolonial entre estudiantes indígenas y la comunidad universitaria. Profile: Issues in Teachers' Professional Development, 25(2), 219-237. doi: https://doi.org/10.15446/profile.v25n2.102812\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102812","fuente":"https://doi.org/10.15446/profile.v25n2.102812\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102812","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":87,"titulo":{"nombre":"Descubrimiento de patrones en interacciones entre estudiantes y plataformas virtuales de educación mediante el uso de analíticas de aprendizaje","slug":"descubrimiento-de-patrones-en-interacciones-entre-estudiantes-y-plataformas-virtuales-de-educacion-mediante-el-uso-de-analiticas-de-aprendizaje"},"resumen":"“Resumen\nEn esta tesis se plantea un acercamiento a un modelo de descubrimiento de patrones basado en la observación y análisis de datos educativos y de las interacciones existentes entre los estudiantes y las plataformas virtuales de aprendizaje con el uso de minería de datos educativos y de analíticas de aprendizaje, que permita hacer algunas recomendaciones para fortalecer el proceso enseñanza-aprendizaje, de manera que este se pueda adaptar y posiblemente personalizar de acuerdo a las características propias de los estudiantes y de sus interacciones. El modelo fue validado con un caso de estudio donde se contó con datos académicos de estudiantes de la Universidad Nacional de Colombia Sede Manizales para los periodos comprendidos entre el primer semestre de 2009 y el primer semestre de 2015 y sus interacciones en plataformas virtuales de aprendizaje para el segundo semestre de 2013 y primer semestre de 2014.”","autores":[{"nombre":"Giraldo Ocampo, Mauricio","slug":"giraldo-ocampo-mauricio"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Giraldo Ocampo, M. (2017). Descubrimiento de patrones en interacciones entre estudiantes y plataformas virtuales de educación mediante el uso de analíticas de aprendizaje. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59913","fuente":"https://repositorio.unal.edu.co/handle/unal/59913 ","dependencias":{"nombre":"Maestría en Ingeniería - Ingeniería de Sistemas","slug":"maestria-en-ingenieria-ingenieria-de-sistemas"}},{"id":94,"titulo":{"nombre":"Deserción estudiantil en la educación superior colombiana metodología de seguimiento, diagnóstico y elementos para su prevención","slug":"desercion-estudiantil-en-la-educacion-superior-colombiana-metodologia-de-seguimiento-diagnostico-y-elementos-para-su-prevencion"},"resumen":"El libro \"Deserción estudiantil en la educación superior colombiana: Metodología de seguimiento, diagnóstico y elementos para su prevención\" aborda el problema de la deserción estudiantil en Colombia. Fue publicado por el Ministerio de Educación Nacional de Colombia en 2009 y proporciona una metodología para hacer seguimiento y diagnóstico de la deserción estudiantil, así como elementos para prevenirla. Además, examina teorías sobre la deserción estudiantil y presenta resultados de seguimiento realizados en el país. El libro también menciona políticas y estrategias para reducir la deserción estudiantil en la educación superior colombiana, incluyendo el sistema informático SPADIES y acciones como el fortalecimiento del bienestar estudiantil y la mejora de la calidad de la educación. El objetivo del libro es fomentar el debate y promover acciones para abordar este problema en Colombia.","autores":[{"nombre":"Guzmán Ruíz, Carolina","slug":"guzman-ruiz-carolina"},{"nombre":"Duran Muriel, Diana","slug":"duran-muriel-diana"},{"nombre":"Vélez, Castaño","slug":"velez-castano"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johana","slug":"vasquez-velasquez-johana"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Guzmán Ruíz, C., Duran Muriel, D., Vélez, C., Gallón Gómez, S., Gómez Portilla, K., & Vásquez Velásquez, J. (2009). Deserción estudiantil en la educación superior colombiana metodología de seguimiento, diagnóstico y elementos para su prevención. Bogotá, Colombia: Ministerio de Educación Nacional. Recuperado el 05 de 02 de 2024, de https://www.mineducacion.gov.co/sistemasdeinformacion/1735/articles-254702_libro_desercion.pdf","fuente":"https://www.mineducacion.gov.co/sistemasdeinformacion/1735/articles-254702_libro_desercion.pdf","dependencias":{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}},{"id":194,"titulo":{"nombre":"Deserción estudiantil universitaria: una aplicación de modelos de duración","slug":"desercion-estudiantil-universitaria-una-aplicacion-de-modelos-de-duracion"},"resumen":"“Resumen: A diferencia de estudios anteriores sobre la deserción universitaria, los cuales han tratado de explicarla sólo a partir de algunos de los factores que teóricamente han sido propuestos, en este artículo se analiza el problema de la deserción estudiantil en la Universidad de Antioquia incorporando conjuntamente factores individuales, académicos, socioeconómicos e institucionales como principales determinantes de la misma. Los resultados obtenidos a partir de la aplicación de modelos de duración, y en particular, de la comparación entre los modelos de riesgo proporcional con y sin heterogeneidad no observable, parecen proporcionar evidencia sobre la importancia conjunta de estos cuatro factores.\n Palabras clave: deserción estudiantil, modelos de duración, riesgo proporcional, función de riesgo. Clasificación JEL: C41, C13, I21”","autores":[{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castaño, E., Gallón, S., Vásquez, J., & Gómez, K. (enero-junio de 2004). Deserción estudiantil universitaria: una aplicación de modelos de duración. Revista Lecturas de Economía (60), 39-65. Recuperado el 05 de 02 de 2024, de https://bibliotecadigital.udea.edu.co/dspace/bitstream/10495/3868/1/CastanoElkin_2004_DesercionEstudiantilUniversitaria.pdf","fuente":"https://bibliotecadigital.udea.edu.co/dspace/bitstream/10495/3868/1/CastanoElkin_2004_DesercionEstudiantilUniversitaria.pdf","dependencias":{"nombre":"Revista Lecturas de Economía","slug":"revista-lecturas-de-economia"}},{"id":20,"titulo":{"nombre":"Determinantes de la deserción estudiantil en la Universidad de Antioquia: informe final de investigación","slug":"determinantes-de-la-desercion-estudiantil-en-la-universidad-de-antioquia-informe-final-de-investigacion"},"resumen":"“Este borrador es el resultado de la investigación: “Determinantes de la deserción estudiantil en la Universidad de Antioquia”, financiada por la Vicerrectoría de Docencia y por la Dirección de Bienestar Universitario de la Universidad de Antioquia”.\n\n“Resumen: \n \nEn este artículo se analiza el problema de la deserción estudiantil en la Universidad de Antioquia desde una perspectiva institucional incluyendo, tal como lo indica la teoría, factores individuales, académicos, socioeconómicos e institucionales como principales determinantes del mismo. Los resultados obtenidos a partir de la aplicación de modelos de duración, y en particular, de la comparación entre los modelos de riesgo proporcional con y sin heterogeneidad no observable, parecen proporcionar evidencia sobre la importancia conjunta de estos cuatro factores. \n\nPalabras claves: deserción estudiantil, modelos de duración, riesgo proporcional, función de riesgo. \nClasificación JEL: C41, C13, I21.”\n\nSobre la revista: \n“La serie Borradores del CIE está conformada por documentos de carácter provisional en los que se \npresentan avances de proyectos y actividades de investigación, con miras a su publicación posterior en \nrevistas o libros nacionales o internacionales. El contenido de los Borradores es responsabilidad de los \nautores y no compromete a la institución.”","autores":[{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"},{"nombre":"Castaño Vélez, Elkin","slug":"castano-velez-elkin"},{"nombre":"Gallón Gómez, Santiago","slug":"gallon-gomez-santiago"},{"nombre":"Gómez Portilla, Karoll","slug":"gomez-portilla-karoll"}],"años":{"año":2003,"valor":2003},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Vásquez-Velásquez, J., Castaño-Vélez, E., Gallón-Gómez, S., & Gómez-Portilla, K. (2003). Determinantes de la deserción estudiantil en la Universidad de Antioquia: informe final de investigación. Borradores del CIE. Centro de Investigaciones Económicas. Universidad de Antioquia (04). Recuperado el 05 de 02 de 2024, de \nhttps://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:lSLTfruPkqcC\n\nFuente relacionada: https://bibliotecadigital.udea.edu.co/bitstream/10495/3627/1/BorradCIE_4.pdf","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:lSLTfruPkqcC\n\nFuente relacionada: https://bibliotecadigital.udea.edu.co/bitstream/10495/3627/1/BorradCIE_4.pdf","dependencias":{"nombre":"Borradores del CIE. Centro de Investigaciones Económicas","slug":"borradores-del-cie-centro-de-investigaciones-economicas"}},{"id":250,"titulo":{"nombre":"Diagnóstico a la implementación de la política institucional para la inclusión educativa de las personas con Discapacidad en la Universidad Nacional de Colombia. Acuerdo 036 de 2012.","slug":"diagnostico-a-la-implementacion-de-la-politica-institucional-para-la-inclusion-educativa-de-las-personas-con-discapacidad-en-la-universidad-nacional-de-colombia-acuerdo-036-de-2012"},"resumen":"El informe \"Diagnóstico a la implementación de la política institucional para la inclusión educativa de las personas con discapacidad en la Universidad Nacional de Colombia\", basado en el Acuerdo 036 de 2012, analiza la percepción sobre la inclusión en varias sedes de la universidad. Utilizando la exploración documental, se obtiene una visión amplia del fenómeno, lo que permite generar un diagnóstico detallado de la efectividad de la política institucional en este aspecto. El informe destaca los avances logrados en la adaptación de infraestructuras y materiales, así como la capacitación del personal docente. No obstante, también identifica desafíos pendientes, como la necesidad de fortalecer estrategias metodológicas y recursos para una inclusión más efectiva en todas las sedes.","autores":[{"nombre":"Vargas Pineda, Diana Rocio","slug":"vargas-pineda-diana-rocio"},{"nombre":"Rodríguez Sotelo, Paula Andrea","slug":"rodriguez-sotelo-paula-andrea"},{"nombre":"Murillo Quiñones, Yeny Carolina","slug":"murillo-quinones-yeny-carolina"},{"nombre":"Becerra, Aida del Pilar","slug":"becerra-aida-del-pilar"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Informe","slug":"informe"},"referencia":"Vargas Pineda, D. R., Rodríguez Sotelo, P. A., Murillo Quiñones, Y. C., & Becerra, A. d. (2019). Diagnóstico a la implementación de la política institucional para la inclusión educativa de las personas con Discapacidad en la Universidad Nacional de Colombia. Acuerdo 036 de 2012. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/informe_diagnostico_politica_discapacidad.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/informe_diagnostico_politica_discapacidad.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"}},{"id":279,"titulo":{"nombre":"Diálogo jurídico entre instituciones: políticas públicas de educación inicial para la primera infancia","slug":"dialogo-juridico-entre-instituciones-politicas-publicas-de-educacion-inicial-para-la-primera-infancia"},"resumen":"\"Resumen\nEl Derecho se lleva a la realidad a través de las políticas públicas, por esta razón es pertinente observar los distintos discursos jurídicos de las entidades que las implementan. En este documento se describen las diferentes metanarrativas de los discursos del Instituto Colombiano de Bienestar Familiar (ICBF) y el Ministerio de Educación Nacional (MEN) en cuanto al diseño y ejecución de la política pública de Educación Inicial para la Primera Infancia en sus enfoques educativos. Estos discursos están ocultos entre las narrativas oficiales y las contra narrativas no oficiales de las instituciones, para descubrirlas es necesario entender la lógica jurídica tras la construcción, ejecución y evaluación de una política pública. Para encontrar la metanarrativa del discurso jurídico de estas instituciones es necesario examinar el funcionamiento de las directrices en educación. Así, dilucidaremos el diálogo entre el ICBF y el MEN en la política pública de Educación Inicial para la Primera Infancia, esto con el propósito de esclarecer las bases de su comunicación jurídica y la forma en que desarrollan sus discursos. (Texto tomado de la fuente)\"","autores":[{"nombre":"García Manrique, Carlos Andrés","slug":"garcia-manrique-carlos-andres"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"García Manrique, C. A. (2021). Tesis de Maestría: Diálogo jurídico entre instituciones: políticas públicas de educación inicial para la primera infancia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/79928","fuente":"https://repositorio.unal.edu.co/handle/unal/79928","dependencias":{"nombre":"Maestría en Derecho","slug":"maestria-en-derecho"}},{"id":15,"titulo":{"nombre":"Diálogos en Armonía","slug":"dialogos-en-armonia"},"resumen":"“Serie de 4 capítulos en los que abordamos todo lo relacionado con la política de educación inclusiva en la UNAL.”","autores":[{"nombre":"@Bienestar UNAL","slug":"bienestar-unal"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Bienestar Universitario. (07 de noviembre de 2023). Diálogos en Armonía. Recuperado el 15 de diciembre de 2023, de Youtuve @Bienestar UNAL: https://www.youtube.com/playlist?list=PL7wMpbH64vffyhdz_Zc5buaBKb3C9IKdz","fuente":"https://www.youtube.com/playlist?list=PL7wMpbH64vffyhdz_Zc5buaBKb3C9IKdz ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":70,"titulo":{"nombre":"Didáctica en la educación popular para la formación en emprendimiento y asociatividad","slug":"didactica-en-la-educacion-popular-para-la-formacion-en-emprendimiento-y-asociatividad"},"resumen":"“Resumen\nEl presente trabajo presenta un análisis documental, de las experiencias de capacitación e intervención, sistematizada y publicadas por las organizaciones no gubernamentales colombianas afiliadas al Consejo de Educación de Adultos de América Latina (CEAAL) y el Movimiento de Educación Popular Fe y Alegría que expresan en su misión el compromiso con la Educación popular como mecanismo de emancipación social. El análisis tiene como propósito identificar un marco de referencia para el diseño de metodologías de capacitación en procesos de conformación y fortalecimiento de Organizaciones Empresariales Solidarias. El análisis se hace a partir de los factores didácticos, que se identifican, a saber, el propósito, las capacidades, las experiencias didácticas, los recursos y materiales, la evaluación, los sujetos y los contextos.”","autores":[{"nombre":"López Pita, Manuel Guillermo","slug":"lopez-pita-manuel-guillermo"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"López Pita, M. G. (2013). Tesis de Maestría: Didáctica en la educación popular para la formación en emprendimiento y asociatividad. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/20254","fuente":"https://repositorio.unal.edu.co/handle/unal/20254","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":229,"titulo":{"nombre":"Dificultades de aprendizaje y experiencias didácticas. Historias y voces de la localidad Rafael Uribe Uribe","slug":"dificultades-de-aprendizaje-y-experiencias-didacticas-historias-y-voces-de-la-localidad-rafael-uribe-uribe"},"resumen":"“Cuando se escriben textos que serán publicados y puestos a circulación para el juicio de los lectores, nos preguntamos ¿Cómo darles vida?, ¿Cómo hacer para evitar que sea una publicación más? Esta cartilla tiene entretejidas muchas voces que la hacen singular. En cada capítulo hay un intento por reconstruir la historia de un proceso formativo de tres años de duración constituidos por aprendizajes en los que participaron niños y maestros de la localidad Rafael Uribe Uribe de Bogotá.”","autores":[{"nombre":"González, Angelica María","slug":"gonzalez-angelica-maria"},{"nombre":"Barreto, Gloria Esperanza","slug":"barreto-gloria-esperanza"},{"nombre":"Suarez, Francy","slug":"suarez-francy"},{"nombre":"Beltrán Escobar, Carolina","slug":"beltran-escobar-carolina"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"González, A., Barreto, G., Suárez, A & Beltrán, C. (2009) Dificultades de aprendizaje y experiencias didácticas. Historias y voces de la localidad Rafael Uribe Uribe. En proceso de publicación, 2009. Secretaria de Educación Distrital y Universidad Nacional.\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones Recuperado el 28 de octubre de 2023\n\nAlojado en:\nhttps://repositoriosed.educacionbogota.edu.co/handle/001/1146","fuente":"https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones Recuperado el 28 de octubre de 2023\n\nAlojado en:\nhttps://repositoriosed.educacionbogota.edu.co/handle/001/1146","dependencias":{"nombre":"Servicio de Atención psicológica -SAP-","slug":"servicio-de-atencion-psicologica-sap"}},{"id":110,"titulo":{"nombre":"Dificultades o transtornos del Aprendizaje: repensando el qué-hacer de la Escuela frente a la diversidad.","slug":"dificultades-o-transtornos-del-aprendizaje-repensando-el-que-hacer-de-la-escuela-frente-a-la-diversidad"},"resumen":"“Este documento tiene la intención de visibilizar las implicaciones pedagógicas de las concepciones del maestro(a), orientador(a) o mediador (a) sobre el proceso de enseñar y aprender a leer y escribir, sobre el ajuste social en la niñez, así como aportar ideas para fortalecer el desarrollo de propuestas pedagógicas respetuosas de los procesos de construcción de conocimiento de las niñas y los niños”.","autores":[{"nombre":"Riveros, Olga Lucia","slug":"riveros-olga-lucia"},{"nombre":"Gonzales, Angélica María","slug":"gonzales-angelica-maria"},{"nombre":"Camacho, María Carolina","slug":"camacho-maria-carolina"},{"nombre":"Beltrán Escobar, Carolina","slug":"beltran-escobar-carolina"},{"nombre":"Barreto, Gloria Esperanza","slug":"barreto-gloria-esperanza"}],"años":{"año":2007,"valor":2007},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Riveros, O. L., Camacho, M. C., González, A. M., Barreto, G. E., & Beltrán Escobar, C. (2007). Dificultades o transtornos del Aprendizaje: repensando el qué-hacer de la Escuela frente a la diversidad. Bogotá: Secretaria de Educación Distrital y Universidad Nacional de Colombia. Obtenido de http://repositoriosed.educacionbogota.edu.co/handle/001/1138 \n\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones","fuente":"http://repositoriosed.educacionbogota.edu.co/handle/001/1138 \n\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones\n","dependencias":{"nombre":"Psicología Servicio de atención psicológica (SAP)","slug":"psicologia-servicio-de-atencion-psicologica-sap"}},{"id":139,"titulo":{"nombre":"Diseño, desarrollo e implementación de un modelo","slug":"diseno-desarrollo-e-implementacion-de-un-modelo"},"resumen":"“Summary\nLos nuevos paradigmas que las prácticas educativas mediadas por las tecnologías de información y comunicación (TIC) ofrecen en el nuevo siglo, demandan fundamentalmente la búsqueda y planteamiento de modelos efectivos orientados hacia la satisfacción de necesidades de los aprendices, y hacia el desarrollo de escenarios de aprendizaje de carácter tanto autónomo como colaborativo. Los procesos instruccionales deben generarse en sincronía con el constructo comunicación-formación- competencia y de la misma manera, deben proporcionar oportunidades para que los aprendices sean capaces de reflexionar sobre sus desempeños en un esquema sistemáticamente planeado y modelado por su instructor. El presente artículo pretende exponer algunos principios que subyacen en el proceso de diseño, desarrollo e implementación de un modelo instruccional virtual para programas de formación docente y también, considerar la pertinencia de una planeación sistemática en ambientes de trabajo que se fundamentan en la motivación, la autorreflexión y la asesoría académica constante.”","autores":[{"nombre":"Cuesta Medina, Liliana Marcela","slug":"cuesta-medina-liliana-marcela"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cuesta Medina, L. M. (2008). Diseño, desarrollo e implementación de un modelo. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/481","fuente":"https://repositorio.unal.edu.co/handle/unal/481","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":77,"titulo":{"nombre":"Dispersiones, persuasiones y encuentros. La dimensión artística de una clase de filosofía","slug":"dispersiones-persuasiones-y-encuentros-la-dimension-artistica-de-una-clase-de-filosofia"},"resumen":"“Summary\nUna mujer, madre, docente y estudiante cuenta sus labores a través del relato de sus vivencias cotidianas en cada uno de los espacios en los que se mueve y reparte su tiempo, haciendo especial énfasis en su quehacer como maestra de filosofía en un colegio rural del municipio de La Calera, Cundinamarca en Colombia. El presente trabajo nombrado “Dispersiones, persuasiones y encuentros” es una mezcla entre la voz poética de una narradora que cuenta y re construye su historia a partir de la palabra y la búsqueda académica e investigativa por responder a la pregunta sobre, ¿qué se puede considerar arte dentro de la cátedra de filosofía de bachillerato en un colegio rural? El objetivo parte de la intuición y la sospecha de que dentro de las dinámicas propias de una docente de filosofía con sus estudiantes hay una dimensión, que obedece sobre todo a la conciencia de ese quehacer dentro de un aula común de clase, que podría considerarse arte. La pregunta se responde a través del ejercicio de la escritura, que implica un trabajo sobre la conciencia de la maestra en la construcción de sus relatos, pues al reescribir la historia se hace una mezcla de los pensamientos, sentimientos y cuestionamientos de una mujer que, interpelando a sus estudiantes se interpela a sí misma, cuestionando se cuestiona y persuadiendo se persuade.”","autores":[{"nombre":"Jaramillo Pérez, María Camila","slug":"jaramillo-perez-maria-camila"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Jaramillo Pérez, M. C. (2018). Tesis de Maestría: Dispersiones, persuasiones y encuentros. La dimensión artística de una clase de filosofía. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69171","fuente":"https://repositorio.unal.edu.co/handle/unal/69171","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"}},{"id":296,"titulo":{"nombre":"Dispositivos pedagógicos para la memoria. Una reflexión desde las gramáticas de la escucha","slug":"dispositivos-pedagogicos-para-la-memoria-una-reflexion-desde-las-gramaticas-de-la-escucha"},"resumen":"\"Resumen\nEsta investigación se realiza en una institución privada de la ciudad de Bogotá. Su principal objetivo es implementar un dispositivo pedagógico que permita a los docentes enseñar sobre el conflicto armado colombiano con la intención de visibilizar las voces de las víctimas de la violencia. Por ende, se utilizaron los relatos de las víctimas del conflicto armado para la enseñanza de la violencia y de esta manera acercar a los estudiantes al estudio de la historia de Colombia. La investigación que se desarrolló fue de acción participativa pues esta permitía obtener más información y no se dejaba de lado la subjetividad de las respuestas de los estudiantes. Finalmente, la implementación del dispositivo pedagógico resulta ser favorable, pues los estudiantes disfrutaron la forma en cómo aprendieron sobre la historia del conflicto y recomiendan implementar el taller en diferentes lugares pues, se visibiliza a través de la escucha la voz de aquellos que han sufrido los horrores de la guerra y permite generar una conciencia y empatía frente al tema del conflicto armado colombiano. (Texto tomado de la fuente)\"","autores":[{"nombre":"Cortés Ramírez, Lina María","slug":"cortes-ramirez-lina-maria"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Cortés Ramírez, L. M. (2023). Tesis de Maestría: Dispositivos pedagógicos para la memoria. Una reflexión desde las gramáticas de la escucha. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84881","fuente":"https://repositorio.unal.edu.co/handle/unal/84881","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":145,"titulo":{"nombre":"Docentes en formación colombianos implementando los principios de la enseñanza de lenguas basada en tareas antes y durante la transición a la enseñanza remota","slug":"docentes-en-formacion-colombianos-implementando-los-principios-de-la-ensenanza-de-lenguas-basada-en-tareas-antes-y-durante-la-transicion-a-la-ensenanza-remota"},"resumen":"“Resumen \nEste estudio cualitativo explora cómo un grupo de maestros en formación da sentido a los principios y características de la enseñanza de lenguas basada en tareas durante la transición de la instrucción presencial a la remota provocada por la pandemia de COVID-19. El análisis de los planes de clase de trece maestros en formación reveló que ellos implementaron los principios de la enseñanza de lenguas basada en tareas de manera diferente durante la enseñanza presencial y remota. Curiosamente, el uso de dichos principios a veces contrasta con las reflexiones de los participantes. Discutimos los desafíos que enfrentan los profesores de inglés como lengua extranjera al adaptar métodos como la enseñanza de lenguas basada en tareas a las exigencias de los nuevos contextos de enseñanza.”","autores":[{"nombre":"Becerra-Posada, Tatiana","slug":"becerra-posada-tatiana"},{"nombre":"Arroyo, Diana Cristina","slug":"arroyo-diana-cristina"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Becerra-Posada, T., & Arroyo, D. C. (2023). Docentes en formación colombianos implementando los principios de la enseñanza de lenguas basada en tareas antes y durante la transición a la enseñanza remota. Profile: Issues in Teachers' Professional Development, 25(2), 29-47. doi: https://doi.org/10.15446/profile.v25n2.103146","fuente":"https://doi.org/10.15446/profile.v25n2.103146","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":98,"titulo":{"nombre":"Dos miradas que convergen, de estudiantes y profesores: la realidad de las salidas académicas","slug":"dos-miradas-que-convergen-de-estudiantes-y-profesores-la-realidad-de-las-salidas-academicas"},"resumen":"“Summary\nEste texto fue concebido para presentar lo que significan las salidas académicas desde dos miradas, una de los estudiantes y otra de los docentes. La percepción de los procesos que se viven y de los aprovechamientos que de la experiencia se generan en lo personal y profesional, se muestran no solo desde los relatos testimoniales sino también desde las reflexiones de algunos autores que han aportado, desde diferentes disciplinas, para desarrollar acciones de aprendizaje fuera del aula. En ese sentido, se reconoce específicamente la importancia de los viajes o recorridos que se hacen para aprender, a partir de la información que nos ofrece la realidad cercana o lejana. Inicialmente, el lector tendrá la oportunidad de comprender el proceso de las salidas desde la óptica de las estudiantes, luego la mirada de la docente presenta los beneficios académicos de esta actividad y finalmente el testimonio de egresados de Gestión Cultural es complementado con la visión de una de las autoras que también es estudiante. Es importante clarificar que el ángulo desde el que se asume este artículo está marcado por la percepción desde la mirada del Gestor, pero que al momento de los aprendizajes de la metodología de a salida, la reflexión plantea los beneficios que pueden generarse de esta práctica más allá de la formación específica de este perfil y van incluso a la invitación de promover los recorridos como opción para que el ciudadano del común sea protagonista de su entorno.”","autores":[{"nombre":"Hernández, Natalia A","slug":"hernandez-natalia-a"},{"nombre":"Jiménez M, Angelica","slug":"jimenez-m-angelica"},{"nombre":"Parra, Victoria E","slug":"parra-victoria-e"},{"nombre":"Velásquez Puerta, Sandra","slug":"velasquez-puerta-sandra"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Hernández, N. A., Jiménez m, A; Parra, V. E., & Velásquez Puerta, S. (2011). Dos miradas que convergen, de estudiantes y profesores: la realidad de las salidas académicas. NOVUM: Revista de Ciencias Sociales Aplicadas, 2(1), 93-108. Recuperado el octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/50552","fuente":"https://repositorio.unal.edu.co/handle/unal/50552","dependencias":{"nombre":"NOVUM: Revista de Ciencias Sociales Aplicadas","slug":"novum-revista-de-ciencias-sociales-aplicadas"}},{"id":243,"titulo":{"nombre":"Ecosistema de Innovación Académica. Cooperar para la transformación educativa","slug":"ecosistema-de-innovacion-academica-cooperar-para-la-transformacion-educativa"},"resumen":"En su artículo de 1995, Helga Nowotny aborda la relación entre innovación y creatividad, destacando cómo la innovación implica la interacción fructífera con diferentes perspectivas y contextos. Años después, en su libro sobre inteligencia artificial, Nowotny señala la importancia de reflexionar sobre la digitalización y la sostenibilidad en conjunto. Este enfoque resalta la necesidad de enfrentar los retos que presenta la digitalización, así como el cruce entre sociedad y naturaleza. En el ámbito educativo, la innovación académica, especialmente en la Universidad Nacional de Colombia, busca impulsar la participación creativa de la comunidad educativa para abordar desafíos como la inclusión, la equidad, la sostenibilidad y la responsabilidad social. La innovación no se limita a buscar lo nuevo, sino que busca soluciones creativas para los problemas más complejos de la educación y la sociedad, guiándose por una visión global que promueve el desarrollo institucional, la interdisciplinaridad y el uso eficiente de recursos tecnológicos.","autores":[{"nombre":"Parra Rodríguez, Jaime","slug":"parra-rodriguez-jaime"},{"nombre":"Barrero Tapias, Gabriel","slug":"barrero-tapias-gabriel"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Parra Rodríguez, J., & Barrero Tapias, G. (2023). Ecosistema de Innovación Académica. Cooperar para la transformación educativa. Universidad Nacional de Colombia.","fuente":"","dependencias":{"nombre":"DNIA","slug":"dnia"}},{"id":86,"titulo":{"nombre":"Educación ambiental para la vida","slug":"educacion-ambiental-para-la-vida"},"resumen":"“Resumen\nSe propone analizar de manera integral la política pública distrital de educación ambiental (PPDEA) desde una perspectiva de la complejidad ambiental, el hábitat y su correspondencia con siete criterios de la complejidad identificados para la educación ambiental. Para este análisis integral, se plantea la construcción de un Sistema Operativo Integral (SOI) en donde se describen los niveles de avance, las temáticas o eventos en los que puede avanzar la política y cuatro perspectivas o cuadrantes de la política que son el resultado de la combinación del interior- exterior e individual – colectivo (yo, ello, nosotros, ellos) y que fueron identificadas como la política pública nacional de educación ambiental (PPNEA), la PPDEA, los ejecutores y los habitantes de Bogotá, respectivamente. Gracias a este análisis es posible evidenciar el nivel de avance en cada temática, en cada perspectiva y la relación entre las mismas lo cual permite identificar relaciones difíciles de encontrar con otro tipo de análisis. De esta manera, la investigación pudo demostrar el nivel de avance de la PPDEA en relación con los siete criterios de la complejidad ambiental descritos y convoca a fortalecer estos criterios en la PPNEA para avanzar en una educación ambiental integral en los habitantes del Distrito Capital que aún se encuentran en una aproximación cartesiana al ambiente. (Texto tomado de la fuente).”","autores":[{"nombre":"Contreras Quevedo, Luisa Natalia","slug":"contreras-quevedo-luisa-natalia"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Contreras Quevedo, L. N. (2019). Tesis de Maestría: Educación ambiental para la vida. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69545","fuente":"https://repositorio.unal.edu.co/handle/unal/69545","dependencias":{"nombre":"Maestría en Hábitat","slug":"maestria-en-habitat"}},{"id":298,"titulo":{"nombre":"Educación, memoria colectiva y desplazamiento forzado: percepciones en el Colegio INEM “Santiago Pérez” de Bogotá (2013-2015)","slug":"educacion-memoria-colectiva-y-desplazamiento-forzado-percepciones-en-el-colegio-inem-santiago-perez-de-bogota-2013-2015"},"resumen":"\"Resumen\nEl drama del desplazamiento agobia a miles de colombianos desde hace más de cincuenta años. Cualquier palabra que se pueda escribir al respecto es un pálido reflejo de la auténtica tragedia silenciosa que viven miles de estudiantes en nuestro país. Este documento es una contribución para llamar la atención sobre la importancia de fortalecer el papel de cada uno de los actores educativos y la transformación que se debe dar en la escuela. La investigación se centró en explorar las percepciones y realidades vividas en relación al desplazamiento forzado en el Colegio INEM “Santiago Pérez” de Bogotá, en el periodo comprendido entre los años 2013 a 2015. Se realizó en primera instancia un análisis del contexto político y normativo a partir de las leyes y acuerdos nacionales e internacionales con base en documentos de Consultoría para los Derechos Humanos y el Desplazamiento (CODHES) y la Ley de Víctimas y Restitución de Tierras, además, se hizo un acercamiento al proceso de inclusión a través del enfoque diferencial. La otra parte incluye entrevistas con estudiantes y sus padres en situación de desplazamiento, así como la visión de sus docentes frente al proceso educativo. El propósito final es ofrecer sugerencias para mejorar las prácticas pedagógicas en este grupo poblacional fortaleciendo la memoria colectiva.\"","autores":[{"nombre":"Ríos Olarte, Nelson","slug":"rios-olarte-nelson"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ríos Olarte, N. (2015). Tesis de Maestría: Educación, memoria colectiva y desplazamiento forzado: percepciones en el Colegio INEM “Santiago Pérez” de Bogotá (2013-2015). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/56187","fuente":"https://repositorio.unal.edu.co/handle/unal/56187","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":204,"titulo":{"nombre":"Educación para la paz y enseñanza de lenguas extranjeras, una propuesta didáctica innovadora para la educación bilingüe para la escuela rural colombiana.","slug":"educacion-para-la-paz-y-ensenanza-de-lenguas-extranjeras-una-propuesta-didactica-innovadora-para-la-educacion-bilingue-para-la-escuela-rural-colombiana"},"resumen":"“Resumen \nEn este artículo busco presentar una propuesta en didáctica de lenguas extranjeras para la enseñanza del inglés y francés para la escuela rural, basada en educación para la paz, lo anterior es debido al nuevo contexto geopolítico colombiano, el postconflicto, producto del cese de acciones armadas entre las FARC y el Estado colombiano.\n\nSe emplearon los principios de la etnografía de la educación para estructurar el estudio. En el análisis de datos se realizó con los métodos cualitativos. El estudio tuvo dos fases, la primera está relacionada con la realización del programa bilingüe. Para ello, se emplearon cuestionarios de preguntas de opción múltiple para interrogar a estudiantes universitarios en lenguas extranjeras y filología en la ciudad de Bogotá, Cundinamarca y Cauca. El objetivo era conocer nuevas perspectivas en la didáctica de lenguas acerca de la viabilidad de un programa bilingüe para la escuela rural y que abordara el conflicto armado en Colombia. Basado en las respuestas, se establecieron las actividades y las habilidades del habla y los temas de la educación para la paz. Los cursos se planearon apoyados en tres principios de la didáctica de lenguas extranjeras: el contexto, análisis de necesidades del estudiante y materiales. Además, se contemplaron actividades, valores cívicos y metodologías de la educación para la paz. En la segunda fase, la implementación del programa, participaron estudiantes de un colegio público en Quimbaya, Quindío. Parte de los resultados mostraron que el programa bilingüe mejoró las competencias lingüísticas y la fraternidad en los adolescentes gracias a la educación para la paz.\"","autores":[{"nombre":"Cárdenas Reyes, Yeison Mauricio","slug":"cardenas-reyes-yeison-mauricio"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cárdenas Reyes, Y. M (2021). Educación para la paz y enseñanza de lenguas extranjeras, una propuesta didáctica innovadora para la educación bilingüe para la escuela rural colombiana. Revista Matices en Lenguas Extranjeras (15). doi: https://doi.org/10.15446/male.v15n1.96790\n \nhttps://revistas.unal.edu.co/index.php/male/article/view/96790","fuente":"https://doi.org/10.15446/male.v15n1.96790\n \nhttps://revistas.unal.edu.co/index.php/male/article/view/96790","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":114,"titulo":{"nombre":"Educación para un mejor país y no un mejor país para educar","slug":"educacion-para-un-mejor-pais-y-no-un-mejor-pais-para-educar"},"resumen":"“Multitudinarias y coloridas fueron las marchas que por las distintas ciudades de Colombia tuvieron lugar el pasado miércoles, 10 de octubre. Con trajes folclóricos, batas y chaquetas para el frío y la lluvia, los estudiantes, profesores y administrativos de un buen número de universidades colombianas salieron a las calles para pedirle al Gobierno Nacional una solución urgente, en términos de incremento de recursos financieros, frente a la gran crisis que llevamos experimentando por varios años las 32 universidades públicas del país. Ni las condiciones climáticas mermaron la iniciativa y la alegría de los colombianos que piden una política de Estado para garantizar el acceso de los más desfavorecidos a la educación superior de calidad. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (16 de octubre de 2018). Educación para un mejor país y no un mejor país para educar. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=495&cHash=7fd6864215e9e824606dbde171925e0e","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=495&cHash=7fd6864215e9e824606dbde171925e0e","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":75,"titulo":{"nombre":"Educación rural y saberes campesinos en Tierradentro Cauca: estudio del proceso organizativo de la Asociación Campesina de Inzá Tierradentro (ACIT). 2004 a 2012","slug":"educacion-rural-y-saberes-campesinos-en-tierradentro-cauca-estudio-del-proceso-organizativo-de-la-asociacion-campesina-de-inza-tierradentro-acit-2004-a-2012"},"resumen":"“Resumen\nEste trabajo enfatiza la reflexión educación rural y saberes campesinos como fuente e ideario de una educación contextual. Desde allí y con el trabajo emprendido por la Organización Campesina de Inzá Tierradentro (ACIT) se allega información general y líneas base que sirvan como ruta para emprender propuestas educativas rurales que rescaten las prácticas sociales campesinas como sustento para imaginar, construir y pensar una pedagogía de lo rural. Igualmente expone el debate general de la educación y la relación saber-poder visto desde el contexto rural como problema histórico producto de la modernización del país y su sistema educativo, en el cual, los pobladores rurales se configuraron como ocupantes paisajísticos de su propio entorno educativo.”","autores":[{"nombre":"Arias Gaviria, Jairo","slug":"arias-gaviria-jairo"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Arias Gaviria, J. (2014). Tesis de Maestría: Educación rural y saberes campesinos en Tierradentro Cauca: estudio del proceso organizativo de la Asociación Campesina de Inzá Tierradentro (ACIT). 2004 a 2012. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/52109","fuente":"https://repositorio.unal.edu.co/handle/unal/52109","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":280,"titulo":{"nombre":"Educación superior y equidad regional en Colombia","slug":"educacion-superior-y-equidad-regional-en-colombia"},"resumen":"“Resumen\nLa equidad, entendida como el trato desigual de desiguales, ha sido uno de los pilares de los planes de desarrollo de los últimos cuatro gobiernos en Colombia. Esta concepción se ha llevado al territorio con la promoción de la equidad a escala regional, pero sin la existencia de una definición de Región que se mantenga como política de Estado. El no contar con un criterio unificado sobre Región impide cuantificar las inequidades en esta escala, afectando el avance en prospectivas que permitan mejorar las condiciones de vida de los colombianos. Ante este déficit, se analizan las concepciones regionales y se asume por un criterio operativo la organización regional propuesta por Orlando Fals Borda y la Comisión de Ordenamiento Territorial. Unificar el territorio en la escala regional propuesta por la COT permite analizar el comportamiento de los bienes y servicios que provee el Estado y a través de un ejercicio práctico con la educación superior, proponer una metodología de análisis de las políticas públicas en materia de equidad regional. El análisis del comportamiento de la educación superior en materia de equidad regional realizado para las regiones Central y Pacífico Sur demuestra que en Colombia no se hace evidente una política que disminuya las inequidades regionales existentes en educación superior para el periodo 2002-2014. (Texto tomado de la fuente).”","autores":[{"nombre":"Mesías Barrera, Inti","slug":"mesias-barrera-inti"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Mesías Barrera, I. (2017). Tesis de Maestría: Educación superior y equidad regional en Colombia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59278","fuente":"https://repositorio.unal.edu.co/handle/unal/59278\n","dependencias":{"nombre":"Maestría en Ordenamiento Urbano-Regional","slug":"maestria-en-ordenamiento-urbano-regional"}},{"id":46,"titulo":{"nombre":"¡Educación y conectividad: los retos para la competitividad en amazonas!","slug":"educacion-y-conectividad-los-retos-para-la-competitividad-en-amazonas"},"resumen":"“La virtualidad -el mundo online, las redes sociales, la educación y el trabajo en casa-, y la conectividad en general jugaron un papel fundamental para continuar con la vida laboral e incluso la social con la llegada de la pandemia por la COVID-19 o sindemia, como la han descrito algunos científicos. Para muchos fue frecuente encontrarse con la familia y amigos a través de plataformas para celebrar una fecha especial o simplemente para degustar un vino o una cerveza. Lo cierto es que a causa de la pandemia por la COVID-19 se pudieron ver las grietas de todos los sistemas.”","autores":[{"nombre":"Jiménez, Eliana M.","slug":"jimenez-eliana-m"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jiménez, E. M. (septiembre de 2021). ¡Educación y conectividad: los retos para la competitividad en amazonas! Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI.(49), 3. Recuperado el 20 de octubre de 2023, de https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","fuente":"https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":156,"titulo":{"nombre":"Educación y desarrollo científico-tecnológico endógeno.","slug":"educacion-y-desarrollo-cientifico-tecnologico-endogeno"},"resumen":"Este documento aborda la expansión educativa en América Latina desde los años cincuenta y su impacto en el desarrollo económico y social. Se observa que las expectativas iniciales no se han cumplido, ya que la educación ha exacerbado la desigualdad y la dependencia de los países en desarrollo. Se analiza la nueva función del conocimiento científico y tecnológico, así como dos modelos de desarrollo: el neoliberal y el tecnológico endógeno. Se destaca la importancia de una sólida formación científica y tecnológica en toda la población para un desarrollo deseable. Se identifican áreas de investigación necesarias y se proponen programas de investigación en prospectiva tecnológica y educativa como estrategias para abordar estas necesidades.","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":1988,"valor":1988},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M. (1988). Educación y desarrollo científico-tecnológico endógeno. Revista Colombiana de Sociología. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23624","fuente":"Gómez Campo, V. M. (1988). Educación y desarrollo científico-tecnológico endógeno. Revista Colombiana de Sociología. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23624","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":92,"titulo":{"nombre":"Educación y desarrollo en un municipio rural: el caso de Pauna en Boyacá","slug":"educacion-y-desarrollo-en-un-municipio-rural-el-caso-de-pauna-en-boyaca"},"resumen":"“Summary\nEn esta investigación se acude al estudio de caso de Pauna (Boyacá) para analizar la pertinencia de la oferta educativa del nivel medio de educación con las necesidades y expectativas formativas, laborales y/u ocupacionales de los jóvenes y las necesidades para el desarrollo del municipio al que pertenecen. Los principales resultados de esta investigación permiten establecer que el servicio educativo de este municipio no solo no es pertinente con lo que los jóvenes desean hacer en un escenario pos colegio ni con las necesidades de su municipio, sino que tampoco brinda la información necesaria y suficiente para que los estudiantes puedan identificar y construir un proyecto de vida que no se limite con la oferta tradicional de programas universitarios y programas de articulación con el SENA.”","autores":[{"nombre":"Barrera Pineda, Libia Isabel","slug":"barrera-pineda-libia-isabel"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Barrera Pineda, L. I (2013). Educación y desarrollo en un municipio rural: el caso de Pauna en Boyacá. Obtenido de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/51250","fuente":"https://repositorio.unal.edu.co/handle/unal/51250","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"}},{"id":2,"titulo":{"nombre":"Educational policy, anthropology, and the state. En: A Companion to the anthropology of Education","slug":"educational-policy-anthropology-and-the-state-en-a-companion-to-the-anthropology-of-education"},"resumen":"“Descripción\nEn las tres últimas décadas, enormes cambios sociales, económicos y políticos han dado lugar a importantes reformas en los sistemas educativos formales de todo el mundo y han provocado importantes cambios disciplinarios en las ciencias sociales, incluida la antropología. En este capítulo, sostenemos que tales transformaciones han sentado las bases para la aparición, a finales de la década de 1990, de un nuevo subcampo dentro de la antropología de la educación en el contexto angloamericano: la antropología de las políticas educativas. Aquí sugerimos que, para dar cuenta de la complejidad del fenómeno, este subcampo debería orientarse hacia el desarrollo de una economía política cultural de la educación. En un mundo globalizado, creemos que es necesario prestar atención a las articulaciones y las tensiones entre lo local, lo global y el Estado, cuyo papel se ha redefinido, redefiniendo así también la esfera pública. (…)”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Capítulo de libro","slug":"capitulo-de-libro"},"referencia":"Miñana Blasco, C., & Arango Vargas, C (2011). Educational policy, anthropology, and the state. En B. A. Pollock (Ed.), A Companion to the anthropology of Education (págs. 368-387). Oxford, UK: Wiley Blackwell. John Wiley & Sons Ltd. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:UeHWp8X0CEIC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:UeHWp8X0CEIC ","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":6,"titulo":{"nombre":"El arte y el tejido: Herramientas creativas para el manejo de emociones","slug":"el-arte-y-el-tejido-herramientas-creativas-para-el-manejo-de-emociones"},"resumen":"“La Dirección de Bienestar Universitario y la División de Acompañamiento Integral por medio del Programa en la Vida Universitaria durante el primer semestre de 2023 desarrollaron espacios en pro al manejo de las emociones de los y las estudiantes, por medio de actividades artísticas que les ayudaron a abordar herramientas para la autoexpresión y por ende para una buena salud mental.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (30 de junio de 2023). El arte y el tejido: Herramientas creativas para el manejo de emociones. En Plural. Sección: Con Acento (103). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=308&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=308&id_sec=1 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":5,"titulo":{"nombre":"El Bullying: Agresión y comportamiento violento durante la etapa escolar","slug":"el-bullying-agresion-y-comportamiento-violento-durante-la-etapa-escolar"},"resumen":"“Día tras día los casos del Bullying en el mundo son abrumadores y generan graves consecuencias que pueden llegar hasta el suicidio. Según un reporte de la Organización de la Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) en el año 2020, el 30 % de los alumnos en el mundo han sido víctimas de acoso. En el caso colombiano según el reporte de la Fundación Universitaria de Ciencias de la Salud alrededor de 8900 casos de bullying se reportaron en Colombia en el 2021.\n\nSon infinidades las situaciones de acoso escolar que se escuchan a diario como los de Drayke Hardman en Estados Unidos, un niño de 12 años que se suicidó en febrero de 2022 por ser víctima de bullying. También, es el caso de Juan Martín Garzón un niño colombiano de once años, manizaleño, que falleció por un golpe en el colegio a causa de acoso escolar en marzo de 2022, y así muchos más. En entrevista con En Plural, hablamos con la doctora Nancy Suárez Montes, Psicóloga – Psicoterapeuta de la Dirección de Bienestar Universitario de la sede Bogotá, quien nos habló acerca del Bullying, sus causas, consecuencias para las víctimas, el papel de los padres de familia, entre otras.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (31 de marzo de 2022). El Bullying: Agresión y comportamiento violento durante la etapa escolar. Revista En Plural. Sección: Entre Líneas (90). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=239&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=239&id_sec=2","dependencias":{"nombre":"Bienestar universitario","slug":"bienestar-universitario"}},{"id":19,"titulo":{"nombre":"El confinamiento: Época de aprender, conservar y disfrutar nuevos hobbies y experiencias.","slug":"el-confinamiento-epoca-de-aprender-conservar-y-disfrutar-nuevos-hobbies-y-experiencias"},"resumen":"Narración de experiencias sobre las actividades cotidianas que se transformaron durante el confinamiento por Covid 19.","autores":[{"nombre":"Romero Portela, Natalia","slug":"romero-portela-natalia"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Romero Portela, N. (26 de mayo de 2020). El confinamiento: Época de aprender, conservar y disfrutar nuevos hobbies y experiencias. Revista En Plural. Sección: Con Acento. Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=144&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=144&id_sec=1 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":51,"titulo":{"nombre":"El Covid-19 plantea repensar el paradigma actual de la Educación.","slug":"el-covid-19-plantea-repensar-el-paradigma-actual-de-la-educacion"},"resumen":"“Con la aparición del COVID-19, se hizo mención insistentemente en los distintos retos que como sociedad íbamos a enfrentar y en los cambios estructurales que se avecinaban. La primera impresión de la pandemia nos invitaba a pensar en un modelo social que lograra ajustarse al momento histórico forjado por el COVID-19.\nSin embargo, más allá de pensar en un modelo social, nos llevó a pensar en cómo el COVID-19 puso de relieve las diversas fracturas a nivel social que han predominado de manera histórica, las cuales lograron naturalizarse y pasar desapercibidas en el plano social. Esto quiere decir que en realidad lo acontecido no fue más que un desnudo social que dejó en evidencia la realidad del sistema en el cual vivimos, en el que ha imperado la competitividad por encima de la cooperatividad. Si analizamos la pandemia, vemos que funcionó como un dispositivo del clasismo social, pues evidenciaron amplias comodidades en los sectores favorecidos en contraste con los sectores populares. …”","autores":[{"nombre":"Jurado Delgado, Juan","slug":"jurado-delgado-juan"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jurado Delgado, J (2021) El Covid-19 plantea repensar el paradigma actual de la Educación. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (50) 19 Recuperado el 31 de octubre de 2023, de https://issuu.com/dcchicov/docs/notimani_-_n_50_-_diciembre_2021","fuente":"https://issuu.com/dcchicov/docs/notimani_-_n_50_-_diciembre_2021","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":41,"titulo":{"nombre":"El debate sobre la Educación en la Isla de San Andrés: un análisis cultural","slug":"el-debate-sobre-la-educacion-en-la-isla-de-san-andres-un-analisis-cultural"},"resumen":"“El presente artículo examina la pertinencia del modelo educativo de los niveles básico y medio implementado en la isla de San Andrés, a la luz de los siguientes aspectos: la inserción del Archipiélago en la región Caribe; la educación en el contexto de la nación colombiana; algunas aproximaciones a la cosmovisión del grupo étnico raizal que le habita desde antes de la conformación de la nación misma; y la actual composición socio-cultural de la isla. El análisis pretende dilucidar las raíces del debate que sobre la educación se ha venido dando en la isla para aportar, a la luz de una visión culturalista de la educación, una perspectiva alternativa que permita avanzar en la argumentación. Los análisis y las propuestas aquí presentados, apoyados en los trabajos publicados en este Cuaderno, se constituyen en el cierre de la investigación “Bases para un modelo educativo para la isla de San Andrés” desarrollada entre los años 2002 y 2005. Sus avances invitan a avanzar hacia una segunda fase en la cual se pluralicen las preguntas, las perspectivas de análisis, y se pueda entregar nuevos conocimientos y argumentos a la creación endógena de un modelo educativo, desarrollado en forma colegiada.”","autores":[{"nombre":"Sanmiguel Ardila, Raquel","slug":"sanmiguel-ardila-raquel"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"San Miguel, R. (2006). El debate sobre la Educación en la Isla de San Andrés: un análisis cultural. Cuadernos del Caribe (8), 76-88. Obtenido de https://revistas.unal.edu.co/index.php/ccaribe/article/view/41707/43420","fuente":"https://revistas.unal.edu.co/index.php/ccaribe/article/view/41707/43420 \n","dependencias":{"nombre":"Revista Cuadernos del Caribe","slug":"revista-cuadernos-del-caribe"}},{"id":23,"titulo":{"nombre":"El desafío de leer textos académicos en la universidad: experiencias de investigación y propuestas didácticas","slug":"el-desafio-de-leer-textos-academicos-en-la-universidad-experiencias-de-investigacion-y-propuestas-didacticas"},"resumen":"“Reseña\nLigia Ochoa Sierra, Emilce Moreno Mosquera, Gloria Esperanza Mora-Monroy, autoras\n\nEn el ámbito académico la lectura tiene un lugar fundamental por su función epistémica al ser una mediación que les permite a los estudiantes aprender y conocer sobre sus campos disciplinares. Este libro centra su atención en los procesos de lectura de textos que circulan en el ámbito universitario. Se divide en seis capítulos. En el primer capítulo se exponen algunas consideraciones sobre las principales dificultades que suelen reportar los estudiantes universitarios en relación con sus prácticas de lectura para plantear algunas condiciones importantes a tener en cuenta, todo con el fin de favorecer los procesos de comprensión de lectura de estos estudiantes; así también se busca plantear algunas estrategias didácticas que los docentes puedan implementar con sus estudiantes.\n\nEn el segundo capítulo se presenta la sistematización de una experiencia pedagógica para trabajar la lectura y escritura de textos experienciales con estudiantes de comunidades minorizadas en la universidad desde una perspectiva de educación intercultural. En el tercer capítulo se plantea una reflexión sobre las nuevas maneras de aproximarse a la lectura digital, problematizando su coexistencia con la lectura analógica y evaluando de qué modo la lectura de hipertextos implica desafíos en la enseñanza y en los procesos de alfabetización académica. En los tres últimos capítulos se presentan los resultados de experiencias pedagógicas en el aula universitaria relacionadas con textos narrativos no literarios, textos expositivos y textos argumentativos.\n\nEste libro es de utilidad para aquellos docentes que quieran profundizar en distintas estrategias útiles para favorecer los procesos de lectura y escritura de distintos tipos de textos. También puede ser una herramienta para estudiantes universitarios que deseen mejorar sus procesos de lectura académica.”","autores":[{"nombre":"Ochoa Sierra, Ligia","slug":"ochoa-sierra-ligia"},{"nombre":"Moreno Mosquera, Emilce","slug":"moreno-mosquera-emilce"},{"nombre":"Mora-Monroy,Gloria Esperanza","slug":"mora-monroygloria-esperanza"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Ochoa Sierra, L., Moreno Mosquera, E & Mora-Monroy, E., (2022). El desafío de leer textos académicos en la universidad: experiencias de investigación y propuestas didácticas. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/el-desafio-de-leer-textos-academicos-en-la-universidad-experiencias-de-investigacion-y-propuestas-didacticas","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/el-desafio-de-leer-textos-academicos-en-la-universidad-experiencias-de-investigacion-y-propuestas-didacticas","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":182,"titulo":{"nombre":"El desarrollo profesional de los docentes de inglés en ejercicio: algunas consideraciones conceptuales para Colombia","slug":"el-desarrollo-profesional-de-los-docentes-de-ingles-en-ejercicio-algunas-consideraciones-conceptuales-para-colombia"},"resumen":"“RESUMEN: “Colombia Bilingüe” ha propiciado el crecimiento de programas de desarrollo profesional –PDP– para los docentes de inglés en ejercicio. En este artículo, los autores presentan conceptos básicos en el análisis de la formación continuada de los docentes; analizan los modelos de desarrollo profesional de Richards & Farrell (2005) y James (2001); los autores también resumen los principales conceptos elaborados por académicos colombianos sobre el desarrollo profesional de los docentes de inglés, y proponen un marco conceptual para el país. Las conclusiones sugieren la inclusión de la estrategia del desarrollo y no la del entrenamiento, las perspectivas individual y social del aprendizaje y de la enseñanza, la teoría post-método, la creación de conocimiento en los contextos escolares y sociales y el aprendizaje y la práctica significativa del inglés entre los docentes.”","autores":[{"nombre":"Cárdenas Beltran, Melba Lidia","slug":"cardenas-beltran-melba-lidia"},{"nombre":"González Moncada, Adriana María","slug":"gonzalez-moncada-adriana-maria"},{"nombre":"Álvarez Valencia, José Aldemar","slug":"alvarez-valencia-jose-aldemar"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cárdenas Beltrán, M. L. (2010.). El desarrollo profesional de los docentes de inglés en ejercicio: algunas consideraciones conceptuales para Colombia. Folios (31), 49-68. Recuperado el 28 de octubre de 2023, de https://bibliotecadigital.udea.edu.co/handle/10495/2912","fuente":"https://bibliotecadigital.udea.edu.co/handle/10495/2912","dependencias":{"nombre":"Revista Folios","slug":"revista-folios"}},{"id":157,"titulo":{"nombre":"El docente y la profesión docente: su papel en la desigualdad social de educación de calidad","slug":"el-docente-y-la-profesion-docente-su-papel-en-la-desigualdad-social-de-educacion-de-calidad"},"resumen":"“Summary\nLa finalidad de este artículo es plantear la importancia de la calidad de los docentes y de la profesión docente, en la igualdad social de oportunidades en educación. Enseñar a pensar, o el desarrollo de las competencias intelectuales generales, a todos los estudiantes, independientemente de su origen, debe ser un objetivo básico en una sociedad democrática, para evitar la dominación social (simbólica) de una pequeña élite pensante, sobre la gran masa con pobre formación intelectual y sometida a esa dominación. Para lograr ese objetivo se requiere un cuerpo docente altamente calificado y con alto grado de desarrollo de sus competencias intelectuales generales. Nadie puede dar de lo que carece. Pero estas competencias son significativamente deficitarias entre los licenciados en educación en Colombia, como lo revelaron las recientes pruebas Saber Pro del 2011. Lo anterior genera el problema sociológico de una mayor desigualdad social en oportunidades de aprendizaje, entre los estudiantes del sector público y los estudiantes del sector privado que pueden contar con docentes de alta competencia intelectual. Esta situación exige una urgente atención del Estado, tanto a la calidad de la formación de los docentes, como a las dimensiones de estatus y remuneración de la profesión docente.”","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Campo, V. M. (2013). El docente y la profesión docente: su papel en la desigualdad social de educación de calidad. Revista Colombiana de Sociología, 36(2), 143-161. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/74009","fuente":"https://repositorio.unal.edu.co/handle/unal/74009","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":201,"titulo":{"nombre":"El efecto de las estrategias metacognitivas en el proceso de escritura en inglés como lengua extranjera.","slug":"el-efecto-de-las-estrategias-metacognitivas-en-el-proceso-de-escritura-en-ingles-como-lengua-extranjera"},"resumen":"“Resumen \nEl propósito de esta investigación fue encontrar el efecto que tuvieron las estrategias metacognitivas en la escritura de estudiantes de segundo semestre de una universidad. El proyecto se desarrolló en tres etapas: A) un diagnóstico cuyo propósito fue el de revelar las principales dificultades en la escritura a través de entrevistas, cuestionarios, entradas de diario y un pre-test. B) una acción la cual consistió en la ejecución de seis planeaciones de clase divididas en tres fases, cada una de ellas dirigidas a la aplicación de tres estrategias metacognitivas. Las planeaciones de clase siguieron el modelo CALLA. C) una evaluación para conocer los resultados obtenidos al finalizar el proceso, incluido un post-test. Los hallazgos reportaron la efectividad del uso de estrategias metacognitivas para mejorar la escritura en cuanto al contenido, vocabulario, mecánicas, precisión y fluidez, lo que a su vez permitió incrementar en los estudiantes su auto-motivación, auto-consciencia y auto-confianza hacia la escritura del inglés como lengua extranjera.”","autores":[{"nombre":"Agudelo-Correa, Yenifer","slug":"agudelo-correa-yenifer"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Agudelo-Correa, Y. (2020). El efecto de las estrategias metacognitivas en el proceso de escritura en inglés como lengua extranjera. Revista Matices en Lenguas Extranjeras (14), 86-117. doi: https://doi.org/10.15446/male.v14n1.92465\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92465","fuente":"https://doi.org/10.15446/male.v14n1.92465\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/92465","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":55,"titulo":{"nombre":"El espacio Lúdico y el videojuego, amigos del mundo académico","slug":"el-espacio-ludico-y-el-videojuego-amigos-del-mundo-academico"},"resumen":"“Actualmente, nos encontramos en una sociedad funcionalmente tecnológica y, en el ámbito académico, existen ciertas restricciones sobre temas de interés general en la comunidad estudiantil, por ejemplo, el uso de espacios lúdicos como expresión de libertad y creación humana. Asimismo, podemos ver el papel de las tecnologías de la información y la comunicación conocidas como TIC en el aula, especialmente los videojuegos, los cuales son una forma masiva de entretenimiento para millones de niños, jóvenes y adultos. Sin embargo, en el mundo académico son generalmente despreciados y estigmatizados, cuando no directamente ignorados. Ignorar un fenómeno, darle la espalda y solo ocuparse de él para atribuirle todo tipo de males solo puede servir para que terminen prevaleciendo sus aspectos más negativos y desaprovechen algunas de sus cualidades potenciales, bien sean desde el campo cognitivo hasta el campo emotivo dentro del aula.”","autores":[{"nombre":"Gómez, Alejandro","slug":"gomez-alejandro"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez, A. (2021). El espacio Lúdico y el videojuego, amigos del mundo académico. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/Instituto IMANI, 49, 13-14. Obtenido de https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","fuente":"https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021 ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":49,"titulo":{"nombre":"El futuro de la educación de alto nivel en el departamento en manos de los políticos","slug":"el-futuro-de-la-educacion-de-alto-nivel-en-el-departamento-en-manos-de-los-politicos"},"resumen":"“Es de conocimiento público que la gobernación de Amazonas formuló un proyecto de créditos -becas para beneficiar a 60 profesionales de la región para que cursen estudios de Maestría y Doctorado; Proyecto que ya fue aprobado por el OCAD Centro Sur y Colciencias. Por las calles de Leticia son muchos los rumores que se han tejido alrededor de este proyecto, razón por la cual me permito someramente hacer algunas aclaraciones.\"","autores":[{"nombre":"Pantevis Girón, Johana","slug":"pantevis-giron-johana"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Pantevis Girón, J. (2015) El futuro de la educación de alto nivel en el departamento en manos de los políticos. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (30) 11-12\nRecuperado el día 08 de octubre de 2023 de\nhttps://issuu.com/notimani/docs/notimani-30-2015","fuente":"https://issuu.com/notimani/docs/notimani-30-2015","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":143,"titulo":{"nombre":"El impacto de las tecnologías de la información y la comunicación en la operatividad de la administración pública de Bogotá dc. y su relación con el ciudadano en el sector de la educación.","slug":"el-impacto-de-las-tecnologias-de-la-informacion-y-la-comunicacion-en-la-operatividad-de-la-administracion-publica-de-bogota-dc-y-su-relacion-con-el-ciudadano-en-el-sector-de-la-educacion"},"resumen":"Summary\nLa presente ponencia hace parte de la realización de un estudio científico sobre el impacto del uso intensivo de las Tecnologías de la Información y la Comunicación (TIC’s) y, en especial, de Internet en la operatividad de la Administración Pública Local de la ciudad de Bogotá D.C., específicamente en la secretaria de Educación en relación con el ciudadano bogotano involucrado en el sector de la educación, en los niveles de primaria y secundaria. Se trata entonces de describir como la relación entre la administración pública y el ciudadano es biunívoca y, fundamentalmente, se circunscribe al hecho de que el ciudadano tiene unos deberes frente a dicha administración y también, tiene unos derechos cuyo disfrute, ella debe garantizar. La asistencia por parte del Estado debe realizarse en una forma amigable para que redunde en el mejoramiento de la calidad de vida de los ciudadanos, en su desarrollo personal y el de su comunidad. Considero entonces que por medio del Gobierno Electrónico la administración pública logrará su cometido. \nPalabras claves Tecnologías, Comunicación, Gobierno Electrónico, Ciudadano, Educación”","autores":[{"nombre":"Ortegón Bolívar, Jairo Augusto","slug":"ortegon-bolivar-jairo-augusto"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ortegón Bolívar, J. A. (2009). El impacto de las tecnologías de la información y la comunicación en la operatividad de la administración pública de Bogotá dc. y su relación con el ciudadano en el sector de la educación. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48511","fuente":"https://repositorio.unal.edu.co/handle/unal/48511 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":216,"titulo":{"nombre":"El impacto de materiales y tareas auténticas en el desarrollo de la competencia comunicativa de estudiantes en un instituto colombiano de idiomas","slug":"el-impacto-de-materiales-y-tareas-autenticas-en-el-desarrollo-de-la-competencia-comunicativa-de-estudiantes-en-un-instituto-colombiano-de-idiomas"},"resumen":"“Summary\nEste artículo da cuenta de un estudio llevado a cabo en un instituto de lengua extranjera de una universidad pública en Colombia. Su propósito principal fue analizar el impacto del uso de materiales y tareas auténticas en el desarrollo de la competencia comunicativa de los estudiantes de un curso de inglés con nivel A2. Se implementó un estudio mixto compuesto de un diseño investigativo cuasi-experimental y descriptivo-cualitativo mediante pre y pos test, observaciones, entrevistas semiestructuradas, encuestas y diarios. Se encontró que la implementación de materiales auténticos y tareas auténticas, en el contexto de un proyecto pedagógico, incidió en el mejoramiento de la competencia comunicativa de los estudiantes y de la práctica pedagógica del docente encargado del grupo experimental.”","autores":[{"nombre":"Castillo Losada, Cesar Augusto","slug":"castillo-losada-cesar-augusto"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Castillo Losada, C. A., Insuasty, E. A., & Jaime Osorio, M. F. (2017). El impacto de materiales y tareas auténticas en el desarrollo de la competencia comunicativa de estudiantes en un instituto colombiano de idiomas. PROFILE Issues in Teachers’ Professional Development, \n19(1), 89-104. http://dx.doi.org/10.15446/profile.v19n1.56763\n\nhttps://repositorio.unal.edu.co/handle/unal/66911","fuente":"https://repositorio.unal.edu.co/handle/unal/66911","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":7,"titulo":{"nombre":"El jardín infantil de la Universidad Nacional de Colombia regresó al campus","slug":"el-jardin-infantil-de-la-universidad-nacional-de-colombia-regreso-al-campus"},"resumen":"“De acuerdo con la instrucción por parte del Gobierno Nacional y el Distrito para que los colegios y jardines infantiles volvieran a retomar actividades presenciales para el segundo semestre de este 2021, el jardín infantil de la UNAL desde el pasado 16 de septiembre regresó al campus universitario de la sede Bogotá, teniendo en cuenta todos los protocolos de bioseguridad.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (30 de septiembre de 2021). El jardín infantil de la Universidad Nacional de Colombia regresó al campus. Revista En Plural. Sección: Campus Amable (86). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_campus_amable.php?id_art=219&id_sec=4","fuente":"http://bienestar.bogota.unal.edu.co/enplural_campus_amable.php?id_art=219&id_sec=4","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":33,"titulo":{"nombre":"El largo instante de la percepción: los años setenta y el crepúsculo del arte en Colombia","slug":"el-largo-instante-de-la-percepcion-los-anos-setenta-y-el-crepusculo-del-arte-en-colombia"},"resumen":"“Esta investigación está compuesta por cuatro partes. En la primera, se traza un panorama general de los años setenta, el cual revela una amplísima gama de problemas que confirma su interés, pero al tiempo muestra una tal heterogeneidad que por momentos hace dudar de la posibilidad de trazar una imagen coherente. De este análisis se van desprendiendo una serie de coincidencias en la diversidad de las manifestaciones, líneas de fuerza que apuntan hacia una teoría: el crepúsculo del arte. La segunda parte, entonces, reseña esta teoría que, a la manera de un lente, se aplicará sobre el panorama antes descrito. La imagen resultante es la tercera parte, signos, compuesta de seis ensayos que se refieren a cuatro artistas - Luis Caballero, Santiago Cárdenas, Beatriz González y Miguel Ángel Rojas - y a tres ámbitos de la mirada: el sagrado, el arquitectónico y el fotográfico. Finalmente, aparece una cuarta parte: al rescate de la mirada, y una brevísima conclusión, tautologías”.","autores":[{"nombre":"Huertas Sánchez, Miguel Antonio","slug":"huertas-sanchez-miguel-antonio"}],"años":{"año":2000,"valor":2000},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Huertas Sánchez, M. A (2000). El largo instante de la percepción: los años setenta y el crepúsculo del arte en Colombia. Facultad de Artes. Bogotá: Universidad Nacional de Colombia. Obtenido de https://repositorio.unal.edu.co/handle/unal/63260\n\nEbook: https://books.google.com.co/books?id=s-LPY21354wC&printsec=frontcover&hl=es#v=onepage&q&f=true","fuente":"https://repositorio.unal.edu.co/handle/unal/63260\n\nEbook: https://books.google.com.co/books?id=s-LPY21354wC&printsec=frontcover&hl=es#v=onepage&q&f=true ","dependencias":{"nombre":"Facultad de Artes","slug":"facultad-de-artes"}},{"id":275,"titulo":{"nombre":"El lenguaje para aprender: análisis de la relación entre política educativa y práctica docente, desde la teoría de política pública","slug":"el-lenguaje-para-aprender-analisis-de-la-relacion-entre-politica-educativa-y-practica-docente-desde-la-teoria-de-politica-publica"},"resumen":"“Resumen\nLa presente investigación se inscribe dentro del grupo de investigación: oralidad, escritura y otros lenguajes, y busca identificar los procesos de comprensión, interpretación e implementación de la política que hace referencia al lenguaje en Colombia y en Bogotá, desde la teoría de políticas públicas, de 29 docentes residentes en la ciudad de Bogotá, quienes ejercen su labor en los grados preescolar, primaria y secundaria y en diferentes áreas, y que hacen parte de un programa de formación permanente de docentes, en el que se abordan temáticas relacionadas con el lenguaje, en una universidad de la ciudad de Bogotá. Adicionalmente, confronta las relaciones que establecen los docentes entre el conocimiento de Política Pública relacionada específicamente con el lenguaje y su aplicación en el aula de clase, encontradas y analizadas a partir de investigaciones hechas por ellos mismos, que se encuentran recopiladas por el Instituto para la Investigación y el Desarrollo Pedagógico IDEP, en los años 2005, 2006, 2007, 2008 y 2009. Para todo esto se toma como concepto clave, El lenguaje para aprender, como una manera de verificar la relación entre lenguaje y educación y su influencia en la construcción de conocimientos. Como resultado importante se encontró que los docentes manifiestan conocimiento del lenguaje como transversal al currículo, reconociendo su importancia, pero no logran ubicarlo como parte de la política pública que se implementa en las aulas de clase.”","autores":[{"nombre":"Galvis Vásquez, Deisy Johana","slug":"galvis-vasquez-deisy-johana"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Galvis Vásquez, D. J. (2010). Tesis de Maestría: El lenguaje para aprender: análisis de la relación entre política educativa y práctica docente, desde la teoría de política pública. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/8505","fuente":"https://repositorio.unal.edu.co/handle/unal/8505\n","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":95,"titulo":{"nombre":"El maestro es como un guía que les pone alas a los estudiantes”: Dolly Montoya Castaño","slug":"el-maestro-es-como-un-guia-que-les-pone-alas-a-los-estudiantes-dolly-montoya-castano"},"resumen":"Entrevista del Ministerio de Educación a la Rectora Dolly Montoya en el marco de su elección como rectora de la Universidad Nacional de Colombia","autores":[{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Ministerio de Educación Nacional, M. (s.f.). El maestro es como un guía que les pone alas a los estudiantes”: Dolly Montoya Castaño. Recuperado el 14 de febrero de 2024, de MEN. Ministerio de Educación Nacional: https://www.mineducacion.gov.co/1759/w3-printer-369645.html \nhttps://www.mineducacion.gov.co/portal/salaprensa/Noticias/369645:El-maestro-es-como-un-guia-que-les-pone-alas-a-los-estudiantes-Dolly-Montoya-Castano#:~:text=enamorar%20del%20conocimiento.-,El%20maestro%20es%20como%20un%20gu%C3%ADa%20que%20les%20pone%20alas,lo%20obligamos%20a%20repetir%20cosas.","fuente":"https://www.mineducacion.gov.co/1759/w3-printer-369645.html \nhttps://www.mineducacion.gov.co/portal/salaprensa/Noticias/369645:El-maestro-es-como-un-guia-que-les-pone-alas-a-los-estudiantes-Dolly-Montoya-Castano#:~:text=enamorar%20del%20conocimiento.-,El%20maestro%20es%20como%20un%20gu%C3%ADa%20que%20les%20pone%20alas,lo%20obligamos%20a%20repetir%20cosas. ","dependencias":{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}},{"id":189,"titulo":{"nombre":"El manual escolar como objeto de investigación en historia","slug":"el-manual-escolar-como-objeto-de-investigacion-en-historia"},"resumen":"“Summary\nEl manual escolar como espacio de memoria, herramienta pedagógica y vector ideológico se ha constituido en una novedosa pieza de investigación para los historiadores. Desvalorizada por largo tiempo, hoy en día aporta información fundamental para entender los procesos iniciales de la socialización que se vivió en las escuelas. Por su parte, el manual escolar de geografía fue una herramienta que transmitió sendos mensajes nacionales: sobre el territorio y la población. Aunque se ha evidenciado que en España, México, Guatemala, Colombia, Ecuador, Chile y Argentina dichas temáticas fueron recurrentes y prestaron servicios similares, se ha constatado también que la gran mayoría de estudios a este respecto sigue subestimando el papel del manual escolar, tal como lo denunciara Alain Choppin.”","autores":[{"nombre":"Aguirre Rueda, Jorge Alejandro","slug":"aguirre-rueda-jorge-alejandro"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Aguirre Rueda, J. A. (2015). El manual escolar como objeto de investigación en historia. Revista Historia y Sociedad (28), 247-272. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/68083","fuente":"https://repositorio.unal.edu.co/handle/unal/68083 ","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"}},{"id":59,"titulo":{"nombre":"El mejoramiento de la calidad de la educación ¿política de igualdad de oportunidades o discriminación en Leticia","slug":"el-mejoramiento-de-la-calidad-de-la-educacion-politica-de-igualdad-de-oportunidades-o-discriminacion-en-leticia"},"resumen":"“\"La experiencia muestra que la elección de una política educativa a menudo tiene un impacto diferente (diferencial): Mejora las oportunidades para algunos y pone en desventaja a otros.\" \"La revisión de las políticas en el ámbito internacional muestra que cualquier intento por superar las barreras socio históricas de la participación social, mediante un tratamiento igual a los niños de todos los contextos, fracasará. Tratar a los desiguales como iguales significa perpetuar -e incluso empeorar- la desigualdad.\"\n\n Schmelkes, Silva (1997), La calidad de la Educación Primaria: un estudio de caso, México, Fondo de Cultura Económica. \n\nLas anteriores afirmaciones expresan una de las problemáticas más notorias del diseño de las políticas educativas en lo relacionado al derecho a la igualdad y al principio de equidad que deben regir como medidas normativas en lo relacionado al mejoramiento de la calidad de la educación.”","autores":[{"nombre":"Orjuela Molano, Nohora Alicia","slug":"orjuela-molano-nohora-alicia"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Orjuela Molano, N. A. (2015). El mejoramiento de la calidad de la educación ¿política de igualdad de oportunidades o discriminación en Leticia. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (30), 16-17. Recuperado el 24 de octubre de 2023, de https://issuu.com/notimani/docs/notimani-30-2015","fuente":"https://issuu.com/notimani/docs/notimani-30-2015","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":273,"titulo":{"nombre":"El mérito en el acceso a la educación superior: un estudio de caso sobre la pirámide de la desigualdad educativa en Colombia","slug":"el-merito-en-el-acceso-a-la-educacion-superior-un-estudio-de-caso-sobre-la-piramide-de-la-desigualdad-educativa-en-colombia"},"resumen":"\"Resumen\nEste trabajo tiene como propósito demostrar la forma en que el acceso a la educación superior pública en Colombia con su restringido acceso oculta profundas desigualdades y siglos de exclusión social y económica. Para eso, el punto de partida es presentar la insuficiencia igualitaria de la teoría de la justicia de John Rawls, los problemas del mérito como principio orientador en la formulación de las políticas sociales y la disyuntiva entre la igualdad de oportunidades y la igualdad de resultados, optando por la igualdad de resultados como el lugar desde el que se le hace frente a la lucha contra la desigualdad. Luego, se presentan las tendencias en las políticas de educación superior en Colombia a partir de 2011, altamente influenciadas por la búsqueda obsesiva de la estabilidad macroeconómica y la eficiencia microeconómica, donde resalta la desfinanciación de la educación superior pública y el fortalecimiento de los sistemas de recompensa individual asociados al mérito. En un tercer momento, a partir de la muestra de 24 instituciones de educación superior oficiales, usando estadística descriptiva y regresiones lineales se presentan los resultados de analizar los condicionantes ajenos a la responsabilidad de las familias (el sexo, estrato socioeconómico y tipo de colegio del estudiante) que afectan el acceso a la educación superior pública en Colombia, especialmente en las instituciones que ofrecen formación universitaria y de alta calidad, donde queda en evidencia mecanismos de exclusión que refuerzan la pirámide de la desigualdad educativa. Por último, se proponen lineamientos generales para la garantía del derecho a la educación superior y la consolidación de un sistema educativo integrado y funcional horizontalmente. (Texto tomado de la fuente)\"","autores":[{"nombre":"Palacio Restrepo, Alejandro","slug":"palacio-restrepo-alejandro"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Palacio Restrepo, A. (2023). Tesis de Maestría: El mérito en el acceso a la educación superior: un estudio de caso sobre la pirámide de la desigualdad educativa en Colombia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/83831","fuente":"https://repositorio.unal.edu.co/handle/unal/83831","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"}},{"id":91,"titulo":{"nombre":"El papel de las escuelas normales en la feminización de la docencia en la educación básica en Colombia: 2001-2009","slug":"el-papel-de-las-escuelas-normales-en-la-feminizacion-de-la-docencia-en-la-educacion-basica-en-colombia-2001-2009"},"resumen":"“Summary\nLa feminización de la docencia es la presencia mayoritaria de las mujeres en el profesorado de la básica primaria, en la enseñanza de áreas específicas del conocimiento y en el imaginario social. La educación de las mujeres en Colombia, el papel de la formación normalista, así como la organización del trabajo por jornadas en la profesión docente son factores importantes en la feminización como proceso y como una realidad demográfica que socialmente ha sido naturalizada a través de nociones como la de vocación y de la reducción de la enseñanza en la básica primaria al cuidado. El trabajo empírico realizado indica que las Escuelas Normales Superiores durante los últimos diez años han reproducido el carácter femenino de la docencia, pero lentamente se constituyen en una opción deseable para los hombres, pues es una oportunidad para acceder al empleo y para continuar en la educación superior en corto tiempo.”","autores":[{"nombre":"Montoya Palacio, Silvia Eugenia","slug":"montoya-palacio-silvia-eugenia"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Montoya Palacio, S. E. (2012). Tesis de maestría: El papel de las escuelas normales en la feminización de la docencia en la educación básica en Colombia: 2001-2009. Recuperado el 28 de octubre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/9921","fuente":"https://repositorio.unal.edu.co/handle/unal/9921 ","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"}},{"id":196,"titulo":{"nombre":"El papel de los colegas en formación en la entrevista de autoconfrontación cruzada: un análisis enunciativo del discurso en la formación del profesor de FLE","slug":"el-papel-de-los-colegas-en-formacion-en-la-entrevista-de-autoconfrontacion-cruzada-un-analisis-enunciativo-del-discurso-en-la-formacion-del-profesor-de-fle"},"resumen":"“Resumen \nEl tipo de entrevista de autoconfrontación cruzada es uno de los métodos más utilizados en el campo de la formación profesional. Si bien algunas investigaciones sobre ergonomía dirigidas a guiar las acciones humanas en relación con el trabajo y a transformar el entorno profesional son relevantes para el trabajo docente, la formación de profesores de idiomas extranjeros no es tan completa. No hay duda de que este sistema también puede beneficiar la capacitación de los docentes de francés como lengua extranjera (FLE) y la reflexión sobre esta. Esta estrategia le brinda al profesor entrevistado la oportunidad de «objetivar su subjetividad», con la ayuda no solo del «experto», sino también de sus colegas. Siendo sujetos que participan en un trílogo enunciativamente complejo y orientado praxeológicamente, cuya fuente de referencia —es decir, el curso— está marcado por una importante complejidad enunciativa, los colegas del profesor entrevistado le dan otro punto de vista sobre la interpretación de lo dicho y lo ocurrido en su clase. Asimismo, le ofrecen la oportunidad de objetivar no solo lo que sucedió en clase, sino también lo que él piensa al momento de la entrevista. Este otro punto de vista alienta al profesor entrevistado a darse cuenta de lo que no pudo haber notado solo en cuanto a lo que se dijo y se hizo en el aula. Los compañeros del profesor lo apoyan en la objetivación de su subjetividad como «colegas que objetivan», que pueden encontrar problemas similares durante su entrenamiento.”","autores":[{"nombre":"Ishikawa, Fumiya","slug":"ishikawa-fumiya"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ishikawa, F. (2019). El papel de los colegas en formación en la entrevista de autoconfrontación cruzada: un análisis enunciativo del discurso en la formación del profesor de FLE. Revista Matices en Lenguas Extranjeras 13), 277-299. doi: https://doi.org/10.15446/male.n13.85996","fuente":"https://doi.org/10.15446/male.n13.85996","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":200,"titulo":{"nombre":"El proceso de evaluación como herramienta de motivación en la asignatura de inglés: implementación y fortalecimiento de la habilidad lectora","slug":"el-proceso-de-evaluacion-como-herramienta-de-motivacion-en-la-asignatura-de-ingles-implementacion-y-fortalecimiento-de-la-habilidad-lectora"},"resumen":"“Resumen \nLa falta de motivación hacia la lectura por parte de los estudiantes es un hecho muy común dentro y fuera de las aulas de clase. Este artículo tiene por objeto comprender los obstáculos que presentan los estudiantes al momento de abordar la competencia lectora en inglés y la correlación entre la motivación y la evaluación en el aula. Para ello, se aborda esta indagación principalmente desde una perspectiva mixta, haciendo uso de la investigación-acción, en la que participaron estudiantes del grado sexto de una institución educativa pública de Colombia, la cual ayuda a hacer una introspección de las diferentes situaciones que se presentan en el aula con respecto al objetivo de investigación, mediante diferentes instrumentos de recolección e información (test, encuesta, entrevista, observación y productos de estudiantes). Finalmente, los resultados ratifican la importancia de la evaluación y de la motivación en estudiantes y maestros, así como la sinergia existente entre todos estos factores presentes en el aula de clase.”","autores":[{"nombre":"Frasser-Vargas, John Osiris","slug":"frasser-vargas-john-osiris"},{"nombre":"Moreno-Cuellar, Johana Andrea","slug":"moreno-cuellar-johana-andrea"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Frasser-Vargas, J. O., & Moreno-Cuellar, J. A. (2019). El proceso de evaluación como herramienta de motivación en la asignatura de inglés: implementación y fortalecimiento de la habilidad lectora. Revista Matices en Lenguas Extranjeras (13), 126-167. doi: https://doi.org/10.15446/male.n13.89352\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89352","fuente":"https://doi.org/10.15446/male.n13.89352\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89352 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":301,"titulo":{"nombre":"El profesor como sujeto social en la elaboración del campo curricular","slug":"el-profesor-como-sujeto-social-en-la-elaboracion-del-campo-curricular"},"resumen":"“Resumen\nEl propósito de este escrito es presentar el papel del profesor universita\nrio como sujeto social en la determinación, estructuración y desarrollo \ndel campo curricular. Con base en la revisión bibliográfica y la integra\nción de referentes del contexto político y educativo, se realiza una con\nceptualización del campo curricular, y desde allí, una comprensión de \nla universidad y del profesor en la labor de crear y promover proyectos \nque otorguen significado a la vida social de las personas y de las comu\nnidades. Se acude a referentes que controvierten la contribución de la \nuniversidad y del profesor actualmente limitada al nivel del desarrollo \ndel Currículo y de la producción de conocimiento irrelevante, al mismo \ntiempo que proponen desafíos que justifican el rescate de los espacios \nde reflexión académica e intelectual en la universidad y proponen que \nsea el profesor quien construya un discurso transformador que permita \npensar una nueva propuesta política y educativa. Se considera funda\nmental la participación del profesor como sujeto social en la determi\nnación del campo curricular, para que la educación guíe la transición a \nescenarios éticos, en los cuales la sociedad debe definir el límite de las \nlógicas económicas y promover los valores de la vida, la justicia social y \nel compromiso con las generaciones futuras. \nPalabras clave: educación, universidad, sustentabilidad, ética, proyecto.” (Tomado de la fuente)","autores":[{"nombre":"Barrero Tapias, Gabriel Ernesto","slug":"barrero-tapias-gabriel-ernesto"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Barrero Tapias, G. E. (2020). El profesor como sujeto social en la elaboración del campo curricular. En R. Rojas Monedero, Repensar el campo curricular para la transformación educativa (págs. 159-173). Cali, Colombia: Editorial Universidad Santiago de Cali. Recuperado el 23 de 05 de 2024, de https://libros.usc.edu.co/index.php/usc/catalog/download/217/219/4036?inline=1","fuente":"https://libros.usc.edu.co/index.php/usc/catalog/download/217/219/4036?inline=1","dependencias":{"nombre":"","slug":""}},{"id":294,"titulo":{"nombre":"El rol del lenguaje figurado en el discurso docente y su influencia en el clima social del aula: análisis de la serie Merlí","slug":"el-rol-del-lenguaje-figurado-en-el-discurso-docente-y-su-influencia-en-el-clima-social-del-aula-analisis-de-la-serie-merli"},"resumen":"\"Resumen\nEsta investigación parte de la ambigüedad que genera la interpretación de las figuras semánticas por sustitución metafórica dentro del discurso docente. Tomando como base las interacciones docente-estudiante identificadas en la primera temporada de la serie catalana Merlí, se buscó demostrar la importancia que tiene el uso del lenguaje figurado dentro del discurso docente y la influencia de éste en el establecimiento del clima social del aula. A través del Análisis del Discurso (AD) docente se evaluaron un total de 194 interacciones en las que la metáfora y la ironía se posicionaron como las figuras retóricas empleadas con mayor frecuencia en el aula de clase. Sin embargo, también se vieron representadas, en menor medida, figuras como la hipérbole, la lítote y el sarcasmo. Se identificó que dependiendo de la intención de uso de estas figuras semánticas dentro de la interacción docente-estudiante es posible establecer una clima nutritivo o tóxico en el aula de clase. La metáfora se posicionó como número uno para promocionar la reflexión crítica en el aula, motivar, atraer a los estudiantes y explicar o ejemplificar temas abstractos. En lo que respecta a la creación de un ambiente humorístico agradable y el establecimiento de críticas a nivel social, la ironía positiva fue la ideal. Por otra parte, la ironía destructiva se enfocó en expresar actitudes negativas hacia el estudiante, reprochar, persuadir negativamente y burlar, mientras que el sarcasmo se encargó de ofender, humillar y provocar al estudiante. No obstante, la mayoría de las interacciones analizadas promovieron un clima nutritivo entre los estudiantes, incluso aquellas en las que el docente hizo uso de un lenguaje malsonante\"","autores":[{"nombre":"Rojas Rojas, Jennifer","slug":"rojas-rojas-jennifer"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rojas Rojas, J. (2020). Tesis de Maestría: El rol del lenguaje figurado en el discurso docente y su influencia en el clima social del aula: análisis de la serie Merlí. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/78918","fuente":"https://repositorio.unal.edu.co/handle/unal/78918","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":179,"titulo":{"nombre":"El Sistema Fallon: método de notación alternativa para la enseñanza musical en Colombia (1867−87)","slug":"el-sistema-fallon-metodo-de-notacion-alternativa-para-la-ensenanza-musical-en-colombia-186787"},"resumen":"“Summary\nEn 1867 el célebre poeta, músico, profesor e ingeniero Diego Fallón Carrión (1834−1905) inventó un sistema de notación alternativo para la enseñanza musical fundamentado en la métrica y reglas de pronunciación de la lengua castellana. Dirigido a niños, jóvenes, invidentes y músicos aficionados de la capital como parte de un ambicioso plan educativo y editorial. El sistema tuvo poca acogida a pesar de lo llamativo de su propuesta y pese a su fracaso, es importante para comprender el desarrollo de la educación musical pública y privada en Colombia a mediados del siglo XIX. Este trabajo estudia a Fallon como músico y pionero de la edición musical y valora las obras musicales que se conservaron en sus publicaciones llamadas por él mismo ‘fallongrafías’.\n\nKeywords\nDiego Fallon ; enseñanza musical ; notación musical alternativa ; música doméstica ; edición musical ; música del siglo XIX.”","autores":[{"nombre":"Sarmiento, Pedro","slug":"sarmiento-pedro"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Sarmiento, P. (enero-junio de 2016). El Sistema Fallon: método de notación alternativa para la enseñanza musical en Colombia (1867−87). Ensayos Historia y Teoría del Arte, XX (30), 55-81. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/64308","fuente":"https://repositorio.unal.edu.co/handle/unal/64308","dependencias":{"nombre":"Revista Ensayos: Historia y Teoría del Arte","slug":"revista-ensayos-historia-y-teoria-del-arte"}},{"id":132,"titulo":{"nombre":"Elaboración de un objeto virtual de aprendizaje (ova) sobre “técnicas de facilitación neuromuscular propioceptiva","slug":"elaboracion-de-un-objeto-virtual-de-aprendizaje-ova-sobre-tecnicas-de-facilitacion-neuromuscular-propioceptiva"},"resumen":"“Summary\nEl presente resumen corresponde a un ejercicio de innovación en el aula que se constituye en un aporte en el marco de los “productos electrónicos” los cuales se refieren a libros o contenidos en formato digital diseñados para la educación facilitada con objetos virtuales de aprendizaje. El propósito de elaborar un OVA sobre “Técnicas de Facilitación Neuromuscular Propioceptiva - TFNP” fue proporcionar al fisioterapeuta (profesional o en formación) una herramienta que le facilite el aprendizaje de los patrones de movimiento al integrar la acción que se realiza con los músculos que la ejecutan, detallando el trabajo individual del músculo, su origen, inserción, inervación y acción, así como su trabajo en conjunto con otros músculos, utilizando para ello: texto, dibujo, fotografía y video. La utilización del OVA permite una mayor comprensión y facilita la práctica independiente de la actividad, lo que refuerza la adquisición de destrezas las cuales son fundamentales dentro del proceso de rehabilitación que el fisioterapeuta debe proveer a las personas en situación de discapacidad para su inclusión a la sociedad, como una contribución para una mejor calidad de vida. La elaboración del OVA sobre TFNP se desarrolló como parte de la estrategia de los proyectos de aula que el Programa de Fisioterapia de la Universidad de Santander adelanta en su preocupación por hacer del aprendizaje una experiencia emocionante y relevante. El docente en su papel de orientador debe motivar el aprendizaje significativo, el análisis crítico y el pensamiento creativo día a día. Una forma de introducir novedades al rol docente es mediante la utilización de las TICS, tecnologías de la información y la comunicación, las cuales ofrecen variadas herramientas que despiertan en el estudiante curiosidad y que lo impulsan a entrar en contacto con ellas, despertándose así el interés, sustrato básico para lograr la construcción de conocimientos.”","autores":[{"nombre":"Gómez Díaz, Isabel Cristina","slug":"gomez-diaz-isabel-cristina"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gómez Díaz, I. C. (2009). Elaboración de un objeto virtual de aprendizaje (ova) sobre “técnicas de facilitación neuromuscular propioceptiva”. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48512","fuente":"https://repositorio.unal.edu.co/handle/unal/48512","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":122,"titulo":{"nombre":"Elementos para repensar el Sistema Nacional de Educación","slug":"elementos-para-repensar-el-sistema-nacional-de-educacion"},"resumen":"“Durante este año, en países como Costa Rica, Chile, Perú, Paraguay y España han sido designados nuevos ministros de Educación. Provenientes de diversas disciplinas y con enfoques diferentes, buscan realizar la difícil tarea de mejorar el sistema educativo de sus países. Así mismo sucederá en Colombia después del 7 agosto, lo que se convierte en una oportunidad para reflexionar sobre el enfoque que queremos darle a la educación superior durante los próximos años. Para aportar a este debate, propongo tres elementos que, desde mi experiencia como profesora e investigadora durante 35 años, considero fundamentales para repensar el Sistema Nacional de Educación.\n\nEl primer elemento es la formación de ciudadanos libres, autónomos, íntegros, conscientes de lo que quieren ser, hacer y con quién. Insisto, la sociedad fracasa porque la educación no prioriza la formación de ciudadanos. De nada sirve que los jóvenes memoricen datos y procedimientos en las universidades sin un conjunto de valores que orienten su accionar en el diario vivir. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (07 de julio de 2018). Elementos para repensar el Sistema Nacional de Educación. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=440&cHash=ff6c132d7e81d5f1eb399afafb469c33","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=440&cHash=ff6c132d7e81d5f1eb399afafb469c33","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":213,"titulo":{"nombre":"Emociones de profesores de AICLE en formación en la enseñanza de materias en inglés","slug":"emociones-de-profesores-de-aicle-en-formacion-en-la-ensenanza-de-materias-en-ingles"},"resumen":"“Resumen\nEste artículo presenta un estudio exploratorio y descriptivo sobre las emociones de futuros profesores de aprendizaje integrado de contenidos y lenguas extranjeras. El estudio, realizado en una universidad española, buscó analizar la experiencia práctica de diecinueve profesores en formación de un máster en enseñanza bilingüe (español-inglés) para la educación primaria y secundaria para determinar las emociones experimentadas y sus causas. Los participantes completaron un cuestionario cuyo análisis evidenció que las emociones positivas se experimentaron en mayor medida que las negativas, siendo la materia impartida, el sexo del profesorado, la experiencia previa, la actitud del tutor de los centros y los propios estudiantes las causas de dichas emociones. El estudio pone de manifiesto la dimensión afectiva del aprendizaje integrado de contenidos y lenguas extranjeras.”","autores":[{"nombre":"Belmonte Carrasco, Lucia","slug":"belmonte-carrasco-lucia"},{"nombre":"De la Maya Retamar,Guadalupe","slug":"de-la-maya-retamarguadalupe"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Belmonte Carrasco, L., & De la Maya Retamar, G. (julio-diciembre de 2023). Emociones de profesores de AICLE en formación en la enseñanza de materias en inglés. Profile: Issues in Teachers' Professional Development, 25(2), 185-199. Recuperado el 31 de octubre de 2023, de https://revistas.unal.edu.co/index.php/profile/article/view/104914","fuente":"https://revistas.unal.edu.co/index.php/profile/article/view/104914 ","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":45,"titulo":{"nombre":"Enseñanza-aprendizaje de las Ciencias Naturales y la Educación Ambiental en contextos multiculturales","slug":"ensenanza-aprendizaje-de-las-ciencias-naturales-y-la-educacion-ambiental-en-contextos-multiculturales"},"resumen":"“Resumen\nLa educación básica secundaria en Ciencias Naturales y Educación ambiental en contextos multiculturales, se constituye en un espacio potencial de interacción, dado el encuentro de diferentes visiones respecto a la relación hombre-naturaleza, y en muchos casos ontologías1 múltiples. Los desencuentros entre las exigencias educativas de las comunidades étnicas (indígenas, afrocolombianas y room) y, a su vez, del Ministerio de Educación Nacional, limitan las posibilidades de los planteamientos curriculares e implementación de estrategias pedagógicas apropiadas que atiendan la integración de conocimientos de las diferentes visiones sobre el medio ambiente, la naturaleza y los seres vivos, lo cual no es una tarea fácil pero tampoco inalcanzable. En esta perspectiva, esta investigación presenta un análisis del reconocimiento y articulación del capital cultural de los estudiantes y las orientaciones curriculares en Ciencias Naturales y Educación Ambiental, en las instituciones de educación básica secundaria en contextos multiculturales en la Amazonia como es el caso de algunas instituciones públicas en el departamento del Vaupés, Guainía y Amazonas, según las voces de los docentes del área. Para ello, en el diseño metodológico se tomaron elementos de la auto-etnografía, entrevistas a docentes, dado que son quienes orientan los procesos pedagógicos y, se hizo una revisión documental. Los hallazgos de esta investigación revelan las tensiones entre los planteamientos curriculares, las propuestas pedagógicas institucionales y estatales, las demandas educativas y la realidad de los contextos escolares, además de las posibilidades y fortalezas que ofrece esta área del conocimiento. Así como también evidencian algunas estrategias pedagógicas, que implementan los docentes en estos contextos para lograr espacios de aprendizaje más equitativos, en los cuales se involucren diversos tipos de conocimientos. Igualmente, los diálogos con los docentes permitieron reconocer un conjunto de necesidades pedagógicas, conceptuales y didácticas importantes para proponer una reflexión acerca del diseño curricular y de los alcances y dificultades en la implementación de proyectos educativos interculturales en la Amazonia.”","autores":[{"nombre":"Palomar Aya, Jenny Patricia","slug":"palomar-aya-jenny-patricia"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Palomar Aya, J. P. (2022). Tesis de Maestría: Enseñanza-aprendizaje de las Ciencias Naturales y la Educación Ambiental en contextos multiculturales. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/81605","fuente":"https://repositorio.unal.edu.co/handle/unal/81605","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":198,"titulo":{"nombre":"Enseñanza del alemán a personas ciegas","slug":"ensenanza-del-aleman-a-personas-ciegas"},"resumen":"“Resumen \nLa experiencia investigativa que se presenta a continuación tiene como fin contribuir en el estudio de procesos didácticos que favorezcan el aprendizaje del idioma alemán en la población ciega. Este tipo de población tiende a ser dejada de lado en muchos ámbitos no sólo académicos sino profesionales, por la escasa capacitación docente, la falta de adecuación de los contenidos educativos, del currículo, del sistema evaluativo y de los espacios de aprendizaje. También influyen presuposiciones de ciertos grupos sociales o la indiferencia e irrelevancia que se ejerce sobre el que tiene condiciones sensoriales diferentes, obstáculos que la población mencionada debe sortear constantemente. Por ello, esta investigación de carácter mixto nació como una posibilidad de asumir el reto de trabajar con personas ciegas que requieren elementos pedagógicos y didácticos que van más allá de los que usualmente se enseñan en las carreras de filología. En la experiencia investigativa se utiliza el sistema de escritura braille como punto de apoyo principal para el desarrollo de las sesiones, cuyos contenidos se estructuraron de acuerdo con las cuatro habilidades sugeridas por el Marco Común Europeo de Referencia para las Lenguas (mcer): Comprensión oral, comprensión escrita, producción escrita y producción e interacción oral. Así mismo, se realizó un examen que evaluó estas habilidades comunicativas al final de las sesiones con los estudiantes participantes de esta investigación, evidenciando que el conocimiento del idioma alemán puede ser altamente accesible para la población que tiene limitación visual. Los aportes de esta investigación muestran la necesidad imperante de tener en cuenta a poblaciones con necesidades educativas especiales (como la ciega) en la adaptación de los procesos de planeación, diseño curricular y en las prácticas evaluativas. Este trabajo también amplía el marco de acción en la enseñanza de lenguas extranjeras dada la escasa investigación que existe alrededor de esta temática”","autores":[{"nombre":"Curmen-Rojas, Ernesto Atahualpa","slug":"curmen-rojas-ernesto-atahualpa"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Curmen-Rojas, E. A. (2019). Enseñanza del alemán a personas ciegas. Revista Matices en Lenguas Extranjeras (13), 15-59. doi: https://doi.org/10.15446/male.n13.89607 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89607","fuente":"https://doi.org/10.15446/male.n13.89607 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89607 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":199,"titulo":{"nombre":"Enseñanza del inglés en Colombia: un necesario cambio de paradigma","slug":"ensenanza-del-ingles-en-colombia-un-necesario-cambio-de-paradigma"},"resumen":"“Resumen \nEn primera instancia, este artículo presenta una reflexión sobre el estado de la enseñanza del inglés como lengua extranjera en Colombia. A través del análisis de las certificaciones y formaciones de docentes, las metodologías, las políticas lingüísticas y los materiales usados, el texto discute cómo estos procesos dependen esencialmente de importaciones tecnológicas. En segundo lugar, el artículo presenta el abordaje socio-crítico, un desarrollo reciente en el área de lenguas extranjeras que podría resolver el problema de las importaciones tecnológicas dado que este abordaje implica cambiar las políticas actuales de una orientación privada a pública, de un enfoque “arriba-abajo” a “abajo-arriba” para implementar un abordaje del Inglés como lengua extranjera basado en el contexto local colombiano.”","autores":[{"nombre":"Legal, Damien","slug":"legal-damien"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Le Gal, D. (2018). Enseñanza del inglés en Colombia: un necesario cambio de paradigma. Revista Matices en Lenguas Extranjeras, 12. doi: https://doi.org/10.15446/male.n12.73267 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/73267","fuente":"https://doi.org/10.15446/male.n12.73267 \n\nhttps://revistas.unal.edu.co/index.php/male/article/view/73267 \n","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":104,"titulo":{"nombre":"Entrevista: Dolly Montoya: \"En Colombia hemos conseguido que la Universidad sea un espacio de paz\"","slug":"entrevista-dolly-montoya-en-colombia-hemos-conseguido-que-la-universidad-sea-un-espacio-de-paz"},"resumen":"Dolly Montoya, la primera mujer en ser rectora de la Universidad Nacional de Colombia (UNAL) desde su fundación en 1867, ha transformado la institución en un baluarte de paz en un país marcado por el conflicto armado. Montoya, reconocida por su liderazgo y humildad, sostiene que las universidades deben ser espacios de paz y combate contra la guerra y la corrupción. Ha implementado centros de investigación en regiones afectadas, desarrollado programas de admisión especiales para estudiantes de áreas marginadas y fomentado la inclusión educativa. Su gestión ha resultado en la formación de líderes regionales y ha convertido las aulas en alternativas a la violencia, ejemplificando un modelo de educación pública comprometida con el cambio social.","autores":[{"nombre":"Cabanillas, Fermín","slug":"cabanillas-fermin"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Cabanillas, F. (24 de julio de 2023). Dolly Montoya: \"En Colombia hemos conseguido que la Universidad sea un espacio de paz\". Recuperado el 14 de febrero de 2024, de Magisterio: https://www.magisnet.com/2023/07/dolly-montoya-en-colombia-hemos-conseguido-que-la-universidad-sea-un-espacio-de-paz/","fuente":"https://www.magisnet.com/2023/07/dolly-montoya-en-colombia-hemos-conseguido-que-la-universidad-sea-un-espacio-de-paz/","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":304,"titulo":{"nombre":"Envolvimiento familiar y desempeño escolar en estudiantes de familias no nucleares","slug":"envolvimiento-familiar-y-desempeno-escolar-en-estudiantes-de-familias-no-nucleares"},"resumen":"\"Resumen\nEsta investigación identificó cómo el Envolvimiento Familiar influencia las características de las relaciones sociales y los desempeños académicos y convivenciales de los estudiantes que pertenecen a Familias No Nucleares (FNN) en el curso 804, jornada tarde, de la Institución Educativa General Santander del municipio de Soacha. Las bases teóricas principales corresponden a los conceptos de Familia Nuclear, de Claude Lévi Strauss; Familia No Nuclear, con base en Ximena Pachón y Ana Rico de Alonso; Envolvimiento Familiar, de Rubén Cervini; y Socialización Primaria y Secundaria, de Peter Berger y Thomas Luckmann. La investigación es de tipo cualitativo, con enfoque holístico y metodología de estudio de caso interpretativo. La población está compuesta por 41 estudiantes, 21 de ellos pertenecen a Familias No Nucleares. La triangulación de información de grupos focales, entrevistas y una encuesta produjo como hallazgos que el Envolvimiento Familiar en las FNN del curso 804 se caracteriza por la poca compañía que hacen los padres a sus hijos, debido a las responsabilidades laborales. Razón por la que los estudiantes son acompañados por la familia extendida, que no puede forjar con eficacia en ellos hábitos escolares a favor del rendimiento académico. La ruptura entre padres que origina la Familiar No Nuclear hace que los estudiantes tengan períodos en los cuales no encuentran apoyo económico y axiológico, afectándose sus desempeños escolares. Sin embargo, la principal afectación del Envolvimiento Familiar en los desempeños escolares se da académicamente y no convivencialmente, donde el resultado es muy cercano al de estudiantes de Familias Nucleares.\"","autores":[{"nombre":"Bohórquez Torres, Mónica","slug":"bohorquez-torres-monica"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Bohórquez Torres, M. (2016). Tesis de Maestría: Envolvimiento familiar y desempeño escolar en estudiantes de familias no nucleares. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59499","fuente":"https://repositorio.unal.edu.co/handle/unal/59499\n\n","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":188,"titulo":{"nombre":"Escuela nueva y saber pedagógico en Colombia: apropiación, modernidad y métodos de enseñanza. Primera mitad del siglo xix","slug":"escuela-nueva-y-saber-pedagogico-en-colombia-apropiacion-modernidad-y-metodos-de-ensenanza-primera-mitad-del-siglo-xix"},"resumen":"“Summary\nLa Escuela Nueva es una propuesta de naturaleza pedagógica extendida en toda América Latina, y que tuvo una influencia variada en la educación en los diferentes países de América Latina. En Colombia, la Escuela Nueva significó la apertura hacia un proceso de apropiación de los saberes modernos. En este sentido, el artículo desarrolla algunas reflexiones sobre esta tendencia pedagógica durante la primera mitad del siglo XX, para hacer visible desde una perspectiva histórica, las transformaciones en los métodos de enseñanza de las ciencias y los saberes en el saber pedagógico colombiano.”","autores":[{"nombre":"Ríos Beltrán, Rafael","slug":"rios-beltran-rafael"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ríos Beltrán, R. (enero-junio de 2013). Escuela nueva y saber pedagógico en Colombia: apropiación, modernidad y métodos de enseñanza. Primera mitad del siglo xix. Historia y Sociedad (24), 79-107. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/73265","fuente":"https://repositorio.unal.edu.co/handle/unal/73265","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"}},{"id":228,"titulo":{"nombre":"Estado del arte sobre las investigaciones en dificultades de aprendizaje: Un enfoque pedagógico, Bogotá 2000-2006","slug":"estado-del-arte-sobre-las-investigaciones-en-dificultades-de-aprendizaje-un-enfoque-pedagogico-bogota-2000-2006"},"resumen":"“Realizar una investigación documental sobre el desarrollo de la investigación en torno al tema de dificultades de aprendizaje desde una perspectiva pedagógica, es una labor de alta trascendencia para un colectivo educativo, para el entorno local de un país, y en general para el contexto mundial, siempre preocupado por el avance y conocimiento de innovaciones en este campo de la formación y la educación. La escuela debe garantizar el aprendizaje de todos los niños y niñas; sin embargo, lo que se evidencia en la práctica muestra un panorama muy diferente, pues los docentes en general, manifiestan no contar en su formación profesional con herramientas que les permitan abordar los casos de aquellos niños que presentan ritmos diferentes de aprendizaje o dificultades específicas; las intervenciones en el aula se quedan cortas, frente a esta población particular.”","autores":[{"nombre":"González Acevedo, Angélica María","slug":"gonzalez-acevedo-angelica-maria"},{"nombre":"Beltrán Escobar, Carolina","slug":"beltran-escobar-carolina"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"González, A. M., & Beltrán Escobar, C. (2009). Estado del arte sobre las investigaciones en dificultades de aprendizaje: Un enfoque pedagógico, Bogotá 2000-2006. Bogotá: IDEP.\n(El Instituto para la Investigación Educativa y el Desarrollo Pedagógico). Recuperado el 28 de octubre de 2023\nhttps://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones\n\nFuente asociada: \nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones \n\nDocumento alojado en: \nhttps://descubridor.idep.edu.co/Record/3998","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones\n\nFuente asociada: \nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones \n\nDocumento alojado en: \nhttps://descubridor.idep.edu.co/Record/3998 ","dependencias":{"nombre":"Servicio de Atención psicológica -SAP-","slug":"servicio-de-atencion-psicologica-sap"}},{"id":81,"titulo":{"nombre":"Estado, mercado y comunidad: reformas educativas y redefinición de lo público en Colombia, 1994-2005.","slug":"estado-mercado-y-comunidad-reformas-educativas-y-redefinicion-de-lo-publico-en-colombia-1994-2005"},"resumen":"“Resumen\nEl trabajo describe y analiza las reformas educativas en Colombia en el período 1994-2005, en la educación básica y media, relacionándolas con otras en el ámbito internacional, mostrando el tipo de argumentos y tradicionales ideológicas desde donde se han justificado, los mecanismos utilizados en su implementación, las transformaciones producidas en los centros escolares, el posicionamiento y la actuación de los actores directamente implicados, y los cambios en la redefinición de la educación como servicio público y en su sentido general. Lo anterior se aborda desde la intersección de tres aspectos: en primer lugar, pensando la escuela, el centro escolar como organización. En segundo lugar, la problemática de las políticas sociales y las políticas educativas, es decir, la forma como algunos macro-actores (Agencias internacionales, administración nacional y local, sindicatos, medios masivos) intervienen para organizar dicha acción educativa. Un tercer elemento apunta a estudiar las relaciones y las tensiones entre el mercado y el sector público en el campo educativo.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Miñana Blasco, C. (2006). Tesis de Maestría: Estado, mercado y comunidad: reformas educativas y redefinición de lo público en Colombia, 1994-2005. Recuperado el 20 de febrero de 2024, de Dianet: https://dialnet.unirioja.es/servlet/tesis?codigo=131905","fuente":"https://dialnet.unirioja.es/servlet/tesis?codigo=131905 ","dependencias":{"nombre":"Maestria en Educación. Universidad de Barcelona","slug":"maestria-en-educacion-universidad-de-barcelona"}},{"id":90,"titulo":{"nombre":"Estatuto de profesionalización docente en Colombia: análisis de los dos estatutos vigentes (decreto 2277 de 1979 y decreto 1278 de 2002), diferencias en la labor docente.","slug":"estatuto-de-profesionalizacion-docente-en-colombia-analisis-de-los-dos-estatutos-vigentes-decreto-2277-de-1979-y-decreto-1278-de-2002-diferencias-en-la-labor-docente"},"resumen":"“Summary\nEn Colombia la profesión docente a nivel de la educación básica y media está reglamentada por dos decretos que funcionan simultáneamente, el Decreto 2277 de 1979 y el Decreto 1278 de 2002, éstos regularizan las relaciones del Estado con los educadores a su servicio, determinan los parámetros para la profesionalización de su labor, el ejercicio de sus funciones, y los mecanismos de inserción, permanencia y promoción en la carrera docente. Teniendo en cuenta este funcionamiento simultáneo, se comparan ambas normatividades, encontrando similitudes y diferencias, luego se indaga por el efecto y la visión de estas sobre la función docente a través de un estudio de caso. Información empírica que junto con las diferencias al ser analizadas desde una perspectiva sociológica pretenden mostrar parcialmente el impacto que pueden tener sobre la labor de los docentes. Constituyendo una invitación a la investigación y el conocimiento de la situación laboral actual de los docentes en Colombia.”","autores":[{"nombre":"Cifuentes Cubillos, Carolina","slug":"cifuentes-cubillos-carolina"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Cifuentes Cubillos, C (2013). Tesis de maestría: Estatuto de profesionalización docente en Colombia: análisis de los dos estatutos vigentes (decreto 2277 de 1979 y decreto 1278 de 2002), diferencias en la labor docente. Obtenido de Repositorio Institucional UN. Biblioteca Digital : https://repositorio.unal.edu.co/handle/unal/48562","fuente":"https://repositorio.unal.edu.co/handle/unal/48562","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"}},{"id":249,"titulo":{"nombre":"Estrategias Pedagógicas Inclusivas.","slug":"estrategias-pedagogicas-inclusivas"},"resumen":"Este texto ofrece una guía práctica para educadores, con estrategias específicas para crear un ambiente de clase inclusivo para estudiantes con diversas discapacidades. Incluye recomendaciones sobre cómo organizar el espacio para estudiantes con discapacidad física, cómo manejar el estrés en estudiantes con discapacidad psicosocial, y cómo estructurar clases para aquellos con discapacidad intelectual. También proporciona consejos sobre el uso de tecnologías y métodos adecuados para estudiantes con discapacidad visual y auditiva, asegurando que todos los estudiantes puedan participar plenamente y efectivamente en el aula.","autores":[{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}],"años":{"año":null,"valor":"(s.f)"},"tipos":{"nombre":"Infografía","slug":"infografia"},"referencia":"Observatorio de Inclusión Educativa para Personas con Discapacidad. (s.f.). Estrategias Pedagógicas Inclusivas. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Carpeta_de_pedagogias_inclusivas_para_docentes.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Carpeta_de_pedagogias_inclusivas_para_docentes.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"}},{"id":176,"titulo":{"nombre":"Evaluación de contenidos curriculares y percepción de competencias de estudiantes del área de la salud respecto del Modelo Integral de Atención en Salud en Colombia.","slug":"evaluacion-de-contenidos-curriculares-y-percepcion-de-competencias-de-estudiantes-del-area-de-la-salud-respecto-del-modelo-integral-de-atencion-en-salud-en-colombia"},"resumen":"“Summary\nObjetivo Identificar la percepción de los estudiantes de último nivel de los programas de formación profesional y técnica en salud respecto a sus competencias para desempeñarse en el MIAS, y evaluar la presencia de dichas competencias dentro de los contenidos curriculares de los programas de salud en Santander. Métodos Se realizó un estudio descriptivo transversal en 451 estudiantes y una revisión documental de currículos de 26 programas. Se construyó y validó el contenido de un cuestionario en línea de percepción de competencias en los ámbitos del saber ser, saber conocer y saber hacer. Resultados En la revisión documental se encontró deficiencias en la inclusión de competencias tales como las de ejercer liderazgo (80 %) y realizar un enfoque diferencial en la atención (84 %). En la encuesta de percepción, el 36 % de los estudiantes manifestaron tener un conocimiento regular o deficiente sobre Rutas Integrales de Atención en Salud, planes de beneficios y actores del sistema de salud. Adicionalmente, el 7,5 % afirmaron ser poco competentes para realizar actividades de coordinación intersectorial, vigilancia epidemiológica o investigación en salud pública. Conclusiones Los resultados evidencian la necesidad de incluir en los currículos de programas de salud algunos aspectos fundamentales para la adecuada implementación del MIAS.”","autores":[{"nombre":"Rodríguez-Villamizar, Laura A.","slug":"rodriguez-villamizar-laura-a"},{"nombre":"Vera-Cala, Lina M.","slug":"vera-cala-lina-m"},{"nombre":"Rojas-Sánchez, Oscar A.","slug":"rojas-sanchez-oscar-a"},{"nombre":"Rivera-Carvajal, Raquel","slug":"rivera-carvajal-raquel"},{"nombre":"Uribe-Rivero, Luz M.","slug":"uribe-rivero-luz-m"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rodriguez-Villamizar, L. A., Vera-Cala, L. M., Rojas-Sánchez, O. A., Rivera-Carvajal, R., & Uribe-Rivero, L. M. (agosto de 2017). Evaluación de contenidos curriculares y percepción de competencias de estudiantes del área de la salud respecto del Modelo Integral de Atención en Salud en Colombia. Revista de Salud Pública, 19(4), 491-498. doi: https://doi.org/10.15446/rsap.v19n4.67261\n\nhttps://repositorio.unal.edu.co/handle/unal/65494","fuente":"https://doi.org/10.15446/rsap.v19n4.67261\n\nhttps://repositorio.unal.edu.co/handle/unal/65494","dependencias":{"nombre":"Revista de Salud Pública","slug":"revista-de-salud-publica"}},{"id":235,"titulo":{"nombre":"Evaluación de la eficacia de quédate en Colmayor como estrategia de enseñanza y aprendizaje complementaria de la Institución Universitaria Colegio Mayor de Antioquia, Medellín, Colombia.","slug":"evaluacion-de-la-eficacia-de-quedate-en-colmayor-como-estrategia-de-ensenanza-y-aprendizaje-complementaria-de-la-institucion-universitaria-colegio-mayor-de-antioquia-medellin-colombia"},"resumen":"Esta investigación evalúa el programa educativo complementario \"Quédate en Colmayor\", implementado en 2012 en la Institución Universitaria Colegio Mayor de Antioquia. Utiliza las bases teóricas de Tinto y Pascarella y Terenzini para examinar su impacto en la formación de estudiantes autónomos y críticos, así como en su permanencia y graduación. El estudio, de tipo descriptivo y correlacional, combina fuentes de información secundarias y primarias, incluyendo encuestas y análisis estadísticos. Los resultados muestran que el programa contribuye positivamente al rendimiento académico y a la permanencia estudiantil, especialmente para aquellos que asisten regularmente. Los estudiantes perciben el programa como efectivo y relacionan su participación con una mayor probabilidad de éxito académico y menor riesgo de abandono. En conclusión, el estudio destaca la importancia de programas complementarios para mejorar el rendimiento y la permanencia estudiantil en la educación superior.","autores":[{"nombre":"Jaramillo García, Ivón Patricia","slug":"jaramillo-garcia-ivon-patricia"},{"nombre":"Vásquez Velásquez, Johanna","slug":"vasquez-velasquez-johanna"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"García, I. P., & Velásquez, J. V. (2022). Evaluación de la eficacia de quédate en colmayor como estrategia de enseñanza y aprendizaje complementaria de la Institución Universitaria Colegio Mayor de Antioquia, Medellín, Colombia. X CLABES Congreso Latinoamericano sobre el Abandono de la Educación superior. Virtual. Recuperado el 05 de 02 de 2024, de https://revistas.utp.ac.pa/index.php/clabes/article/view/3348","fuente":"https://revistas.utp.ac.pa/index.php/clabes/article/view/3348","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":12,"titulo":{"nombre":"¿Evaluar para formar o evaluar para rajar? espacio de reflexión sobre la importancia de transformar el método evaluativo en Colombia","slug":"evaluar-para-formar-o-evaluar-para-rajar-espacio-de-reflexion-sobre-la-importancia-de-transformar-el-metodo-evaluativo-en-colombia"},"resumen":"“En entrevista con En Plural, el Historiador y Director del Instituto de Investigación en Educación de la Facultad de Ciencias Humanas de la Universidad Nacional, profesor Darío Campos Rodríguez, habla acerca de la importancia de cambiar el método de evaluación en Colombia como un vehículo que ayude a obtener mejores resultados de desarrollo y aprendizaje en las generaciones futuras”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (15 de septiembre de 2017). ¿Evaluar para formar o evaluar para rajar? espacio de reflexión sobre la importancia de transformar el método evaluativo en Colombia. Revista En Plural. Sección: Entre Líneas (47). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=13&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=13&id_sec=2 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":38,"titulo":{"nombre":"Experiencia de construcción de un proyecto pedagógico para la Facultad de Enfermería de la Universidad Nacional de Colombia 2012-2015","slug":"experiencia-de-construccion-de-un-proyecto-pedagogico-para-la-facultad-de-enfermeria-de-la-universidad-nacional-de-colombia-2012-2015"},"resumen":"“Detalles\nEste libro ofrece al lector la posibilidad de identificar los elementos centrales del proyecto pedagógico desarrollado en los últimos años al interior de Facultad de Enfermería de la Universidad Nacional de Colombia, realizado a través de un proceso participativo de autorreconocimiento de docentes y estudiantes de la Facultad. Su construcción se realizó en un periodo aproximado de dos años y su depuración y consolidación como producto final en un tiempo similar. Se espera que este texto sea una propuesta para la reflexión al interior de otros programas de formación de enfermeras/os, tanto en el país como en el exterior, especialmente porque su utilidad se centra en dar opciones para la educación. La pedagogía y el desarrollo curricular de los programas que están comprometidos con la formación de profesionales de enfermería en diferentes niveles, tanto en el pregrado como en el posgrado.”","autores":[{"nombre":"Díaz Heredia, Luz Patricia","slug":"diaz-heredia-luz-patricia"},{"nombre":"Rivera Álvarez, Luz Nelly","slug":"rivera-alvarez-luz-nelly"},{"nombre":"Gómez Ochoa, Ana Maritza","slug":"gomez-ochoa-ana-maritza"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Díaz Heredia, L. P., Rivera Álvarez, L. N., & Gómez Ochoa, A. M. (2019). Experiencia de construcción de un proyecto pedagógico para la Facultad de Enfermería de la Universidad Nacional de Colombia 2012-2015. Bogotá: Editorial Universidad Nacional de Colombia. Recuperado el 12 de diciembre de 2023, de https://www.libreriaunal.com/libro/experiencia-de-construccion-de-un-proyecto-pedagogico-para-la-facultad-de-enfermeria-de-la-universidad-nacional-de-colombia-2012-2015_20801","fuente":"https://www.libreriaunal.com/libro/experiencia-de-construccion-de-un-proyecto-pedagogico-para-la-facultad-de-enfermeria-de-la-universidad-nacional-de-colombia-2012-2015_20801","dependencias":{"nombre":"Facultad de Enfermería","slug":"facultad-de-enfermeria"}},{"id":207,"titulo":{"nombre":"Experimento didáctico de conciencia y expresión narrativas para la clase de literatura en ELE SITA en el Caribe.","slug":"experimento-didactico-de-conciencia-y-expresion-narrativas-para-la-clase-de-literatura-en-ele-sita-en-el-caribe"},"resumen":"“Resumen \nEn este artículo se presentará un experimento didáctico para la optimización de la expresión narrativa en español como lengua extranjera desarrollado recientemente con alumnos de Literatura Hispánica de la University of the West Indies en la isla caribeña de Barbados. Se trata de un modelo de aplicación didáctica que tiene como triple objetivo analizar los elementos subjetivos y afectivos de focalización narratológica que estructuran todo relato, así como crear conciencia entre nuestros alumnos del engranaje narrativo-neurolingüístico-emocional, y afianzar su propia expresión narrativa en español. El ejercicio consta de dos partes analítico-expresivas respectivamente. Como soporte didáctico para ambas se incorporan dos muestras de textos literarios del Caribe hispano, una contemporánea (un capítulo de la novela De nombres y animales, de la autora dominicana Rita Indiana, 2013), y una tradicional (“Tía Zorra y los peces”, popular fábula de folclore oral afro-caribeño venezolano). Los alumnos participantes en el experimento reciben un cuadernillo de trabajo que incluye el material de lectura, así como cada una de las tareas de reflexión, análisis y expresión en el orden de iteración y progresión indagativas y creativas previsto para su desarrollo en clase. Bajo la apariencia de simples preguntas semi-abiertas de breve respuesta se guía al estudiante por este proceso de observación consciente, equipándolo (sin lastrarlo con nociones teóricas) con un estuche básico de herramientas epistemológicas de corte narratológico y psiconeurolingüístico, tales como la focalización narrativa, la estructura superficial y profunda del lenguaje, y la noción neurocientífica de engrama), hasta llegar a la tarea final de creación propia y autónoma de una fábula en español.”","autores":[{"nombre":"Herrero-Martín, Rosana","slug":"herrero-martin-rosana"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Herrero-Martín, R. (2019). Experimento didáctico de conciencia y expresión narrativas para la clase de literatura en ELE SITA en el Caribe. Revista Matices en Lenguas Extranjeras (13), 98-128. doi: https://doi.org/10.15446/male.n13.89350\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89350","fuente":"https://doi.org/10.15446/male.n13.89350\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/89350","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":218,"titulo":{"nombre":"Exploración de los criterios para evaluar el desempeño de los maestros de inglés en servicio","slug":"exploracion-de-los-criterios-para-evaluar-el-desempeno-de-los-maestros-de-ingles-en-servicio"},"resumen":"“Resumen \nEste estudio de caso exploró los criterios de evaluación aplicados por seis supervisores de un instituto privado de idiomas (tres hombres y tres mujeres) en un contexto de inglés como lengua extranjera. Para recoger datos se usaron entrevistas individuales en profundidad, listas de verificación de observación de los supervisores y comentarios escritos. Un análisis temático permitió identificar cinco temas principales y dos subtemas. Así, se desarrolló un marco tentativo que abarca cinco dominios: el inglés y el conocimiento del contenido, las habilidades de enseñanza, los rasgos personales, el cumplimiento de las expectativas del lugar de trabajo y la retroalimentación de los padres/estudiantes/compañeros. El marco propuesto puede ser útil para aumentar el conocimiento de los supervisores de idiomas sobre la evaluación docente.”","autores":[{"nombre":"Hassani, Azadeh","slug":"hassani-azadeh"},{"nombre":"Saeedi, Zari","slug":"saeedi-zari"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Hassani, A., & Saeedi, Z. (julio-diciembre de 2023). Exploración de los criterios para evaluar el desempeño de los maestros de inglés en servicio. Profile: Issues in Teachers' Professional Development, 25(2), 165-181. Recuperado el 31 de octubre de 2023, de https://revistas.unal.edu.co/index.php/profile/article/view/103917/89223","fuente":"https://revistas.unal.edu.co/index.php/profile/article/view/103917/89223","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":14,"titulo":{"nombre":"Expresso Escolar: un proyecto pionero en el país","slug":"expresso-escolar-un-proyecto-pionero-en-el-pais"},"resumen":"“La radio es y seguirá siendo uno de los medios de comunicación masiva más usados y pese al predominio actual de los medios digitales, alumnos y docentes del colegio Iparm de la Universidad Nacional de Colombia Sede Bogotá, apuestan por aprovechar sus beneficios y potenciar espacios que fortalezcan las relaciones y la integración de esa comunidad.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (29 de noviembre de 2019). Expresso Escolar: un proyecto pionero en el país. Revista En Plural. Sección: Entre Líneas (68). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=128&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=128&id_sec=2 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":67,"titulo":{"nombre":"Factores asociados a la gestión en educación superior a distancia: propuesta de un modelo","slug":"factores-asociados-a-la-gestion-en-educacion-superior-a-distancia-propuesta-de-un-modelo"},"resumen":"“Resumen\nEl concepto de modelo de gestión ha venido incorporándose como soporte para la administración de organizaciones. Dada la particular connotación de las Instituciones de Educación Superior a Distancia (IESD), se sintetiza en este trabajo la caracterización de la metodología de educación a distancia (EaD)1 analizando la problemática inherente, así como la normatividad pertinente y logrando un acercamiento al concepto de modelo de gestión, para luego presentar los factores asociados a la gestión en EaD y finalmente desarrollar una propuesta. El modelo de gestión propuesto para las IESD integra los factores de gestión de calidad, gestión organizacional, gestión académica y proyección universitaria, determinantes para una gestión efectiva en este tipo de instituciones.”","autores":[{"nombre":"Morantes Higuera, Adriana Elizabeth","slug":"morantes-higuera-adriana-elizabeth"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Morantes Higuera, A. E. (2013). Tesis de Maestría: Factores asociados a la gestión en educación superior a distancia: propuesta de un modelo. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/51772","fuente":"https://repositorio.unal.edu.co/handle/unal/51772","dependencias":{"nombre":"Maestría en Administración","slug":"maestria-en-administracion"}},{"id":175,"titulo":{"nombre":"Factores familiares de riesgo de consumo de sustancias psicoactivas en estudiantes de una institución de educación media técnica de Colombia.","slug":"factores-familiares-de-riesgo-de-consumo-de-sustancias-psicoactivas-en-estudiantes-de-una-institucion-de-educacion-media-tecnica-de-colombia"},"resumen":"“Summary\nObjetivo El presente estudio busca determinar los factores de riesgo familiar que inciden en el consumo de sustancias psicoactivas (SPA), en estudiantes de la Institución Educativa Técnica San Luís Gonzaga del corregimiento de Chicoral. Metodología Esta investigación es de tipo cuantitativo, descriptivo y transversal. La recolección de la información se realizó aplicando la “Encuesta Internacional para estudiantes de enseñanza media; cuestionario estandarizado–Versión 2009 de Argentina. El procesamiento de la información se llevó a cabo en la base de datos, del paquete estadístico SPSS versión 19. Resultados Las sustancias psicoactivas consumidas por los estudiantes son: alcohol, cigarrillo, marihuana, estimulantes, energizantes, tranquilizantes y otras; ocupando el alcohol el primer lugar, seguido del cigarrillo, dentro de las sustancias lícitas; la marihuana ocupa el primer lugar. La edad de inicio para el consumo de Sustancias Psicoactivas se da entre los 8 y los 13 años y las edades de mayor consumo son entre los 15 y los 17 años. No hay una diferencia significativa entre hombres y mujeres. La casa propia, la de los amigos, el colegio y sus alrededores son los ambientes que se identifican como aquellos donde se ofrecen el mayor número de SPA.Conclusiones La familia juega un papel primordial en los adolescentes y en la prevención frente al consumo de Sustancias psicoactiva; modificando acciones que lleven al conocimiento de los hijos, actividades que realizan, lugares que frecuentan y amigos con los cuales se relacionan, se pueden establecer mecanismos de control que permitan estar más cerca de ellos.”","autores":[{"nombre":"Guiza, Norma Constanza","slug":"guiza-norma-constanza"},{"nombre":"Aldana Pinzón, Olga Beatriz","slug":"aldana-pinzon-olga-beatriz"},{"nombre":"Bonilla Ibáñez, Claudia Patricia","slug":"bonilla-ibanez-claudia-patricia"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Guiza, Norma C.; Aldana Pinzón, Olga B; Bonilla, Claudia P (2017). Factores familiares de riesgo de consumo de sustancias psicoactivas en estudiantes de una institución de educación media técnica de Colombia. Revista de Salud Pública, 19(1), 3-9. doi: https://doi.org/10.15446/rsap.v19n1.41785\n\nhttps://repositorio.unal.edu.co/handle/unal/65541","fuente":"https://doi.org/10.15446/rsap.v19n1.41785\n\nhttps://repositorio.unal.edu.co/handle/unal/65541","dependencias":{"nombre":"Revista de Salud Pública","slug":"revista-de-salud-publica"}},{"id":234,"titulo":{"nombre":"Formación artística y cultural: ¿arte para la convivencia?","slug":"formacion-artistica-y-cultural-arte-para-la-convivencia"},"resumen":"Descripción\nLa ponencia se pregunta por la reducción del presupuesto y el giro de las políticas públicas culturales colombianas en la última década hacia proyectos y programas orientados a la convivencia pacífica. Muestra las fuentes ideológicas de este giro. Problematiza los discursos sobre el potencial de la formación artística y cultural en la formación en valores, para la paz, para la convivencia y resolución de conflictos. Para ello, además de la discusión teórica basada en Simmel, Turner y Goffman, se toma como base un trabajo de campo en las ciudades de Barranquilla, Cali, Popayán, Medellín y Bogotá. Presenta una tipología de las experiencias visitadas y reflexiona sobre las condiciones de posibilidad de una formación artística y cultural que contribuya a desarrollar formas de sociabilidad y convivencia.\nEn la última década hemos asistido en Colombia–y en algunos otros países en la región-a una situación paradójica: mientras se promulgaban modernas y participativas leyes de cultura (1997 en el caso colombiano), acordes con nuevas y más democráticas constituciones (1991 en Colombia), se producía un recorte significativo en los recursos públicos destinados al área de cultura, artes y patrimonio. 1 Los recortes se han justificado desde la disciplina fiscal y el adelgazamiento del Estado promovidos desde el Fondo Monetario Internacional. Este argumento se ha aplicado también a otros sectores, como el educativo o la salud, pero no a otros como el militar, que ha incrementado notoriamente sus presupuestos en el mismo período.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Ariza, Alejandra","slug":"ariza-alejandra"},{"nombre":"Arango, Carolina","slug":"arango-carolina"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Miñana Blasco, C., Ariza, A., & Arango, C. (2006). Formación artística y cultural: ¿arte para la convivencia? VII Encuentro para la promoción y difusión del patrimonio inmaterial de países iberoamericanos, 17. Caracas. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:K3LRdlH-MEoC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:K3LRdlH-MEoC","dependencias":{"nombre":"Congreso VII Encuentro para la Promoción y Difusión del Patrimonio Inmaterial de Países Iberoamericanos. Venezuela: Caracas, San Felipe","slug":"congreso-vii-encuentro-para-la-promocion-y-difusion-del-patrimonio-inmaterial-de-paises-iberoamericanos-venezuela-caracas-san-felipe"}},{"id":117,"titulo":{"nombre":"Formación integral, retos para nuestra sociedad","slug":"formacion-integral-retos-para-nuestra-sociedad"},"resumen":"“Hoy se cumplen 60 días de paro estudiantil en el país. Dos meses en los que el diálogo y la discusión informada han prevalecido por sobre la intransigencia y los intentos de violencia. En estos meses ya se han cumplido ocho marchas de nivel nacional que han puesto en el debate público y la conciencia colectiva, la crítica situación de la educación superior pública del país.\n\nLos estudiantes universitarios, padres de familia, egresados, profesores y administrativos, todos ellos miembros activos de nuestras comunidades universitarias, en su gran mayoría, han demostrado su profunda conciencia social, al ejercer su libertad y autonomía mediante la participación pacífica y creativa en esta movilización, que propone salidas financieras a la crisis estructural de la universidad pública y la construcción de una verdadera política de Estado para el sector. Es evidente que todas las partes han demostrado voluntad política para llegar a acuerdos mediante el diálogo y la discusión. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (08 de diciembre de 2018). Formación integral, retos para nuestra sociedad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=534&cHash=e2502a045fd30527c2dd6df84002cccd","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=534&cHash=e2502a045fd30527c2dd6df84002cccd","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":129,"titulo":{"nombre":"Formación integral y la inteligencia artificial","slug":"formacion-integral-y-la-inteligencia-artificial"},"resumen":"“Hoy día, con el avance acelerado de la tecnología, estamos observando y siendo partícipes de una transformación de la vida y condición humana sin precedentes. Luego de la aparición de las computadoras y el internet ha crecido una tecnología, que tiene su génesis años atrás, que parece cambiará por completo la forma en que nos relacionamos en materia social, productiva y educativa, la inteligencia artificial (IA). (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (09 de septiembre de 2023). Formación integral y la inteligencia artificial. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1511&cHash=e049a5b15f49f4030d289943f7244468","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1511&cHash=e049a5b15f49f4030d289943f7244468","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":311,"titulo":{"nombre":"Gestión de la Innovación Educativa. Guía comprensiva","slug":"gestion-de-la-innovacion-educativa-guia-comprensiva"},"resumen":"\"Introducción: En la Universidad Nacional de Colombia, en consonancia con el Plan Estratégico Institucional\n2034 y el Plan Global de Desarrollo 2024, se pueden identificar cuatro líneas de acción para\nser impulsadas desde la Dirección Nacional de Innovación Académica DNIA (ver anexo 1):\n๏ Conformación de un ecosistema de innovación académica\n๏ Desarrollo de las capacidades institucionales innovación académica\n๏ Diseño, implementación y difusión de proyectos de innovación académica de Sede\n๏ Gestión y divulgación de la innovación académica\nLa línea de acción 4 Gestión y divulgación de la innovación educativa es, especialmente, la\nbase organizacional, administrativa y financiera de las tres primeras líneas de acción. La\npresente guía comprensiva pretende ser un apoyo en términos de criterios y acciones para la\ngestión de la innovación educativa desde un enfoque centrado en la gestión del conocimiento\ndesde una perspectiva ecosistémica.\" (Tomado de la fuente)","autores":[{"nombre":"DNIA Dirección Nacional de Innovación Académica","slug":"dnia-direccion-nacional-de-innovacion-academica"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"DNIA. (2023). Gestión de la Innovación Educativa. Guía comprensiva. Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024","fuente":"","dependencias":{"nombre":"DNIA","slug":"dnia"}},{"id":36,"titulo":{"nombre":"Gobierno y gobernabilidad en las universidades públicas","slug":"gobierno-y-gobernabilidad-en-las-universidades-publicas"},"resumen":"“Summary\nLa mayoría de estudios sobre educación superior pública se centran en el grado de cumplimiento de sus funciones objetivas (formación, investigación, extensión, etc.) o en la naturaleza de sus relaciones con factores o agentes externos (Estado, economía, demandas sociales, internacionalización y otros). Sin embargo, son escasos los estudios de índole internacionalista, orientados a la comprensión de factores, dinámicas o agentes internos que generan \"culturas\" institucionales particulares que definen la dinámica o conservadurismo- de las instituciones que caracterizan su proceso de toma de decisiones y su capacidad de modernización y adaptación a los requerimientos de una sociedad y una economía continuamente cambiantes. / Contenido. Preliminares; Capítulo 1 - Visión general sobre gobierno y gobernabilidad en la educación superior; Capítulo 2 - Modalidades de gobierno; Capítulo 3 - Agenda de investigación; Capítulo 4 - El estudio: objetivos, metodología y conclusiones; Capítulo 5 - Un breve epílogo; Anexos.”","autores":[{"nombre":"Gómez Campo,Victor Manuel","slug":"gomez-campovictor-manuel"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez Campo, V. M. (2004). Gobierno y gobernabilidad en las universidades públicas. Bogotá: Universidad Nacional de Colombia -Sede Bogotá-. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/2988","fuente":"https://repositorio.unal.edu.co/handle/unal/2988","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":269,"titulo":{"nombre":"Gubernamentalidad en la escuela: técnicas y capilaridades en el biopoder y la disciplina. Estudio de caso en un colegio de clase alta de la ciudad de Bogotá","slug":"gubernamentalidad-en-la-escuela-tecnicas-y-capilaridades-en-el-biopoder-y-la-disciplina-estudio-de-caso-en-un-colegio-de-clase-alta-de-la-ciudad-de-bogota"},"resumen":"“Resumen\nEsta investigación desarrollada como un estudio de caso, guarda una profunda relación con la producción del poder y del sujeto en un colegio de clase alta de Bogotá. El eje central es la “gubernamentalidad”, entendida como la conducción de las acciones entre los sujetos en los procesos formativos del espacio escolar; dentro de dos formas de poder: por una parte, la relacionada con la población llamada “biopoder”, a partir de la cual se indaga la relación entre la política educativa y el neoliberalismo, y por otra, la “disciplina” asociada al sujeto, en torno a la cual se explora su funcionamiento actual. Para ello, se realiza un análisis de las técnicas de producción de poder y de las sujeciones que emergen en el Sistema de Gestión de Calidad, en los espacios del aula y en una actividad extracurricular del colegio. La metodología es de carácter cualitativo y los instrumentos de producción y recolección de información, son el análisis documental, la entrevista y la observación. La investigación permite exponer: que el neoliberalismo es una fuerza de poder presente en la política educativa que genera sujeciones complejas hacia la competitividad tanto para estudiantes como para docentes y que la disciplina se ejerce de una manera heterogénea y menos represiva. Ambos hallazgos, resultan guardar una estrecha relación con el proceso de “elección escolar” mediante el cual las familias y los colegios procuran reproducir su clase social alta, planteando así, algunas reflexiones alrededor de la desigualdad social y educativa.”","autores":[{"nombre":"Reyes López, Diana Carolina","slug":"reyes-lopez-diana-carolina"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Reyes López, D. C. (2012). Tesis de Maestría: Gubernamentalidad en la escuela: técnicas y capilaridades en el biopoder y la disciplina. Estudio de caso en un colegio de clase alta de la ciudad de Bogotá. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/12126","fuente":"https://repositorio.unal.edu.co/handle/unal/12126\n","dependencias":{"nombre":"Maestría en Estudios Culturales","slug":"maestria-en-estudios-culturales"}},{"id":164,"titulo":{"nombre":"Hacia una experiencia profunda dentro de la Investigación Acción Participativa.","slug":"hacia-una-experiencia-profunda-dentro-de-la-investigacion-accion-participativa"},"resumen":"“Resumen\nCon base en el planteamiento fenomenológico de Larrosa sobre el valor de la experiencia como fuente de conocimiento, y a partir de las ideas de Antonio Gramsci, Paulo Freire y Orlando Fals Borda, se presenta una propuesta sistematizada que pretende contribuir al trabajo de quienes desean emprender procesos de Investigación Acción Participativa (iap). En este sentido, quienes aspiren realizar investigaciones con la iap deberían asumir las implicaciones de una ciencia socialmente comprometida, así como acceder a un referente más acerca de la importancia que tiene la experiencia como un medio para el autoconocimiento y la transformación, tanto personal como colectiva. Esas transformaciones parten del reconocimiento de quienes hacen investigación como sujetos vulnerables, sensibles y abiertos. Así mismo, están cimentadas en el establecimiento de relaciones afectivas en las que lo vivencial sustenta el compromiso de la iap como opción sociológica. Se propone la toma de conciencia sobre la manera en que la posición de los investigadores está influida por los paradigmas de la racionalidad instrumental misma que, desde la cuantificación, pretende establecer la validez de los conocimientos. Frente a esto, se abre la opción de otra racionalidad, una de carácter relacional que plantea el buen vivir y que nos invita a comprender la existencia desde la experiencia histórico colectiva. La aspiración es cultivar una actitud de apertura y atención afectiva y espiritual con respecto a los acontecimientos, y establecer relaciones de reciprocidad. Para desarrollar esta última actitud, conviene asumir posiciones de co-creación, mediación, servicio, confraternización y reconciliación, que se deben trabajar constantemente dentro de diferentes espacios cotidianos, sagrados e íntimos, para generar relaciones de mayor confianza, apertura y disposición de parte de los colectivos. La finalidad debe ser rebasar la mera búsqueda de obtener datos o el cumplimiento de indicadores, al contrario, se trata de experimentar el ámbito emotivo e incluso espiritual de nuestro quehacer, dadas las resonancias producidas durante la convivencia.”","autores":[{"nombre":"Urdapilleta Carrasco, Jorge","slug":"urdapilleta-carrasco-jorge"},{"nombre":"Limón Aguirre, Fernando","slug":"limon-aguirre-fernando"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Urdapilleta Carrasco, J., & Limón Aguirre, F. (2018). Hacia una experiencia profunda dentro de la Investigación Acción Participativa. Revista Colombiana de Sociología, 41(1), 111-131. Recuperado el 02 de noviembre de 2023, de https://revistas.unal.edu.co/index.php/recs/article/view/66559/pdf","fuente":"https://revistas.unal.edu.co/index.php/recs/article/view/66559/pdf","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":163,"titulo":{"nombre":"Hacia una sociología de la educación propia. Reconstrucción reflexiva a partir de la obra de Orlando Fals Borda","slug":"hacia-una-sociologia-de-la-educacion-propia-reconstruccion-reflexiva-a-partir-de-la-obra-de-orlando-fals-borda"},"resumen":"“Resumen \nEl presente artículo propone reconstruir la obra de Orlando Fals Borda desde una perspectiva enfocada en sus aportes a la sociología de la educación. Se presentan algunos elementos específicos de lo que se podría denominar una sociología de la educación falsbordiana, en estrecha relación con la Investigación Acción Participativa (iap), pero que no se agota ni se limita en ella. Se retoman algunos elementos centrales de su postura en torno a una educación propia, bastante cercana a las aproximaciones desde la educación popular, así como con la idea de una política del conocimiento, caracterizada por la construcción y la consolidación de una ciencia propia, con base en procesos de endogénesis contextual.\nSe sugiere un énfasis en sus aportes para consolidar no solo la sociología como disciplina en el país, sino una sociología de la educación con impacto nacional, regional e internacional, caracterizada por una apuesta clara y concreta desde el punto de vista epistemológico, conceptual y metodológico. Así mismo, se destacan algunos aspectos poco conocidos en nuestro medio sobre la apropiación de la obra de Fals Borda en el contexto internacional, en especial en el medio anglosajón de corte crítico y alternativo, en torno a la sociología de la liberación.”","autores":[{"nombre":"Quintero Ramírez, Oscar Alejandro","slug":"quintero-ramirez-oscar-alejandro"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Quintero Ramírez, O. A. (2019). Hacia una sociología de la educación propia. Reconstrucción reflexiva a partir de la obra de Orlando Fals Borda. Revista Colombiana de Sociología, 42(2), 135-61. doi: https://doi.org/10.15446/rcs.v42n2.78315\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/78315","fuente":"https://doi.org/10.15446/rcs.v42n2.78315\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/78315","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":251,"titulo":{"nombre":"Hoja de ruta para la accesibilidad física en la Universidad Nacional de Colombia.","slug":"hoja-de-ruta-para-la-accesibilidad-fisica-en-la-universidad-nacional-de-colombia"},"resumen":"El documento presenta la Hoja de Ruta para la inclusión educativa de personas con discapacidad en la Universidad Nacional de Colombia, enmarcada en el Acuerdo 036 de 2012 del Consejo Superior Universitario. Esta iniciativa del Observatorio de Inclusión Educativa para Personas con Discapacidad busca eliminar barreras y hacer los entornos físicos accesibles e inclusivos. Se priorizó la accesibilidad física basándose en el Acuerdo 036, resultados de diagnósticos previos y proyecciones del Plan Global de Desarrollo. La Hoja de Ruta se estructura en cinco apartados: contexto institucional, marco conceptual, beneficios de la accesibilidad, marco legal y la propia Hoja de Ruta. También incluye \"rutas específicas\" para sedes con estudiantes discapacitados. El documento pretende ser una herramienta para la transformación institucional hacia la inclusión y diversidad. Este documento contiene los siguientes anexos: \nHoja de ruta Accesibilidad física UNAL\nAnexo 1 — Documento de apoyo a la hoja de ruta\nAnexo 2 — ABC de la Hoja de Ruta de Accesibilidad Física UNAL\nAnexo 3 — Tomo II: Hoja de Ruta de Accesibilidad Física Sede Bogotá\nAnexo 4 — Tomo III: Hoja de Ruta de Accesibilidad Física Sede Medellín\nAnexo 5 — Tomo IV: Hoja de Ruta de Accesibilidad Física Sede Manizales\nAnexo 5 — Tomo V: Hoja de Ruta de Accesibilidad Física Sede Palmira\n\nTodos disponibles en https://bienestar.unal.edu.co/index.php?id=33","autores":[{"nombre":"Díaz Paola","slug":"diaz-paola"},{"nombre":"Solá, María Teresa","slug":"sola-maria-teresa"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Díaz, P., & Solá, M. T. (2021). Hoja de ruta para la accesibilidad física en la Universidad Nacional de Colombia. Recuperado el 20 de 05 de 2024, de https://drive.google.com/file/d/1cfRsD8gZ6Btj8WmZoLgAjavy8OJq0vQG/view?usp=drive_web","fuente":"https://drive.google.com/file/d/1cfRsD8gZ6Btj8WmZoLgAjavy8OJq0vQG/view?usp=drive_web","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}},{"id":126,"titulo":{"nombre":"Hoja de ruta para la educación en América Latina y el Caribe","slug":"hoja-de-ruta-para-la-educacion-en-america-latina-y-el-caribe"},"resumen":"“Las universidades públicas de América Latina y el Caribe tenemos la tarea de contribuir a la construcción de naciones más prósperas, justas, inclusivas, equitativas, solidarias, sostenibles y en paz. En épocas de crisis, como las que hemos vivido recientemente, se hace más visible la necesidad del liderazgo colectivo de las universidades en la formación integral y en el trabajo con las comunidades y con distintos actores sociales, así como en la solución de problemas como el calentamiento global y la desigualdad social. No podemos continuar siendo el continente más desigual del mundo. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (16 de julio de 2022). Hoja de ruta para la educación en América Latina y el Caribe. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1362&cHash=3f7a6fa02d74e3ca138bb5ab7bb14abd","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1362&cHash=3f7a6fa02d74e3ca138bb5ab7bb14abd","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":155,"titulo":{"nombre":"Impacto del nuevo estatuto de profesionalización en la función docente en Colombia. Análisis de los dos estatutos vigentes: Decreto 2277 de 1979 y Decreto 1278 del 2002","slug":"impacto-del-nuevo-estatuto-de-profesionalizacion-en-la-funcion-docente-en-colombia-analisis-de-los-dos-estatutos-vigentes-decreto-2277-de-1979-y-decreto-1278-del-2002"},"resumen":"“Descripción: La profesión docente del nivel de la educación básica y media, en Colombia, está reglamentada por dos decretos: el Decreto 2277 de 1979 y el Decreto 1278 del 2002; estos funcionan simultáneamente y regulan las relaciones del Estado con los educadores a su servicio, determinan los parámetros para la profesionalización de su labor, definen el ejercicio de sus funciones, así como los mecanismos de inserción, permanencia y promoción en la carrera docente. Teniendo en cuenta dicho funcionamiento, en este texto se realiza un ejercicio comparativo de las dos normativas, el cual permite hallar similitudes y diferencias. Igualmente, se indaga por el efecto y por la visión de las normas sobre el ejercicio docente, mediante un estudio de caso. La información empírica resultante, junto con las diferencias, se analizaron desde una perspectiva sociológica, con la pretensión de mostrar el impacto que pueden tener las políticas públicas en educación sobre la labor de los docentes. Finalmente, el artículo se constituye en una invitación a la investigación y al conocimiento de la situación laboral actual de los docentes en Colombia, con el fin de reflexionar sobre lo que debe hacerse para llegar a una transformación educativa en la nación colombiana.”","autores":[{"nombre":"Cifuentes Cubillos, Carolina","slug":"cifuentes-cubillos-carolina"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cifuentes Cubillos, C. (2014). Impacto del nuevo estatuto de profesionalización en la función docente en Colombia. Análisis de los dos estatutos vigentes: Decreto 2277 de 1979 y Decreto 1278 del 2002. Revista Colombiana de Sociología, 37(2), 213-250. Recuperado el 30 de octubre de 2023, de https://revistas.unal.edu.co/index.php/recs/article/view/51705","fuente":"https://revistas.unal.edu.co/index.php/recs/article/view/51705\n","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":80,"titulo":{"nombre":"Imposición y deber ser. Reflexiones sobre algunos aspectos constitutivos de mi disciplina","slug":"imposicion-y-deber-ser-reflexiones-sobre-algunos-aspectos-constitutivos-de-mi-disciplina"},"resumen":"“Summary\nEl presente texto está compuesto, en primera medida, por la recolección de ciertas experiencias personales que surgen luego de haber sido estudiante por muchos años del Conservatorio de MÚSICA de la Universidad Nacional, que dan cuenta de la predominancia del “deber ser” en el paradigma pedagógico de dicha institución (hipótesis que se trabajará a lo largo del trabajo), “deber ser” que implica la imposición de algo ajeno que no se relaciona con la experiencia de quien aprende. En segundo lugar, se procurará enriquecer la historia sobre la fundación del Conservatorio y en especial en lo relacionado con Guillermo Uribe Holguín su fundador, por dos razones, la primera, para rastrear la historia del mencionado “deber ser” y darle así un fundamento más amplio a esta hipótesis que lo personalmente experienciado, y la segunda, para comprender mejor lo que me constituye como el profesor y músico que soy. Por último, se presentará una propuesta pedagógica producto de la presente reflexión la cual corresponderá entonces a una alternativa a la imposición del “deber ser”, que procure la experiencia como base del acto pedagógico y artístico. Quiero añadir, además, que todo el trabajo aquí expuesto fue pensado en varios momentos al cursar la maestría en “Educación Artística” y por tanto no es un trabajo que surja ajeno a los procesos que se llevaron a cabo allí.”","autores":[{"nombre":"Ramírez Benítez, Alexander","slug":"ramirez-benitez-alexander"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ramírez Benítez, A. (2018). Tesis de Maestría: Imposición y deber ser. Reflexiones sobre algunos aspectos constitutivos de mi disciplina. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69097","fuente":"https://repositorio.unal.edu.co/handle/unal/69097","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"}},{"id":248,"titulo":{"nombre":"Inclusiómetro","slug":"inclusiometro"},"resumen":"Instrumento de investigación. Es un cuestionario de una hoja diseñado para identificar que tan inclusiva es una persona.","autores":[{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. OIED","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-oied"}],"años":{"año":null},"tipos":{"nombre":"Cuestionario","slug":"cuestionario"},"referencia":"Observatorio de Inclusión Educativa para Personas con Discapacidad. (s.f.). Inclusiometro. Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Inclusiometro_2022_OIED.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Productos/Inclusiometro_2022_OIED.pdf ","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"}},{"id":142,"titulo":{"nombre":"Innovación en procesos pedagógicos de enseñanza aprendizaje del componente tecnológico en proyectos arquitectónicos.","slug":"innovacion-en-procesos-pedagogicos-de-ensenanza-aprendizaje-del-componente-tecnologico-en-proyectos-arquitectonicos"},"resumen":"“Summary\nEs innegable el impacto que los medios informáticos han tenido en el campo de la arquitectura, sobre todo en la visualización de proyectos. Pero más allá de participar en una representación bidimensional como resultado de un proceso de diseño, ¿podrán estos medios informáticos ayudar al arquitecto y/o al estudiante de arquitectura, en el desarrollo de métodos de aprendizaje que le faciliten la comprensión y apropiación de conocimiento fundamental para su formación? Y en el caso del docente, ¿estas herramientas le permitirían o le facilitarían metodologías pedagógicas en las cuales le sea más fácil interactuar con el estudiante, de una forma más clara e integral, ayudándole a construir conocimiento conjunto? Los diferentes medios digitales disponibles, de acuerdo a sus características y a sus potencialidades dentro de cada área del conocimiento, podrían llegar a proveer un ambiente con ciertas propiedades a explotar. En nuestro caso específico (arquitectura) estos medios, aplicados al aula y al proceso pedagógico, podrían llegar a facilitar procesos de integración de variables, simulaciones, verificaciones en cuanto a comportamientos esperados, facilitación de procesos de aprendizaje, etc. Se busca evaluar de manera experimental, que pertinencia tendrían estos medios dentro de un curso, cuáles serían sus potencialidades y que posibles metodologías se podrían plantear para su implementación.”","autores":[{"nombre":"Cortes Páez, Eliana Catalina","slug":"cortes-paez-eliana-catalina"},{"nombre":"López, Francisco","slug":"lopez-francisco"},{"nombre":"Velandia, Diego","slug":"velandia-diego"},{"nombre":"Cubillos, Sonia","slug":"cubillos-sonia"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cortes, E. C., López, F., Cubillos, S., & Velandia, D. (2008). Innovación en procesos pedagógicos de enseñanza aprendizaje del componente tecnológico en proyectos arquitectónicos. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/28119","fuente":"https://repositorio.unal.edu.co/handle/unal/28119 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":141,"titulo":{"nombre":"Integración de las tic en el decanato de ingeniería civil como elemento de inclusión social al sistema formativo universitario.","slug":"integracion-de-las-tic-en-el-decanato-de-ingenieria-civil-como-elemento-de-inclusion-social-al-sistema-formativo-universitario"},"resumen":"“Summary\nUna de las funciones de la Universidad, es la de aportar soluciones a los problemas de la comunidad, como, por ejemplo, satisfacer la demanda de inclusión al sistema de educación superior. Para ello, se debe promover nuevas alternativas educativas implementando modalidades de estudio, como las no presenciales, que permitan ingresar una mayor cantidad de población manteniendo a la vez la calidad académica. En el presente artículo se expone el proceso de gestión del proyecto dirigido a integrar las TIC en el Decanato de Ingeniería Civil de la Universidad Centroccidental Lisandro Alvarado, con la finalidad de insertar a la carrera y a la comunidad universitaria al mundo de la virtualidad, favoreciendo el acceso a una mayor matrícula estudiantil. El proyecto se enfocó en aspectos claves como: sensibilizar a la colectividad educativa con respecto al uso de las TIC como herramientas de aprendizaje, brindar apoyo a los profesores a fin de adecuar las asignaturas de la carrera bajo las modalidades e-learning y b-learning, capacitar a los docentes en la adquisición de competencias y habilidades para gestionar cursos en entornos virtuales de aprendizaje. Estos aspectos se fundamentan en el hecho de que, al emplear las TIC en los procesos formativos se requiere, entre otras cosas, de estrategias de enseñanza y de aprendizaje, así como de mediadores pedagógicos, ajustados a los entornos virtuales. Señalamientos que exigen, tanto tutores con capacidad de adaptar los currículos tradicionales a las posibilidades educativas de las nuevas tecnologías, como estudiantes autónomos, con capacidad de trabajo cooperativo y colaborativo. El resultado durante la gestión del proyecto, se ha plasmado en la creación de una unidad de tecnología educativa, apertura de cursos para la capacitación docente, cursos editados en la plataforma de gestión de contenidos Moodle y producción de materiales didácticos de autoinstrucción bajo diversos formatos. Palabras claves Gestión de proyectos educativos virtuales, gestión de e-learning”","autores":[{"nombre":"Casadei Carniel, Luisa","slug":"casadei-carniel-luisa"},{"nombre":"Cuicas Avila, Marisol","slug":"cuicas-avila-marisol"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Casadei Carniel, L., & Cuicas Avila, M. (2009). Integración de las tic en el decanato de ingeniería civil como elemento de inclusión social al sistema formativo universitario. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48514","fuente":"ttps://repositorio.unal.edu.co/handle/unal/48514 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":238,"titulo":{"nombre":"Intelligence assessment and their impact in the formulation of educational policies in Colombia.","slug":"intelligence-assessment-and-their-impact-in-the-formulation-of-educational-policies-in-colombia"},"resumen":"“It is analyzed the impact that presents the intelligence assessment by objective tests, in the formulation of educational public policies, especially in the frame of the identification of children with educational special needs. Method: it is carried out an analysis of public policies from the conceptual frame proposed by Shonkoff (2000), by means of documental analysis and interviews. Conclusions: In Colombia the educational policies assume as referent a unidimensional intelligence theory, proposing their evaluation through standardized instruments as the scales Weschler, with the purpose of assuring the justness and equality, standing out incongruities between the psychological knowledge and their appropriation for the political actors.”","autores":[{"nombre":"Arias, Erika Margarita","slug":"arias-erika-margarita"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Arias, E. (2008). Intelligence assessment and their impact in the formulation of educational policies in Colombia. In the XXIX International Congress of Psychology, 20 to 25 July, Berlin Germany. Recuperado el 18 de octubre de 2023, de\nhttps://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones\n\n Alojado en: https://www.researchgate.net/publication/275950415_Intelligence_Assessments_and_their_impact_in_the_formulation_of_educational_policies_in_Colombia","fuente":"https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones\n\n Alojado en: https://www.researchgate.net/publication/275950415_Intelligence_Assessments_and_their_impact_in_the_formulation_of_educational_policies_in_Colombia ","dependencias":{"nombre":"Congreso XXIX International Congress of Psychology, Berlin Germany","slug":"congreso-xxix-international-congress-of-psychology-berlin-germany"}},{"id":106,"titulo":{"nombre":"Interdisciplinariedad y currículo. Construcción de proyectos escuela - universidad.","slug":"interdisciplinariedad-y-curriculo-construccion-de-proyectos-escuela-universidad"},"resumen":"El libro aborda la importancia de la interdisciplinariedad y el currículo en la educación, específicamente en la construcción de proyectos entre escuelas y universidades. También explora temas como la educación ambiental y la formación ciudadana, presentando experiencias prácticas en colegios de Bogotá. Se identifican limitaciones como la falta de colaboración entre profesores y la falta de conexión entre los saberes escolares y los problemas del entorno. Se propone el desarrollo de Proyectos Interdisciplinarios de Carácter Curricular (PIC) como una forma de fortalecer la educación. También se mencionan políticas e iniciativas internacionales para fomentar la interdisciplinariedad en la educación. Se destaca la importancia de la interdisciplinariedad en la producción de conocimiento y se mencionan diferentes enfoques pedagógicos relacionados con el currículo interdisciplinario. También se habla sobre la falta de producción académica en interdisciplinariedad y currículo en países como Colombia y se presentan propuestas para promover una educación ambiental integral y una formación ciudadana activa. Se mencionan proyectos educativos en ciudades como Barcelona y Buenos Aires que incorporan la educación urbana y la participación ciudadana en el currículo escolar. Por último, se aborda la relación entre los museos y las escuelas, destacando la importancia de la planificación y reflexión previa a las visitas y la participación de especialistas en educación de los museos en el diseño de las exposiciones.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Miñana Blasco, C. (2002). Interdisciplinariedad y currículo. Construcción de proyectos escuela - universidad. Memorias del V Seminario internacional, Bogotá, junio 19-23 de 2000. (C. M. Blasco, Ed.) Bogotá: Universidad Nacional de Colombia. Programa RED. Recuperado el 14 de febrero de 2024, de https://www.academia.edu/85619048/Interdisciplinariedad_y_curr%C3%ADculo_Construcci%C3%B3n_de_proyectos_escuela_universidad_Memorias_del_V_Seminario_internacional_Bogot%C3%A1_junio_19_23_de_2000&nav_from=1ef6b6af-7721-4cfc-b65f-968322411ca9&rw_pos=0","fuente":"https://www.academia.edu/85619048/Interdisciplinariedad_y_curr%C3%ADculo_Construcci%C3%B3n_de_proyectos_escuela_universidad_Memorias_del_V_Seminario_internacional_Bogot%C3%A1_junio_19_23_de_2000&nav_from=1ef6b6af-7721-4cfc-b65f-968322411ca9&rw_pos=0","dependencias":{"nombre":"Programa RED","slug":"programa-red"}},{"id":107,"titulo":{"nombre":"Interdisciplinariedad y currículo. Un Estado del Arte","slug":"interdisciplinariedad-y-curriculo-un-estado-del-arte"},"resumen":"En resumen, el texto aborda la interdisciplinariedad en el currículo educativo, mencionando diferentes enfoques y tipos de interdisciplinariedad. También destaca las diferencias entre disciplinas académicas y disciplinas escolares, y menciona propuestas para implementar la interdisciplinariedad en la educación. Además, se menciona la falta de producción académica sobre interdisciplinariedad y currículo en Colombia, y se destacan algunas propuestas en Brasil, España y Canadá. El autor resalta la importancia de preservar disciplinas en las reformas curriculares, pero también la necesidad de integrar saberes interdisciplinarios. Se habla de la influencia extranjera en la producción cultural y la importancia de promover una apropiación crítica de estas ideas. Además, se plantea la necesidad de que la teoría se integre con la práctica en los estudios de currículo y que los especialistas participen en la toma de decisiones curriculares. Se argumenta que la reforma curricular implica un cambio en la práctica educativa y presenta el desafío de la relación entre teoría y práctica. Para lograrlo, es fundamental promover un diálogo entre diferentes grupos y extenderlo más allá de las escuelas y sistemas educativos.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Miñana Blasco, C. ((2002).). Interdisciplinariedad y currículo. Un Estado del Arte. En C. Miñana Blasco, & C. Miñana Blasco (Ed.), Interdisciplinariedad y currículo. Construcción de proyectos escuela - universidad. Memorias del V Seminario internacional, Bogotá, junio 19-23 de 2000. (págs. 1-48). Bogotá: Universidad Nacional de Colombia. Programa RED. Recuperado el 14 de febrero de 2024, de https://www.academia.edu/85626150/Interdisciplinariedad_y_curr%C3%ADculo_Un_estado_del_arte","fuente":"https://www.academia.edu/85626150/Interdisciplinariedad_y_curr%C3%ADculo_Un_estado_del_arte ","dependencias":{"nombre":"Programa RED","slug":"programa-red"}},{"id":227,"titulo":{"nombre":"Interdisciplinarity and research on local issues in schools: Policies and experiences from Colombia","slug":"interdisciplinarity-and-research-on-local-issues-in-schools-policies-and-experiences-from-colombia"},"resumen":"“Abstract \nThis article examines education policy on curricular integration and interdisciplinary practices in primary and secondary education (K-11) in Colombia. It presents an overview of institutional and teachers’ discourses and practices concerning this subject, based on empirical work that was done in Bogotá. Finally, it presents a cooperative research project undertaken by 16 schools and a university that aimed to transform the curriculum with interdisciplinary projects focused on local issues. The conclusion reached is that, despite the complexity inherent in these kinds of projects, it is possible to mobilize people and use knowledge to transform the school, giving it new meaning and enriching its ties to its surroundings and the world.”","autores":[{"nombre":"Rodríguez, José Gregorio","slug":"rodriguez-jose-gregorio"},{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rodríguez, J. G., Blasco, C. M., Lenoir, Y., & Klein, J. T. (2010). Interdisciplinarity and research on local issues in schools: Policies and experiences from Colombia. Issues in Interdisciplinary Studies (28), 109-137. Recuperado el 20 de febrero de 2024, de https://files.eric.ed.gov/fulltext/EJ1101098.pdf","fuente":"https://files.eric.ed.gov/fulltext/EJ1101098.pdf ","dependencias":{"nombre":"Revista. Issues in Interdisciplinary Studies. Texas","slug":"revista-issues-in-interdisciplinary-studies-texas"}},{"id":285,"titulo":{"nombre":"Internacionalización de la educación superior en Colombia","slug":"internacionalizacion-de-la-educacion-superior-en-colombia"},"resumen":"\"Resumen\nInternacionalización de la Educación Superior en Colombia El objetivo de esta tesis es analizar el proceso de internacionalización de la educación superior en Colombia, comprendiendo los procesos institucionales de las entidades implicadas en la materia, y evidenciar la existencia de una relación entre la normatividad-regulación de la internacionalización y los planes de las instituciones de educación superior. El estudio aborda el proceso de internacionalización en el sistema educativo colombiano en contexto con el panorama internacional. El trabajo de investigación presenta en un primer momento una descripción del sistema de educación superior de Colombia, incluyendo las principales instituciones ligadas con la internacionalización en el país, y el más importante referente internacional en el tema. En un segundo bloque temático, el estudio abarca un análisis de las tendencias internacionales en la materia y se estudia el cómo las entidades vinculadas al proceso han adoptado y adaptado a través de la normatividad, la regulación, las estrategias, entre otras formas, la denominada internacionalización. Para finalizar, se demuestra la influencia de los desarrollos legales y de política pública sobre el proceso de internacionalización en el caso de referencia de Chile y se consolidan aportes que contribuyen al fortalecimiento real de la internacionalización de la educación superior colombiana, a través de directrices claras, explicitas y con carácter nacional. (texto tomado de la fuente)\"","autores":[{"nombre":"Mejía Ardila, Omar Camilo","slug":"mejia-ardila-omar-camilo"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Mejía Ardila, O. C. (2015). Tesis de Maestría: Internacionalización de la educación superior en Colombia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/55307","fuente":"https://repositorio.unal.edu.co/handle/unal/55307","dependencias":{"nombre":"Maestría en Derecho","slug":"maestria-en-derecho"}},{"id":167,"titulo":{"nombre":"Internacionalización de la educación superior y educación superior internacional: elementos para un análisis sociológico general","slug":"internacionalizacion-de-la-educacion-superior-y-educacion-superior-internacional-elementos-para-un-analisis-sociologico-general"},"resumen":"“Summary\nLa internacionalización de la educación constituye un tema de muy reciente análisis y discusión, el cual ha sido un tema trabajado hasta el momento principalmente por funcionarios que tratan cotidianamente con el tema, algunos organismos multilaterales, interinstitucionales, redes y asociaciones internacionales de universidades e institutos de investigación que se agrupan en torno al diseño y asesoría de planes institucionales educativos. Así mismo por economistas, en tanto la internacionalización de la educación es un tema que por defecto está implícito en los análisis de los procesos de globalización comercial e integración económica regional. Sin embargo, es un tema complejo que permite identificar algunas problemáticas sociológicas que pueden tener un interés particular susceptible de ser investigado con detenimiento y profundidad. La internacionalización de la educación no es en verdad un fenómeno social nuevo, tal como los procesos de globalización no lo son tampoco. En efecto, las olas de imperialización en el mundo a través de la historia, en las cuales, los fenómenos de transferencia cultural jugaron un papel protagónico en la consolidación de los poderes políticos, han sido la manera más clara en las que las formas de educación han sido trasplantadas de una sociedad a otra, aunque en estos casos, no es del todo correcta la aplicación del término «internacionalización» por obvias razones de anacronismo. Palabras clave: internacionalización, educación, globalización, universidad.”","autores":[{"nombre":"Cañón Pinto, Javier Fernando","slug":"canon-pinto-javier-fernando"}],"años":{"año":2005,"valor":2005},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Pinto, J. F. (2005). Internacionalización de la educación superior y educación superior internacional: elementos para un análisis sociológico general. Revista Colombiana de Sociología (25), 105-125. Recuperado el 28 de octubre de 2023, de \nhttps://repositorio.unal.edu.co/handle/unal/25443","fuente":"https://repositorio.unal.edu.co/handle/unal/25443","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":35,"titulo":{"nombre":"Investigación e innovación educativas: docentes","slug":"investigacion-e-innovacion-educativas-docentes"},"resumen":"“Reseña \nLigia Ochoa Sierra, editora\n\nLos docentes de distintos niveles educativos: básico, medio y superior, en cuanto actores esenciales de los procesos formativos, son el objeto de estudio del presente libro. Su rol como maestros, los cambios y continuidades de la figura del profesor en diferentes momentos históricos, las percepciones de los docentes sobre el tema del plagio y la relación entre nuevas tecnologías y experiencias innovadoras en aula, son algunos de los tópicos tratados que demuestran la cercana correspondencia entre investigación e innovación.”","autores":[{"nombre":"Ochoa Sierra, Ligia. Editora","slug":"ochoa-sierra-ligia-editora"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Ochoa Sierra, L. (2015). Investigación e innovación educativas: docentes. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-e-innovacion-educativas-docentes","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-e-innovacion-educativas-docentes","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":22,"titulo":{"nombre":"Investigación en el aula en L1 y L2. Estudios, experiencias y reflexiones","slug":"investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones"},"resumen":"“Reseña \nMelba Libia Cárdenas Beltrán, editora\n\nEste libro es una recopilación de trabajos de investigación sobre educación en lenguas, especialmente en las áreas de enseñanza y aprendizaje de lenguas extranjeras y de formación de docentes investigadores. Se trata de difundir estudios, experiencias y reflexiones sobre la autonomía, la lengua materna y las lenguas extranjeras, específicamente sobre su enseñanza y la investigación y la innovación en distintos contextos educativos, con alusión a los principios pedagógicos que los inspiraron.”","autores":[{"nombre":"Cárdenas Beltran, Melba Lidia","slug":"cardenas-beltran-melba-lidia"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Cárdenas Beltrán, M. L. (2009). Investigación en el aula en L1 y L2. Estudios, experiencias y reflexiones. (M. L. Cárdenas Beltrán, Ed.) Bogotá: Centro Editorial Facultad de Ciencias de Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/investigacion-en-el-aula-en-l1-y-l2-estudios-experiencias-y-reflexiones","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":50,"titulo":{"nombre":"La arquitectura, el espacio y el tiempo en la acción educativa","slug":"la-arquitectura-el-espacio-y-el-tiempo-en-la-accion-educativa"},"resumen":"“La arquitectura, o el diseño que han definido las bases del sistema educativo tradicional, el cual hasta la actualidad sigue dirigiendo el quehacer pedagógico, y que se ha preocupado casi que por centrar sus dinámicas en el docente y no en el estudiante, ha sido un diseño heredado de la revolución industrial, en el cual la educación se ha entendido como un proceso de formación y transformación de los individuos para el trabajo. Estas características que centran al individuo en el modelo de fábrica han estado acompañadas de esa arquitectura bajo la que se ha construido el sistema de educación que se mueve por el beneficio de utilidad, en donde cada persona vista desde ese modelo debe necesariamente “servir para algo”. Es evidente que se establece a través de la arquitectura tradicional de la educación una relación jerárquica y de poder sobre el estudiante o el individuo a “formar”.”","autores":[{"nombre":"Quintero Gonzales, Juan Sebastian","slug":"quintero-gonzales-juan-sebastian"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Quintero Gonzales J.S. (2021) La arquitectura, el espacio y el tiempo en la acción educativa. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (49) 9-10. Obtenido de https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021","fuente":"https://issuu.com/dcchicov/docs/notimani_49_unal_sede_amazonia_28-09-2021 ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":195,"titulo":{"nombre":"La autonomía y la capacidad para ejercerla en el aprendizaje de lenguas: el caso de estudiantes en formación docente de lenguas","slug":"la-autonomia-y-la-capacidad-para-ejercerla-en-el-aprendizaje-de-lenguas-el-caso-de-estudiantes-en-formacion-docente-de-lenguas"},"resumen":"“Resumen \nLa autonomía del estudiante para aprender está relacionada con su motivación, sentimientos de auto-eficacia y competencia y las relaciones positivas que tenga con otros participantes en el proceso de aprendizaje. Este artículo describe un proyecto de investigación con una metodología mixta, que explora aspectos de la motivación del estudiante, los sentimientos de competencia y las relaciones personales en su contexto de aprendizaje de un idioma. Una muestra de 88 estudiantes que participan en un programa de formación de profesores de inglés en una universidad pública mexicana respondió un cuestionario que contiene preguntas cerradas y abiertas, lo que permite un análisis de datos cuantitativos y cualitativos. Se encontró que, según los datos cuantitativos, los estudiantes participantes mostraron buenos niveles de auto-eficacia, motivación y sentimientos de competencia para cumplir con el trabajo del programa de estudios. La parte cualitativa del estudio informa de las contribuciones abiertas de los participantes y las relaciona con sus perfiles individuales reveladas en las respuestas de las preguntas cerradas del cuestionario. Si bien el instrumento cuantitativo está parcialmente justificado por los datos cualitativos, se muestra que el instrumento cuantitativo no es capaz de detectar diferencias individuales importantes entre los participantes. Los datos individuales recopilados también sugieren que el entorno de aprendizaje creado por los profesores y los estudiantes está estrechamente relacionado con los sentimientos de competencia de aprendizaje en algunos participantes.”","autores":[{"nombre":"Llaven-Nucamendi, María Elena","slug":"llaven-nucamendi-maria-elena"},{"nombre":"Chuc-Piña, Ismael Ignacio","slug":"chuc-pina-ismael-ignacio"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Llaven-Nucamendi, M. E., & Chuc-Piña, I. I. (2019). La autonomía y la capacidad para ejercerla en el aprendizaje de lenguas: el caso de estudiantes en formación docente de lenguas. Revista Matices en Lenguas Extranjera (12), 62-88. doi: https://doi.org/10.15446/male.n12.69833","fuente":"https://doi.org/10.15446/male.n12.69833","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":260,"titulo":{"nombre":"La Contra \"Revolución Educativa\"","slug":"la-contra-revolucion-educativa"},"resumen":"“Resumen\nEste libro da continuidad a una línea de trabajo de examen de la política educativa neoliberal en Colombia, que inicié hace casi ya un lustro. Producto de ella, se han publicado múltiples artículos y, en abril de 2002, el libro \"Viejos y nuevos caminos hacia la privatización de la educación pública. Política educativa y neoliberalismo\". Para consolidar esta línea de trabajo, además del esfuerzo y la disciplina que demanda la producción intelectual, ha sido fundamental el estrecho vínculo que he mantenido con el movimiento social y popular, en especial con sectores importantes del magisterio. Ello ha permitido compartir y someter mis tesis a escrutinio en diferentes escenarios, con académicos, maestros, estudiantes, padres de familia, dirigentes sociales y políticos. También, seguir de cerca los nuevos desarrollos de la política educativa, con el doble propósito de ahondar en el conocimiento de las nuevas configuraciones que asume tal política y de contribuir a la concepción de una noción de resistencia activa y de construcción de alternativas en este campo esencial de la vida social y cultural. El proyecto político de Álvaro Uribe Vélez, la edificación de un \"Estado comunitario\", cuyo fundamento sería la \"seguridad democrática\", ha sido presentado a la población como un proyecto que también propendería por la equidad social. La \"revolución educativa\" se concibe precisamente como uno de los \"elementos principales\" para construir tal equidad; sus políticas y proyectos son promocionados”","autores":[{"nombre":"Estrada Álvarez, Jairo","slug":"estrada-alvarez-jairo"}],"años":{"año":2003,"valor":2003},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jairo, E. Á. (2003). La Contra \"Revolución Educativa\". Universidad Nacional de Colombia. Recuperado el 21 de 05 de 2024, de https://www.researchgate.net/publication/335879881_Presentacion_a_La_Contra_Revolucion_Educativa","fuente":"https://www.researchgate.net/publication/335879881_Presentacion_a_La_Contra_Revolucion_Educativa\n","dependencias":{"nombre":"Estudios en Política Educativa","slug":"estudios-en-politica-educativa"}},{"id":131,"titulo":{"nombre":"La defensa de la universidad pública es una tarea de largo plazo.","slug":"la-defensa-de-la-universidad-publica-es-una-tarea-de-largo-plazo"},"resumen":"“La educación pública es la vía más poderosa que tiene un país para hacer buen uso de las capacidades de sus gentes y sus recursos naturales. El pregrado, la maestría y el doctorado los cursé en las mejores instituciones públicas de Colombia, México y Alemania, respectivamente. Cada universidad, con sus particularidades, me ofreció una visión amplia del mundo y me hizo entender la necesidad de trabajar con la academia, el Estado, las comunidades y los empresarios para construir un país mejor. Por ello, nunca he vacilado un instante en manifestar mi apoyo a los miles de estudiantes que en todo el país marchan a favor de mayores recursos para la educación superior. Desde la Rectoría, y en el marco del Sistema Universitario Estatal (SUE), propusimos la formulación e implementación de una política de Estado que permita fortalecer la educación pública de calidad, orientada a crear equidad y avance social desde la educación y el conocimiento como derechos de todos los ciudadanos. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (24 de noviembre de 2018). La defensa de la universidad pública es una tarea de largo plazo. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=527&cHash=22452b8f233fa053ea143c8ff02096c4","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=527&cHash=22452b8f233fa053ea143c8ff02096c4 ","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":297,"titulo":{"nombre":"La Democracia en la escuela vista desde la Acción de tutela","slug":"la-democracia-en-la-escuela-vista-desde-la-accion-de-tutela"},"resumen":"\"Resumen\nLa Constitución Política de Colombia de 1991 introdujo elementos novedosos para la concepción de democracia en el país, uno de ellos fue precisamente la Acción de tutela cuyo objetivo fue la protección inmediata de los Derechos Fundamentales, tales como el Derecho a la Educación. Así, la Tutela en este escenario ha jugado un rol importante, no solo para la garantía y protección de los derechos de la Comunidad Educativa, sino también en la determinación del tipo de democracia que se vive en ella, generando con ello transformaciones y relaciones de poder. Estos elementos se hacen visibles a partir de la jurisprudencia de la Corte Constitucional por medio de sus fallos de Tutela, en las que se abordan temáticas como discapacidad, intimidad, discriminación, población desplazada, inclusión, igualdad, infraestructura, acceso, etc. y cuyo análisis permite dar respuesta al tipo de democracia que se promueve en la escuela.\"","autores":[{"nombre":"Morales Martínez, Fredy Alexander","slug":"morales-martinez-fredy-alexander"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Morales Martínez, F. A. (2016). Tesis de Maestría: La Democracia en la escuela vista desde la Acción de tutela. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59615","fuente":"https://repositorio.unal.edu.co/handle/unal/59615","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":108,"titulo":{"nombre":"La Educación en el contexto neoliberal.","slug":"la-educacion-en-el-contexto-neoliberal"},"resumen":"“Resumen \nEl documento presenta en primer lugar la doctrina neoliberal en torno a la educación de una forma sintética a partir de las formulaciones de Hayek (1960) y de algunos de sus seguidores, para a continuación realizar una crítica a dicha doctrina. En una segunda parte se aborda la forma como se ha concretado dicha doctrina en las políticas educativas de Gran Bretaña y EE.UU. desde los gobiernos de Tatcher y Reagan en la década de los 80, así como en América Latina y en Colombia impulsadas por el Banco Interamericano de Desarrollo y las agencias internacionales vinculadas al Banco Mundial. Aquí se da cuenta también de su impacto en los sistemas educativos y se formula una crítica a dichas políticas. Finalmente se proponen algunos criterios para la construcción de alternativas a las propuestas neoliberales.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Rodríguez, José Gregorio","slug":"rodriguez-jose-gregorio"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. & Rodríguez, J. G. (2002). La Educación en el contexto neoliberal. Recuperado el 14 de febrero de 2024, de Programa RED: https://www.humanas.unal.edu.co/red/files/3112/7248/4191/Artculos-eduneoliberal.pdf","fuente":"https://www.humanas.unal.edu.co/red/files/3112/7248/4191/Artculos-eduneoliberal.pdf","dependencias":{"nombre":"Programa RED","slug":"programa-red"}},{"id":224,"titulo":{"nombre":"“La educación pública es la mejor inversión”: rectora de la Nacional","slug":"la-educacion-publica-es-la-mejor-inversion-rectora-de-la-nacional"},"resumen":"“Dolly Montoya, rectora de la institución, propone mejorar la educación pública a través de una inversión que debe hacerse en formación integral, en docencia, gestión de conocimiento e investigación. En entrevista con SEMANA relata las transformaciones que se deben realizar para superar el déficit atrasado de las instituciones públicas. (…)”","autores":[{"nombre":"Ayala, María Fernanda","slug":"ayala-maria-fernanda"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ayala, M. F. (10 de octubre de 2018). “La educación pública es la mejor inversión”: rectora de la Nacional. Revista Semana. Recuperado el 14 de febrero de 2024, de https://www.semana.com/educacion/articulo/entrevista-a-dolly-montoya-rectora-de-la-universidad-nacional-sobre-la-educacion-publica-en-colombia/586330/","fuente":"https://www.semana.com/educacion/articulo/entrevista-a-dolly-montoya-rectora-de-la-universidad-nacional-sobre-la-educacion-publica-en-colombia/586330/ ","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":290,"titulo":{"nombre":"La educación superior y el campo laboral de la música en Bogotá: la condición de mercados y la formación de músicos profesionales en el siglo XXI","slug":"la-educacion-superior-y-el-campo-laboral-de-la-musica-en-bogota-la-condicion-de-mercados-y-la-formacion-de-musicos-profesionales-en-el-siglo-xxi"},"resumen":"\"Resumen\nLa investigación se centró en analizar el estado de la educación superior en música (ESM) en la ciudad de Bogotá y su relación con la articulación del músico profesional con el campo laboral y la condición de mercados en una razón gubernamental neoliberal. Se hizo foco en 5 fases que buscaron identificar las percepciones de un grupo heterogéneo desde la aplicación de encuestas vía internet a 153 estudiantes de la ESM, como también en las conversaciones gestadas en mesas de trabajo con un anillo focal de 33 involucrados en la economía de la música en Bogotá, desde docentes, estudiantes, egresados, gestores, agentes y mediadores de las industrias culturales y creativas, de manera sincrónica online, debido a la pandemia del SARS-CoV2. Se recurrió a herramientas tecnológicas como NVivo y STATA para la segmentación, categorización y organización de los datos, lo que permitió cruzar la información en el análisis crítico de lo emergente. Lo más importante que se reafirma en la investigación, es que la razón gubernamental neoliberal, en su sentido más amplio, no es ajena al enmarañamiento de los campos de acción profesional, ni mucho menos a la forma en la que la educación superior se articula con la sociedad del siglo XXI, movida en una condición de mercados, en una cultura digital y, para el caso del músico en la ciudad, en una multiactividad y precarización laboral. (Texto tomado de la fuente)\"","autores":[{"nombre":"Niño Sanabria, Andrés Felipe","slug":"nino-sanabria-andres-felipe"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Niño Sanabria, A. F. (2023). Tesis de Maestría: La educación superior y el campo laboral de la música en Bogotá: la condición de mercados y la formación de músicos profesionales en el siglo XXI. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84022","fuente":"https://repositorio.unal.edu.co/handle/unal/84022\n\n","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":113,"titulo":{"nombre":"La educación Técnica y Tecnológica: una necesidad urgente","slug":"la-educacion-tecnica-y-tecnologica-una-necesidad-urgente"},"resumen":"“En pasadas ocasiones hemos dicho que la educación es el principal motor para las transformaciones que requiere nuestro continente. Nuestra responsabilidad con el futuro de las nuevas generaciones exige que construyamos una educación que sea comprendida como un proceso a lo largo de la vida, en el que cada nivel tiene una importancia social fundamental.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (03 de diciembre de 2022). La educación Técnica y Tecnológica: una necesidad urgente. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1453&cHash=a00ce0630a4b8b1d572289cc9ea88636","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1453&cHash=a00ce0630a4b8b1d572289cc9ea88636","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":26,"titulo":{"nombre":"La educación tecnológica en Colombia","slug":"la-educacion-tecnologica-en-colombia"},"resumen":"“Summary\nLa educación tecnológica es en la actualidad, cuando el desarrollo de las fuerzas productivas depende cada vez más del conocimiento científico y tecnológico, una modalidad educativa de creciente importancia. / Contenido. Preliminares; Capítulo 1 - Introducción; Capítulo 2 - ¿Qué es educación tecnológica en el contexto internacional?; Capítulo 3 - ¿Qué es la educación tecnológica en Colombia? evolución histórica del concepto; Capítulo 4 - Estudio sobre la educación tecnológica en Colombia; Capítulo 5 - La educación tecnológica como primer ciclo de la formación en ingenierías y en ciencias; Anexos.”","autores":[{"nombre":"Gómez Campo,Victor Manuel","slug":"gomez-campovictor-manuel"}],"años":{"año":1995,"valor":1995},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez Campo, V. M. (1995). La educación tecnológica en Colombia. Editorial Universidad Nacional EUN. Recuperado el 30 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/3013","fuente":"https://repositorio.unal.edu.co/handle/unal/3013\n","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":272,"titulo":{"nombre":"La encrucijada de la calidad educativa y su incidencia en las prácticas burocráticas escolares","slug":"la-encrucijada-de-la-calidad-educativa-y-su-incidencia-en-las-practicas-burocraticas-escolares"},"resumen":"\"Resumen\nLa tesis expone la relación entre las prácticas burocráticas y la calidad educativa a partir de la relación entre instituciones del sector oficial que están inmersas dentro del contexto urbano – rural del municipio de La Calera. Se muestra en tres (3) capítulos, la incidencia de las políticas educativas a nivel internacional, nacional y municipal; se reflexiona sobre la preparación y definición de las evaluaciones de medición de la calidad y su impacto en los factores asociados; y se plantean argumentos sobre la importancia de la humanización de las prácticas burocráticas para los colegios del sector. Dentro de las fuentes se cuenta con el registro documental – oral de entrevistas que se hicieron al equipo docente y administrativo de las cuatro (4) instituciones oficiales del municipio. Además, se destaca el registro documental de documentos oficiales, el uso de artículos científicos y libros sobre educación, calidad y burocracia En síntesis, la investigación profundiza en un contexto regional cercano a Bogotá en el campo educativo y las relaciones institucionales que consideran el mejoramiento de la calidad educativa, sus aciertos, sus falencias y sus proyecciones para el municipio de La Calera.\"","autores":[{"nombre":"Montes Hernández, Juan Manuel","slug":"montes-hernandez-juan-manuel"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Montes Hernández, J. M. (2014). Tesis de Maestría: La encrucijada de la calidad educativa y su incidencia en las prácticas burocráticas escolares. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/49479","fuente":"https://repositorio.unal.edu.co/handle/unal/49479","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":197,"titulo":{"nombre":"La Enseñanza de español como lengua extranjera en la India","slug":"la-ensenanza-de-espanol-como-lengua-extranjera-en-la-india"},"resumen":"“Resumen\nEl presente artículo se centra en la enseñanza-aprendizaje de lenguas extranjeras, específicamente del español como una lengua extranjera en el ámbito educativo de la India. Tratará de abarcar, desde los inicios, el desarrollo y la situación actual junto con el futuro del español. En detalle, se revisará la trayectoria de su desarrollo, su amplia presencia en las universidades, institutos, academias, centros y colegios públicos y privados del país. Seguidamente, se mostrarán algunos desafíos que se han evidenciado a lo largo de los años de su presencia y desarrollo, con la finalidad de tenerlos en cuenta para adoptar medidas que permitan cosechar un futuro brillante del español en el espacio fértil de la India académica. También, se tratarán los desafíos para su establecimiento eficaz favoreciendo la activa participación de diferentes países hispanoparlantes, organismos internacionales de hispanistas, docentes e investigadores internacionales del español junto con los de la India.”","autores":[{"nombre":"Bharti, Priy","slug":"bharti-priy"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Bharti, P. (2018). La Enseñanza de español como lengua extranjera en la India. Revista Matices en Lenguas Extranjeras (12), 41-61. Doi: https://doi.org/10.15446/male.n12.76970\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/76970","fuente":"https://doi.org/10.15446/male.n12.76970\n\nhttps://revistas.unal.edu.co/index.php/male/article/view/76970 ","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":13,"titulo":{"nombre":"La Escuela como un espacio de construcción social","slug":"la-escuela-como-un-espacio-de-construccion-social"},"resumen":"“Auditorio Virginia Gutiérrez - Edificio de posgrados Ciencia Humanas, diciembre 26 de 2011.\n\nLa Escuela como un espacio de construcción social\nConclusiones como esta surgieron en el transcurso del I Encuentro de Pedagogía organizado por el Iparm, en el que el tema central fueron las experiencias, reflexiones e investigaciones alrededor de la pedagogía y la educación básica y media. Al evento asistieron alrededor de 600 personas de distintas regiones del país.\n\n(Bienestar Sede Bogotá, 29 de noviembre). “La educación no puede ser entendida como un espacio aislado donde se forma para la vida, sino como un lugar donde a través de prácticas pedagógicas se discute la vida misma y se contribuye al desarrollo de las sociedades”.\n\nEsta fue una de las conclusiones de Hugo Venegas, representante de Ecuador ante la Unesco, quien en el panel “Evaluación, escuela y sociedad”, planteó la necesidad de articular la escuela con la vida diaria.”","autores":[{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Bienestar Universitario Bogotá. (26 de diciembre de 2011). La Escuela como un espacio de construcción social. Noticias. Portal Bienestar Universitario. Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/ver_noticia.php?id_noticia=112","fuente":"http://bienestar.bogota.unal.edu.co/ver_noticia.php?id_noticia=112 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":53,"titulo":{"nombre":"La escuela de formación política indígena: una apuesta al fortalecimiento de los procesos organizativos","slug":"la-escuela-de-formacion-politica-indigena-una-apuesta-al-fortalecimiento-de-los-procesos-organizativos"},"resumen":"“La Escuela de Formación Política de la Organización de los Pueblos Indígenas de la Amazonía Colombiana, OPIAC, es el resultado de las aspiraciones y esfuerzos que por años hemos hecho los pueblos indígenas de la Amazonía Colombiana para la formación integral de liderazgos propios orientados a la incidencia, la participación política y el goce efectivo de nuestros derechos individuales y colectivos.\n\n Esta escuela inició sus actividades en el 2016 con el propósito de educar el liderazgo político a los diferentes pueblos de la Amazonía Colombiana. …”","autores":[{"nombre":"Umirez Buinage, Maritza Yasmina","slug":"umirez-buinage-maritza-yasmina"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Umirez Buinage, M. (2023). La escuela de formación política indígena: una apuesta al fortalecimiento de los procesos organizativos. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (51), 12-13. Recuperado el 24 de octubre de 2023, de https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51","fuente":"https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51 ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":115,"titulo":{"nombre":"La evaluación del quehacer universitario.","slug":"la-evaluacion-del-quehacer-universitario"},"resumen":"“La evaluación permanente es un instrumento fundamental en todas las Instituciones de Educación Superior (IES) para mejorar constantemente su calidad. Particularmente, en la Universidad Nacional la consideramos una de nuestras responsabilidades ante el país. Pues los colombianos deben conocer oportuna y claramente el desempeño de ésta, su principal casa de estudios. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (20 de julio de 2019). La evaluación del quehacer universitario. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=637&cHash=5811173cfc4f091c165b7bf44d9165fe","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=637&cHash=5811173cfc4f091c165b7bf44d9165fe","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":161,"titulo":{"nombre":"La formación del investigador social en la Universidad Nacional de Colombia (1959-1968)","slug":"la-formacion-del-investigador-social-en-la-universidad-nacional-de-colombia-1959-1968"},"resumen":"“Resumen \nEl proyecto fundador del Departamento y la Facultad de Sociología de la Universidad Nacional de Colombia, sede Bogotá, a mediados del siglo xx, involucró el diseño de planes curriculares y cursos de teoría social y metodología; así como la puesta en marcha de diversas investigaciones que difundieron nuevas perspectivas de análisis y reflexión sobre la realidad política, económica y social del país. Los actores sociales que formaron parte trascendental de este proyecto académico —entre los más destacados, Orlando Fals Borda, Camilo Torres Restrepo, Virginia Gutiérrez de Pineda, Eduardo Umaña Luna y Carlos Escalante Angulo— desplegaron una serie de acciones encaminadas a la unificación de prácticas, que representaron principios de visión y de afinidades por las ciencias sociales y humanas. De esa manera, se posibilitó la configuración de un lenguaje común y una forma concreta del quehacer del científico social comprometido con las problemáticas sociales de su época.\nEste artículo parte de la descripción del proyecto docente —programas de los cursos, bibliografías referenciadas, guías de cátedra—, esto es, la malla curricular, a partir de la cual se estableció el perfil de la sociología impartida en este campus universitario. El énfasis recayó en líneas como sociología rural, sociología urbana y sociología de la familia, las cuales, a su vez, constituyeron los principales ejes de discusión del grupo intelectual líder en dicho proceso fundacional. En un segundo momento, se detalla el proyecto investigativo que permite entrever la agenda de trabajo y los intereses temáticos que, en consonancia con las necesidades sociopolíticas y las prescripciones de sus entes financiadores públicos y privados, se fueron destacando como los ámbitos más relevantes dentro de la investigación social. Se concluye que la multiplicidad de enfoques y marcos interpretativos difundidos por el cuerpo docente propició la diversificación de líneas teóricas que fueron afianzadas en el devenir del desarrollo de la sociología en Colombia.”","autores":[{"nombre":"Arcila Aristizábal, Zoraida De Jesús","slug":"arcila-aristizabal-zoraida-de-jesus"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Aristizábal, Z. (2019). La formación del investigador social en la Universidad Nacional de Colombia (1959-1968). Revista Colombiana de Sociología, 42(02), 23-45. doi: https://doi.org/10.15446/rcs.v42n2.76490","fuente":"https://doi.org/10.15446/rcs.v42n2.76490 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":240,"titulo":{"nombre":"La formación del/a sociólogo/a en la ‘sociedad del conocimiento’: Aproximación a la formación en el Departamento de Sociología de la Universidad Nacional de Colombia sede Bogotá","slug":"la-formacion-dela-sociologoa-en-la-sociedad-del-conocimiento-aproximacion-a-la-formacion-en-el-departamento-de-sociologia-de-la-universidad-nacional-de-colombia-sede-bogota"},"resumen":"“Summary\nEn el presente ensayo se identifica a la universidad del siglo XXI como lugar estratégico para estrechar la brecha digital, destacándose la necesidad de integrar a la formación profesional las competencias digitales, como requisito para la participación activa de las nuevas generaciones en la ´sociedad del conocimiento’; esta dinámica socio técnica se toma como principio para comprender la formación de sociólogos y sociólogas, y a partir de ello esbozar una propuesta de formación que articule el desarrollo de competencias digitales en este campo de saber, y así realizar una aproximación analítica del currículo que presenta la formación de profesionales en sociología en la Universidad Nacional de Colombia sede Bogotá”","autores":[{"nombre":"Alfonso Zorro, Sonia Elizabeth","slug":"alfonso-zorro-sonia-elizabeth"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Alfonso Zorro, S. E. (4 de marzo de 2019). Tesis de maestría: La formación del/a sociólogo/a en la ‘sociedad del conocimiento’: Aproximación a la formación en el Departamento de Sociología de la Universidad Nacional de Colombia sede Bogotá. Obtenido de Repositorio Institucional UN. Biblioteca digital: https://repositorio.unal.edu.co/handle/unal/69823","fuente":"https://repositorio.unal.edu.co/handle/unal/69823 ","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"}},{"id":116,"titulo":{"nombre":"La formación universitaria, más allá de las aulas.","slug":"la-formacion-universitaria-mas-alla-de-las-aulas"},"resumen":"“Del 17 al 21 de septiembre tuvo lugar, en la Universidad Nacional, la Semana Universitaria, cinco días en los que se celebra la fundación de la Universidad, que proviene de mediados del siglo XIX. En la Semana Universitaria se abren espacios de reflexión sobre nuestro quehacer como universidad pública y se reconocen los esfuerzos del personal académico y administrativo que día a día hace que la Universidad Nacional sea lo que es: el más importante proyecto cultural y colectivo de la nación. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (02 de octubre de 2018). La formación universitaria, más allá de las aulas. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=490&cHash=fe44267d2e4c521428e85b68cf2b7d49","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=490&cHash=fe44267d2e4c521428e85b68cf2b7d49","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":169,"titulo":{"nombre":"La idealización de los espacios rurales en Educación Secundaria y bachillerato. Un estudio de representaciones sociales","slug":"la-idealizacion-de-los-espacios-rurales-en-educacion-secundaria-y-bachillerato-un-estudio-de-representaciones-sociales"},"resumen":"“Resumen \nLa teoría de las representaciones sociales contribuye a conocer los discursos que influyen en la vida de las personas y cómo los sujetos reproducen esos conocimientos para interpretar el mundo. El conocimiento que nos interesa en esta investigación es la cosmovisión que los estudiantes de 3.º de Educación Secundaria Obligatoria (ESO) y de 2.º de bachillerato de la provincia de Valencia (España) tienen acerca de los espacios rurales. Dicha cosmovisión proviene de diferentes fuentes y contextos de información, por lo que la aplicación de las representaciones sociales al campo de la didáctica de la geografía es pertinente en este estudio. En concreto, el enfoque fenomenológico de la Geografía de la Percepción y del Comportamiento se une a las representaciones sociales del espacio geográfico en su vertiente Subjetiva y tripartita (espacio vivido, espacio percibido y espacio concebido). Así, se pretende comprender los elementos que influyen en la explicación escolar de los espacios rurales y su presencia en la geografía escolar para conseguir dos objetivos: primero, conocer la estructura y el significado de la representación escolar del alumnado de diez centros escolares de la provincia de Valencia; segundo, comprobar cómo se ha plasmado la representación de la figura humana en los libros de texto en los niveles educativos analizados entre 1959 y 2016, y en las representaciones pictóricas del alumnado, para evidenciar tendencias convergentes en los elementos de una representación social de los espacios en cuestión. Para ello 581 estudiantes de centros escolares de la provincia de Valencia respondieron un cuestionario mixto, con un test de asociación de palabras analizado mediante el software Evocation 2005. La aplicación del índice jicuadrado al análisis de las fotografías de los libros de texto y los dibujos del alumnado acerca de los espacios rurales revela que existe una representación idealizada de dichos espacios que dificulta la comprensión de sus problemáticas sociales y ambientales.”","autores":[{"nombre":"García-Monteagudo, Diego","slug":"garcia-monteagudo-diego"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"García-Monteagudo, D. (2021). La idealización de los espacios rurales en Educación Secundaria y bachillerato. Un estudio de representaciones sociales. Revista Colombiana de Sociología, 44(2), 269-290. doi: https://doi.org/10.15446/rcs.v44n2.90081 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90081","fuente":"https://doi.org/10.15446/rcs.v44n2.90081 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/90081 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":211,"titulo":{"nombre":"La implementación del Programa Nacional de Bilingüismo en Colombia: ¿acceso igualitario a capital lingüístico?","slug":"la-implementacion-del-programa-nacional-de-bilinguismo-en-colombia-acceso-igualitario-a-capital-linguistico"},"resumen":"“Resumen\nBasándose en el concepto de capital de Bourdieu, este artículo de investigación exploratoria, secuencial y mixta examina la implementación del Programa Nacional de Bilingüismo, una política que tiene como objetivo brindar a los estudiantes colombianos oportunidades igualitarias para aprender inglés. Los datos se recolectaron en tres aulas de grado quinto de tres escuelas públicas colombianas. Los hallazgos revelaron que la implementación diferenciada del programa implica un acceso desigual a oportunidades de construir capital lingüístico y niveles desiguales de logros académicos entre las tres escuelas. La implementación del programa para proveer igualdad de oportunidades y logros para construir el capital lingüístico de los estudiantes colombianos se ve obstaculizada por las estructuras de financiamiento actuales.”","autores":[{"nombre":"Cardona Escobar, Diego","slug":"cardona-escobar-diego"},{"nombre":"Barnes, Melissa","slug":"barnes-melissa"},{"nombre":"Pruyn, Marc","slug":"pruyn-marc"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cardona-Escobar, D., Barnes, M., & Pruyn, M. (2023). The Enactment of the Colombian National Bilingual Program: Equal Access to Language Capital. La implementación del Programa Nacional de Bilingüismo en Colombia: ¿acceso igualitario a capital lingüístico? Profile: Issues in Teachers' Professional Development, 25(2), 95-110. doi: https://doi.org/10.15446/profile.v25n2.103003","fuente":"https://doi.org/10.15446/profile.v25n2.103003","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":58,"titulo":{"nombre":"La Investigación como enseñanza pedagógica en el proceso de Enseñanza-Aprendizaje.","slug":"la-investigacion-como-ensenanza-pedagogica-en-el-proceso-de-ensenanza-aprendizaje"},"resumen":"“En primer lugar, los niños seleccionan lo que quieren aprender, ya sea motu proprio o por motivación de su profesor. El papel del profesor debe ser un orientador, lo que yo llamo un maestro inspirador, quien estimula este proceso de aprendizaje reflexivo. Esta estrategia pedagógica usa la investigación como herramienta fundamental en el proceso enseñanza-aprendizaje.\n La investigación es la herramienta con la cual nuestra sociedad busca reflexivo y sistemáticamente el conocimiento a través de fenómenos que surgen como preguntas, mediante el entendimiento y la explicación de la realidad observada, empleando un sistema que usa un sustento empírico para lograr resultados, el análisis e interpretación de aquellos generando un conocimiento nuevo.”","autores":[{"nombre":"Palacios, Pablo A.","slug":"palacios-pablo-a"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Palacios, pablo A (2017). La Investigación como enseñanza pedagógica en el proceso de Enseñanza-Aprendizaje. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (33) 5-6 https://issuu.com/notimani/docs/notimani_33_final_impresi_n_22_de_mayo","fuente":"https://issuu.com/notimani/docs/notimani_33_final_impresi_n_22_de_mayo ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":209,"titulo":{"nombre":"La investigación sobre la enseñanza en Colombia: positivismo, control, reflexividad y política","slug":"la-investigacion-sobre-la-ensenanza-en-colombia-positivismo-control-reflexividad-y-politica"},"resumen":"“El estudio describe en detalle la evolución histórica de la investigación educacional en Colombia a partir de los años 50. En dicho país los inicios de la investigación han estado marcados por los intereses de los organismos internacionales que requieren información confiable para orientar su intervención en educación, así como dar cuenta del impacto de su inversión. El artículo también se refiere al nacimiento de las ciencias sociales y su impacto en la investigación educacional, a los docentes en su rol de investigadores finalizando con la investigación pedagógica en las universidades. El autor concluye con la necesidad de delimitar teóricamente el concepto de \"prácticas de enseñanza\" para lograr una articulación efectiva de éstas con las problemáticas en y fuera del aula. \n\nLíneas de Investigación: Historia y filosofía de la educación, Educación superior, Ciencias sociales, Prácticas de enseñanza, Investigación educativa, Colombia, Profesores, Enfoques.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2009). La investigación sobre la enseñanza en Colombia: positivismo, control, reflexividad y política. Revista Pensamiento Educativo, 44 (1), 53-76. Recuperado el 21 de febrero de 2024, de https://biblat.unam.mx/es/revista/pensamiento-educativo/articulo/la-investigacion-sobre-la-ensenanza-en-colombia-positivismo-control-reflexividad-y-politica","fuente":"https://biblat.unam.mx/es/revista/pensamiento-educativo/articulo/la-investigacion-sobre-la-ensenanza-en-colombia-positivismo-control-reflexividad-y-politica","dependencias":{"nombre":"Revista Pensamiento Educativo","slug":"revista-pensamiento-educativo"}},{"id":99,"titulo":{"nombre":"La laicidad: un requisito para la educación pluralista","slug":"la-laicidad-un-requisito-para-la-educacion-pluralista"},"resumen":"“RESUMEN\nEste ensayo trata el tema de la laicidad tomando como punto de partida el debate francés, que nuevamente ha trascendido las fronteras europeas, específicamente tras las contradicciones entre el presidente de esa República y el ministro de cultos de ese país en materia de administrar públicamente la diversidad religiosa. A partir de allí, se pretende caracterizar lo que sería un Estado laico, para desembocar en la importancia de una educación pluralista\ne intercultural, que no privilegie confesión alguna pero que les dé cabida a todas desde el punto de vista de la enseñanza-aprendizaje de una cultura religiosa capaz de fomentar valores éticos y críticos, en pro de la democracia y el bien común de los ciudadanos.\n PALABRAS CLAVE: laicidad, pluralismo, diversidad religiosa, educación intercultural, secularización.”","autores":[{"nombre":"Sanabria, Fabián","slug":"sanabria-fabian"}],"años":{"año":2005,"valor":2005},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Sanabria, Fabián. (2005.). La laicidad: un requisito para la educación pluralista. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 278-283. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23225","fuente":"https://repositorio.unal.edu.co/handle/unal/23225","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"}},{"id":37,"titulo":{"nombre":"La Narrativa: Herramienta Pedagógica para el Conocimiento de Enfermería","slug":"la-narrativa-herramienta-pedagogica-para-el-conocimiento-de-enfermeria"},"resumen":"“Este libro surge del espíritu inquieto de los estudiantes y profesores del curso Seminario de Evaluación de la Teoría para la Práctica y la Investigación, del doctorado en Enfermería de la Facultad de Enfermería de la Universidad Nacional de Colombia. Trasciende de la lectura comprensiva a la materialización del pensamiento complejo para demostrar desde la práctica de enfermería los enlaces filosóficos, conceptuales y teóricos en la solución de necesidades del cuidado de la salud de las personas. En cada uno de los capítulos se presentan, por medio de una narrativa, las interacciones entre el/la enfermero/a y el sujeto de cuidado, los cambios ocurridos entre este día dan y la argumentación de los diferentes enlaces soportados en el conocimiento construido por la enfermería.”","autores":[{"nombre":"Bueno Robles, Luz Stella","slug":"bueno-robles-luz-stella"},{"nombre":"Soto Lesmes, Victoria Inés","slug":"soto-lesmes-victoria-ines"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Bueno Robles, L. S., & Soto Lesmes, V. I. (2019). La Narrativa: Herramienta Pedagógica para el Conocimiento de Enfermería. Universidad Nacional de Colombia. Obtenido de https://unilibros.co/gpd-la-narrativa-herramienta-pedagogica-para-el-conocimiento-de-enfermeria.html","fuente":"https://unilibros.co/gpd-la-narrativa-herramienta-pedagogica-para-el-conocimiento-de-enfermeria.html","dependencias":{"nombre":"Facultad de Enfermería","slug":"facultad-de-enfermeria"}},{"id":307,"titulo":{"nombre":"La oralidad como parte y fuente del conocimiento en los procesos pedagógicos de la comunidad indígena del resguardo la asunción","slug":"la-oralidad-como-parte-y-fuente-del-conocimiento-en-los-procesos-pedagogicos-de-la-comunidad-indigena-del-resguardo-la-asuncion"},"resumen":"\"Resumen\nLa investigación analiza la importancia de la oralidad o tradición oral en las instituciones educativas indígenas, para ello, realiza el presente estudio en la institución educativa la Asunción, perteneciente a la comunidad indígena Tucano oriental ubicada en el municipio de El Retorno, Guaviare; esta institución cuenta con 17 estudiantes con orígenes étnicos diversos, pero que paradójicamente no conocen, hablan ni escriben su lengua materna, lo que significa una pérdida de costumbres, tradiciones y creencias propias debido en gran parte a que los procesos pedagógicos no contemplan dentro de los currículos aspectos relevantes para estas comunidades como lo es la oralidad, problemática que permite preguntar ¿De qué manera la oralidad puede contribuir en los procesos pedagógicos de los niños y adolescentes de la escuela del Resguardo Indígena La Asunción? Para llevar a cabo la investigación se sigue una metodología etnográfica, en la que se parte de un análisis sobre la etnoeducación en el país en términos generales; paso seguido se realiza un trabajo de campo con la finalidad de ahondar en el proceso educativo que se maneja en la institución educativa la Asunción; por último, se diseñó una perspectiva de un proyecto educativo comunitario que tiene como finalidad rescatar a través de la escuela la tradición oral. Como resultados se logró evidenciar que el proceso educativo presente en la institución no se desarrolla bajo los lineamientos establecidos por el MEN para las comunidades étnicas, es decir, bajo las tradiciones y costumbres, lo que implica una pérdida de la tradición oral.\"","autores":[{"nombre":"Obregón Rivas, Luz Amparo","slug":"obregon-rivas-luz-amparo"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Obregón Rivas, L. A. (2020). Tesis de Maestría: La oralidad como parte y fuente del conocimiento en los procesos pedagógicos de la comunidad indígena del resguardo la asunción. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/78248","fuente":"https://repositorio.unal.edu.co/handle/unal/78248","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":259,"titulo":{"nombre":"La pirámide de la desigualdad social en la educación superior en Colombia. Diversificación y tipología de instituciones","slug":"la-piramide-de-la-desigualdad-social-en-la-educacion-superior-en-colombia-diversificacion-y-tipologia-de-instituciones"},"resumen":"“Este libro es el resultado de un proceso de integración, contextualización y actualización de una larga trayectoria de estudio sobre la problemática de la educación técnica y tecnológica en Colombia y sus implicaciones en la política de educación superior. Se enfoca particularmente, sobre la tipología de instituciones que deben conformar un sistema diversificado de ofertas de formación, que responda tanto a la variedad de intereses y expectativas de los estudiantes como a las necesidades de diversidad y especialización en el conocimiento.”","autores":[{"nombre":"Gómez Campo, Víctor Manuel","slug":"gomez-campo-victor-manuel"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Gómez, V. M. (2015). La pirámide de la desigualdad social en la educación superior en Colombia. Diversificación y tipología de instituciones. Editorial UN. Recuperado el 21 de 05 de 2024, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/la-piramide-de-la-desigualdad-social-en-la-educacion-superior-en-colombia-diversificacion-y-tipologia-de-instituciones","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/la-piramide-de-la-desigualdad-social-en-la-educacion-superior-en-colombia-diversificacion-y-tipologia-de-instituciones","dependencias":{"nombre":"Estudios en Política Educativa","slug":"estudios-en-politica-educativa"}},{"id":217,"titulo":{"nombre":"La planeación de un curso de evaluación en línea para docentes de inglés de Latinoamérica.","slug":"la-planeacion-de-un-curso-de-evaluacion-en-linea-para-docentes-de-ingles-de-latinoamerica"},"resumen":"“Resumen \nEn este artículo reportamos los hallazgos de una investigación mixta acerca de los deseos y necesidades en evaluación de un grupo de docentes de inglés con el objetivo de diseñar un curso en línea de evaluación de lenguas extranjeras. Tras ser entrevistados, veinte docentes de inglés de cuatro países latinoamericanos informaron que deseaban un curso que les permitiera discutir los retos de la evaluación; estudiar maneras novedosas de evaluar, y aprender sobre la evaluación auténtica, válida y ética. Es decir, un curso que incorpore la teoría, la práctica y los principios de evaluación y que además explore temas emergentes en la evaluación del inglés como lengua extranjera: la evaluación bilingüe y la evaluación de estudiantes con necesidades educativas especiales.”","autores":[{"nombre":"Giraldo, Frank","slug":"giraldo-frank"},{"nombre":"Yan, Xun","slug":"yan-xun"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Giraldo, F., & Yan, X. (julio-diciembre de 2023). Planning an Online Assessment Course for English Language Teachers in Latin America. La planeación de un curso de evaluación en línea para docentes de inglés de Latinoamérica. Profile: Issues in Teachers' Professional Development, 25(2), 147-164. doi: https://doi.org/10.15446/profile.v25n2.104703\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/104703/89221","fuente":"https://doi.org/10.15446/profile.v25n2.104703\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/104703/89221","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":205,"titulo":{"nombre":"La planificación de la clase de segunda lengua: las fases de la enseñanza-aprendizaje como medio para promover el sentimiento de placer","slug":"la-planificacion-de-la-clase-de-segunda-lengua-las-fases-de-la-ensenanza-aprendizaje-como-medio-para-promover-el-sentimiento-de-placer"},"resumen":"“Resumen \nEl presente artículo examina cómo la didáctica y las estrategias pedagógicas pueden provocar en los estudiantes el placer de aprender después de haber seguido varias sesiones de clase. La experiencia se llevó a cabo en la enseñanza del inglés y del español como lengua extranjera en el sistema universitario en Francia. El placer no está relacionado con el rendimiento académico de los estudiantes, sino con la satisfacción que muestran estos frente a la enseñanza y a las estrategias utilizadas por el profesor. Nuestra hipótesis es que una profunda preparación de las actividades y de los recursos pedagógicos y didácticos, conforme a las etapas de aprendizaje en general, ayuda a promover el placer de aprender, independientemente de la lengua que se enseña, del contenido del curso o del nivel de los estudiantes. A partir de una planificación común que toma en cuenta las fases de enseñanza-aprendizaje (motivación/expectativa, comprensión/atención, generalización/transferencia), llevamos a cabo una investigación de aula para corroborar nuestra hipótesis. Para ello, se seleccionaron 180 estudiantes universitarios por medio de un muestreo de conveniencia. Para la recolección de datos, se empleó un cuestionario en papel autoadministrado teniendo en cuenta seis grados de satisfacción en una escala de Likert. Dicho cuestionario evaluaba tres aspectos: los contenidos, la metodología del profesor y la participación de los alumnos. El análisis cuantitativo de los datos deja traslucir que existe una relación entre una planificación estricta y el sentimiento de placer de los estudiantes durante el aprendizaje.”","autores":[{"nombre":"Duffé-Montalván, Aura Luz","slug":"duffe-montalvan-aura-luz"},{"nombre":"Valdez, Cristian","slug":"valdez-cristian"},{"nombre":"Contreras-Roa, Leonardo","slug":"contreras-roa-leonardo"},{"nombre":"Ali, Saandia Vanessa","slug":"ali-saandia-vanessa"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Duffé-Montalván, A. L., Valdez, C., Contreras-Roa, L., & Ali, S. V. (2019). La planificación de la clase de segunda lengua: las fases de la enseñanza-aprendizaje como medio para promover el sentimiento de placer. Revista Matices en Lenguas Extranjeras (13), 60-97. doi: https://doi.org/10.15446/male.n13.89349","fuente":"https://doi.org/10.15446/male.n13.89349","dependencias":{"nombre":"Revista Matices en Lenguas Extranjeras","slug":"revista-matices-en-lenguas-extranjeras"}},{"id":271,"titulo":{"nombre":"La política de educación básica y media en Colombia y su relación con el logro educativo","slug":"la-politica-de-educacion-basica-y-media-en-colombia-y-su-relacion-con-el-logro-educativo"},"resumen":"“Resumen\nLa presente tesis aborda el tema de la calidad en educación básica y media en Colombia entre los años 2008-2019 desde un enfoque cognitivo de la política pública conocido como el Análisis por el Referencial de Pierre Müller. La hipótesis aquí planteada se centra en la posible relación entre el referencial adoptado a nivel territorial y los puntajes de las pruebas Saber 11, medida de la calidad educativa en Colombia. Para su demostración, se construye el referencial de política en clave de educación en tres niveles: internacional, nacional y departamental; Para garantizar la comparación entre departamentos con similares características socioeconómicas se crearon grupos según el Índice de Desarrollo Humano Subnacional, lo que permitió atribuir el éxito o fracaso en las pruebas a los referenciales de política educativa y no a características económicas y sociales propias de los territorios. Entre los hallazgos se resalta, la presencia de un referencial propio a nivel territorial pese a tener el mismo referencial internacional y nacional; se logró evidenciar la existencia de características entre los referenciales que favorecen la obtención de mejores puntajes en las pruebas Saber 11. Con lo anterior se aporta evidencia de la importancia de las políticas públicas y sus efectos en el devenir socioeconómico. (Texto tomado de la fuente)”","autores":[{"nombre":"Arenas Estevez, Luisa Fernanda","slug":"arenas-estevez-luisa-fernanda"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Arenas Estevez, L. F. (2022). Tesis de Maestría: La política de educación básica y media en Colombia y su relación con el logro educativo. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/81748","fuente":"https://repositorio.unal.edu.co/handle/unal/81748\n","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"}},{"id":274,"titulo":{"nombre":"La política educativa (etnoeducación) para pueblos indígenas en Colombia a partir de la constitución de 1991","slug":"la-politica-educativa-etnoeducacion-para-pueblos-indigenas-en-colombia-a-partir-de-la-constitucion-de-1991"},"resumen":"\"Resumen\nA través de este trabajo se indagó sobre el eventual cambio de concepción de una Nación homogénea, como fundamento de la Nacionalidad colombiana propuesto en la Constitución de 1886 e implementado a través del proceso educativo para toda la población incluida la indígena, a una Nación pluricultural y multiétnica, establecida en la nueva carta constitucional de 1991. En la investigación se tuvo en cuenta la información de las organizaciones indígenas, se entrevistaron líderes indígenas y se realizó trabajo de campo en las mesas de concertación para la educación indígena, para determinar si hubo cambios o, por el contrario, lo que se produjo fue una modificación del discurso, para seguir fortaleciendo su homogenización y su integración. Se concluyó que, si bien no es uniforme está situación al interior del Estado, sigue en marcha un proceso de integración validado paradójicamente por la participación de parte de estas organizaciones en los espacios de concertación.\"","autores":[{"nombre":"Rodríguez Reinel, Sonia Mercedes","slug":"rodriguez-reinel-sonia-mercedes"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Reinel, S. M. (2011). Tesis de Maestría: La política educativa (etnoeducación) para pueblos indígenas en Colombia a partir de la constitución de 1991. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/8656","fuente":"https://repositorio.unal.edu.co/handle/unal/8656","dependencias":{"nombre":"Maestría en Antropología","slug":"maestria-en-antropologia"}},{"id":268,"titulo":{"nombre":"La prestación del servicio público educativo en los niveles de preescolar, básica y media: un análisis de eficiencia relativa","slug":"la-prestacion-del-servicio-publico-educativo-en-los-niveles-de-preescolar-basica-y-media-un-analisis-de-eficiencia-relativa"},"resumen":"“Resumen\nEl presente trabajo analiza la eficiencia en la prestación del servicio público educativo en los niveles de preescolar, básica y media. Para lo cual se definen dos insumos y dos productos propios del sector y a través de la técnica no paramétrica análisis envolvente de datos (DEA por sus siglas en inglés) se estiman los puntajes de eficiencia. Las unidades de análisis o DMU corresponden a los establecimientos educativos oficiales, aunque también se analiza la eficiencia del responsable de administrar el colegio y prestar el servicio, es decir a la entidad territorial certificada en educación. Los insumos definidos corresponden a los recursos que administran los colegios y al número de docentes por grupos de 22 estudiantes; por su parte, los productos analizados corresponden a la tasa de deserción, lo cual da una idea del nivel de permanencia de los estudiantes en el sistema educativo y los resultados en las pruebas saber 11. Tanto insumos como productos presentan una alta heterogeneidad a nivel de colegio, razón por la cual, en el presente trabajo el análisis de eficiencia se realiza al interior de grupo homogéneos de entidades territoriales, para lo cual se considera la propuesta de categorización del DNP denominado capacidades iniciales y por nivel de ruralidad, lo cual permite concluir que la valoración de eficiencia es un concepto relativo, depende de con quien se compare el colegio. La identificación de eficiencias en colegios oficiales permitirá definir políticas para mejorar la distribución de los recursos y para el cierre de brechas en el sector. (Texto tomado de la fuente).”","autores":[{"nombre":"Carmona Sánchez, Cristian Oswaldo","slug":"carmona-sanchez-cristian-oswaldo"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Carmona Sánchez, C. O. (2023). Tesis de Maestría: La prestación del servicio público educativo en los niveles de preescolar, básica y media: un análisis de eficiencia relativa. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84033","fuente":"https://repositorio.unal.edu.co/handle/unal/84033\n","dependencias":{"nombre":"Maestría en Ciencias Económicas","slug":"maestria-en-ciencias-economicas"}},{"id":262,"titulo":{"nombre":"La privatización de la educación en Colombia y Chile","slug":"la-privatizacion-de-la-educacion-en-colombia-y-chile"},"resumen":"Se cita el número 87 de la revista de manera completa, ya que los artículos que contiene se concentran en temas específicos como la desinstitucionalización del Estado y la educación contemporánea, así como la Ley 1381 de 2010: etnoeducación e interculturalidad. Temas que pueden ser de gran interés para la línea base y los estudios en políticas educativas\n\nTabla de contenido: \nEDUCACIÓN Y CULTURA\n4. Carta del Director\n7. Editorial\n \nDEBATE\n10. La Ley 1294 y el Decreto 2355 de 2009: La privatización de la educación\n\n TEMA CENTRAL:\n privatización de la educación\n 16. La privatización de la educación: diez cuestiones\n Pablo Gentili\n 18. Privatización y mercantilización de la educación pública estatal. Otra muerte anunciada: A propósito del Decreto 2355 de 2009\n Jairo Estrada Álvarez\n 25. La privatización de la educación pública: endógena y exógena\n Víctor Orlando Gaona Rosas, Luís Grubert\n \nINTERNACIONAL\n 34. Espejismos de igualdad: privatización y segregación educativa en Chile. Jorge Inzunza H.\n\n1810-2010 DOSCIENTOS AÑOS DE LUCHA POR LA DEMOCRACIA\n 40. La contra-historia del Bicentenario. Efraín Alzate Salazar\n\n ACTUALIDAD\n 45. Ley de lenguas, etnoeducación e interculturalidad\n Sergio De Zubiría Samper, Mayra Ortiz\n 50. Una semilla para el PEPA: Ciudadanía laboral juvenil con perspectiva de género en la escuela. Sohely Rúa Castañeda\n 55. La educación pública a contracorriente, una relación entre desarrollo humano, pedagogía y escuela. José Darwin Lenis Mejía\n\n REFLEXIONES PEDAGÓGICAS\n 61. La desinstitucionalización del Estado y la \neducación contemporánea: Entrevista a Guillermina Tiramonti. \n Anny Ocoró Loango, Amanda Cortés Salcedo\n 66. Maestros, representaciones y medios de comunicación.\n Javier Guerrero Rivera, Elsa María Ortiz Casallas\n\n AUTONOMÍA ESCOLAR\n 73. La ciencia en familia\nDocentes del Colegio Gimnasio Moderno, Bogotá, D.C. \n\nALEGRÍA DE LEER Y PENSAR\n AGENDA PEDAGÓGICA","autores":[{"nombre":"Hernández Barbosa, Rubén","slug":"hernandez-barbosa-ruben"},{"nombre":"Beatriz Vargas, Amparo","slug":"beatriz-vargas-amparo"},{"nombre":"Chorny de Salah, Betty","slug":"chorny-de-salah-betty"},{"nombre":"Merizalde Estupiñán, Carolina","slug":"merizalde-estupinan-carolina"},{"nombre":"Céspedes Jaramillo, Diana Patricia","slug":"cespedes-jaramillo-diana-patricia"},{"nombre":"Ossa Aristizábal, Dora Cecilia","slug":"ossa-aristizabal-dora-cecilia"},{"nombre":"Moreno Rodríguez, Gustavo","slug":"moreno-rodriguez-gustavo"},{"nombre":"Chona Albarracín, Magdalena","slug":"chona-albarracin-magdalena"},{"nombre":"Barrero Cubillos, Marco","slug":"barrero-cubillos-marco"},{"nombre":"Rojas Molina, Martha Inés","slug":"rojas-molina-martha-ines"},{"nombre":"del Rocío Ávila, Natalia","slug":"del-rocio-avila-natalia"},{"nombre":"Buitrago Pulido, Néstor Raúl","slug":"buitrago-pulido-nestor-raul"},{"nombre":"Barragán Moreno, Olga Lucía","slug":"barragan-moreno-olga-lucia"},{"nombre":"Tabares Salcedo, Pilar","slug":"tabares-salcedo-pilar"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Revista","slug":"revista"},"referencia":"Revista Educación y Cultura. (julio de 2010). La privatización de la educación en Colombia y Chile. Revista trimestral del Centro de Estudios e Investigaciones Docentes CEID de la Federación Colombiana de Educadores FECODE(87). Recuperado el 21 de 05 de 2024, de https://revistavirtual.fecode.edu.co/images/revistas_1-100/Educacion%20y%20Cultura%2087.pdf","fuente":"https://revistavirtual.fecode.edu.co/images/revistas_1-100/Educacion%20y%20Cultura%2087.pdf","dependencias":{"nombre":"Centro de Estudios e Investigaciones Docentes CEID de la Federación Colombiana de Educadores FECODE","slug":"centro-de-estudios-e-investigaciones-docentes-ceid-de-la-federacion-colombiana-de-educadores-fecode"}},{"id":190,"titulo":{"nombre":"La propuesta conservadora frente al proyecto educativo del liberalismo radical: la defensa de una educación católica a través de la prensa y las asociaciones","slug":"la-propuesta-conservadora-frente-al-proyecto-educativo-del-liberalismo-radical-la-defensa-de-una-educacion-catolica-a-traves-de-la-prensa-y-las-asociaciones"},"resumen":"“Summary\nDurante la segunda mitad del siglo XIX sectores conservadores y allegados a la Iglesia católica se opusieron al proyecto de instrucción pública formulado por el gobierno liberal entre 1860 y 1870, debido a su orientación laica, la cual aquellos veían como una amenaza para la estabilidad de la religión y la iglesia en el país. A raíz de esto los grupos “procatólicos” emprendieron una ofensiva contra el gobierno para hacer frente a su proyecto instruccionista y promover al mismo tiempo su propia propuesta pedagógica. El presente artículo tiene por objeto examinar dos de los mecanismos centrales a los que aquellos recurrieron con el fin mencionado, tales fueron la prensa y las asociaciones. De este modo, se pretende que este examen contribuya a una mejor comprensión de la transformación que tuvo la educación colombiana hacia el último cuarto del siglo XIX, al pasar de un modelo educativo laico a uno confesional.”","autores":[{"nombre":"Jaramillo Jaramillo, Juliana","slug":"jaramillo-jaramillo-juliana"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jaramillo J, Juliana (2016). La propuesta conservadora frente al proyecto educativo del liberalismo radical: la defensa de una educación católica a través de la prensa y las asociaciones. Revista Historia y Sociedad (30), 291-319. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/68043","fuente":"https://repositorio.unal.edu.co/handle/unal/68043","dependencias":{"nombre":"Revista Historia, Educación y Política","slug":"revista-historia-educacion-y-politica"}},{"id":303,"titulo":{"nombre":"La segregación digital y las ciencias sociales escolares. Análisis en el colegio Distrital Pablo Neruda, Bogotá (2015-2016)","slug":"la-segregacion-digital-y-las-ciencias-sociales-escolares-analisis-en-el-colegio-distrital-pablo-neruda-bogota-2015-2016"},"resumen":"\"Resumen\nEste estudio tuvo como objetivo analizar los factores que intervienen en la integración de las tecnologías digitales e Internet en las clases de Ciencias Sociales del Colegio Pablo Neruda, de la ciudad de Bogotá durante, 2015-2016. Se utilizó una metodología mixta, con predominio cualitativo. A partir del estudio de caso y del análisis del discurso oficial se reconocieron directrices internacionales, nacionales y locales que fomentan la masificación del acceso a TD y a Internet y la conectividad en los centros educativos. El componente etnográfico permitió un acercamiento a la brecha digital y a la segregación digital que existe al interior de la escuela a partir, del estudio de cuatro estadios: “motivación al acceso, acceso material, acceso a las habilidades y uso real” (Van Dijk, 2006). Ante este panorama, se indagó por las condiciones de acceso, uso y apropiación de tecnologías digitales e Internet que tienen estudiantes y profesores de Ciencias Sociales del Colegio Distrital Pablo Neruda de la ciudad de Bogotá. La información se obtuvo por medio de formularios online diligenciados por estudiantes, profesores y padres de familia cuyas percepciones sumadas a la observación directa permitieron identificar características para luego contrastarlas con las directrices planteadas por organismos internacionales, nacionales y locales. Los hallazgos principales demuestran la separación existente entre la escuela y los avances tecnológicos de la sociedad del siglo XXI y la distancia entre las expectativas de uso de TD e Internet y la apropiación de estas herramientas en la cotidianeidad escolar.\"","autores":[{"nombre":"Gutiérrez Gutiérrez, Diana Patricia","slug":"gutierrez-gutierrez-diana-patricia"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Gutiérrez Gutiérrez, D. P. (2016). Tesis de Maestría: La segregación digital y las ciencias sociales escolares. Análisis en el colegio Distrital Pablo Neruda, Bogotá (2015-2016). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58021","fuente":"https://repositorio.unal.edu.co/handle/unal/58021","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":258,"titulo":{"nombre":"La seudorrevolución educativa: desigualdades, capitalismo y control en la educación superior en Colombia","slug":"la-seudorrevolucion-educativa-desigualdades-capitalismo-y-control-en-la-educacion-superior-en-colombia"},"resumen":"\"Resumen\nEn la seudorrevolución educativa el profesor Mora nos invita a hacer una reflexión inaplazable sobre los discursos educativos igualitarios que llaman a la inclusión segmentada y jerarquizada de los estudiantes y reproducen, profundizan o conservan las desigualdades sociales. El rigor de su análisis exige que el debate sobre el tema en Colombia supere la repetición incesante de la publicidad gubernamental, la cual ha tenido eco en diversos sectores de la comunidad académica, debido a una creencia que se ha convertido en dogma. De acuerdo con ella, la “educación superior de calidad” debe ser un bien meritorio destinado a quienes tienen patrimonio o capacidad de endeudamiento, o a “los más competentes”, dentro de los límites impuestos al gasto social por una regla fiscal heredada de los ajustes estructurales del pasado. La “educación terciaria” excedente, mediocre y funcional a los procesos de acumulación de capital imperantes en el país, está reservada para la mayoría de la población, que además solo puede ingresar a ella mediante el crédito financiero, estatal o privado. El acceso universal al bien común del conocimiento pasa por develar la mistificación que encierra la retórica sobre la igualdad de oportunidades educativas. Este libro le permite al lector comprender varios de los mecanismos discursivos que presentan como equitativas las políticas públicas orientadas a prolongar por tiempo indefinido la injusticia cognitiva dentro de la sociedad colombiana. LEOPOLDO MÚNERA RUIZ Profesor asociado Universidad Nacional de Colombia\"","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Mora, A. F. (2016). La seudorrevolución educativa : desigualdades, capitalismo y control en la educación superior en Colombia (Primera edición). Bogotá: Editorial Pontificia Universidad Javeriana. Recuperado el 21 de 05 de 2024, de https://repository.javeriana.edu.co/handle/10554/41286","fuente":"https://repository.javeriana.edu.co/handle/10554/41286\n","dependencias":{"nombre":"Facultad de Derecho, Ciencias Políticas y Sociales","slug":"facultad-de-derecho-ciencias-politicas-y-sociales"}},{"id":100,"titulo":{"nombre":"La tolerancia como desvirtuación del reconocimiento.","slug":"la-tolerancia-como-desvirtuacion-del-reconocimiento"},"resumen":"“RESUMEN\nEl reconocimiento, tal como lo entrevió Hegel, es la dimensión\nsocial fundamentadora no sólo de la identidad de los seres humanos sino también de la formación de la conciencia y de la moral. Muchos ven hoy, sin embargo, a la tolerancia como la virtud liberal ciudadana por excelencia que sustituye la práctica del reconocimiento. Mostraremos que la noción de tolerancia surgida en el siglo XVI tuvo desde el comienzo connotaciones de arbitrariedad oportunista y de conformismo hipócrita que promovieron la privatización de la moral y la despolitización de las conciencias en las que florecieron el liberalismo y su ceguera. A la tolerancia contraponemos una cultura del manejo de conflictos en torno al reconocimiento de las diferencias.”","autores":[{"nombre":"Gutiérrez, Carlos","slug":"gutierrez-carlos"}],"años":{"año":2005,"valor":2005},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gutiérrez, C. B. (2005). La tolerancia como desvirtuación del reconocimiento. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 8-15. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23198","fuente":"https://repositorio.unal.edu.co/handle/unal/23198","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"}},{"id":127,"titulo":{"nombre":"La UDUALC y el Futuro de la Educación Superior.","slug":"la-udualc-y-el-futuro-de-la-educacion-superior"},"resumen":"“Los pasados 10 y 11 de noviembre se llevó a cabo la XXI Asamblea General de la Unión de Universidades de América Latina y el Caribe (UDUALC). La Universidad Nacional de Colombia (UNAL) fue anfitriona de este encuentro de reflexión en torno a los desafíos de la educación superior en la región, en donde la UNAL fue reelegida por los rectores y rectoras de la organización para presidir por otro periodo este organismo.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (19 de noviembre de 2022). La UDUALC y el Futuro de la Educación Superior. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1452&cHash=4cd3b769749dc5f22d3a49fc6b1c593b","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1452&cHash=4cd3b769749dc5f22d3a49fc6b1c593b ","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":125,"titulo":{"nombre":"La Universidad Nacional de Colombia: un proyecto de inclusión y diversidad.","slug":"la-universidad-nacional-de-colombia-un-proyecto-de-inclusion-y-diversidad"},"resumen":"“La Universidad Nacional de Colombia, principal casa de estudios de los colombianos, es sin duda una de las instituciones que desde sus orígenes se ha constituido en un espacio de convivencia en la pluralidad que sin distingo de raza, género, religión o ideología logra recoger la diversidad étnica y cultural de nuestro país. Además de la calidad de sus investigaciones y el impacto que alcanza sobre el desarrollo de los territorios y las comunidades, la Universidad es reconocida como un centro de encuentro de todo tipo de formas de sentir, pensar y hacer. Hoy quiero compartir con los lectores algunas de las características que hacen de nuestra Universidad Nacional una institución inclusiva, diversa y multicultural. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (03 de agosto de 2019). La Universidad Nacional de Colombia: un proyecto de inclusión y diversidad. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=641&cHash=b101b3796f20c29b0694c9d437dcc4e5","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=641&cHash=b101b3796f20c29b0694c9d437dcc4e5","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":10,"titulo":{"nombre":"La violencia de género, un episodio cotidiano en la sociedad colombiana y el mundo","slug":"la-violencia-de-genero-un-episodio-cotidiano-en-la-sociedad-colombiana-y-el-mundo"},"resumen":"“El 25 de noviembre se celebra el Día Internacional de la Eliminación de la Violencia contra las Mujeres. Sin embargo, el fenómeno de la violencia de género se ha expandido de tal forma que hoy en día mujeres, hombres y niños son víctimas de discriminación y violencia diaria en Colombia y en muchos lugares del mundo, sin importar el respeto que se debe tener por los derechos humanos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (29 de noviembre de 2019). La violencia de género, un episodio cotidiano en la sociedad colombiana y el mundo. Revista En Plural. Sección: Con Acento (68). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=127&id_sec=1","fuente":"http://bienestar.bogota.unal.edu.co/enplural_con_acento.php?id_art=127&id_sec=1\n","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":183,"titulo":{"nombre":"La voz en el discurso académico","slug":"la-voz-en-el-discurso-academico"},"resumen":"“Summary\nEn aras del positivismo imperante en las aulas académicas, el término voz estaba proscrito del discurso académico. El escritor solo podía hablar en la forma impersonal se; la voz del colectivo científico al que le prestaba la voz. Gracias a renovados vientos en las ciencias humanas, la intersubjetividad en el discurso académico ha salido del clóset; los académicos están dejando oír su propia voz, aunque son muy conscientes de que tras esta hay una sinfonía de voces: la colectiva, la intersubjetiva, la social y la discursiva. Una mirada a estas es el objeto de esta comunicación.”","autores":[{"nombre":"Polo Figueroa, Nicolás","slug":"polo-figueroa-nicolas"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Polo Figueroa, N. (2012). La voz en el discurso académico. Forma y Función, 25(2), 323-333. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/73347","fuente":"https://repositorio.unal.edu.co/handle/unal/73347","dependencias":{"nombre":"Revista Forma y Función","slug":"revista-forma-y-funcion"}},{"id":276,"titulo":{"nombre":"Las competencias científicas en la política educativa colombiana: Privilegio de la perspectiva parcial al estudiar su ensamblaje desde los estudios sociales de la ciencia","slug":"las-competencias-cientificas-en-la-politica-educativa-colombiana-privilegio-de-la-perspectiva-parcial-al-estudiar-su-ensamblaje-desde-los-estudios-sociales-de-la-ciencia"},"resumen":"\"Resumen\nReflexión crítica y situada de la emergencia y estabilización frágil de las competencias científicas al interior del Ministerio de Educación Nacional (MEN), donde se usa el instrumental teórico de los estudios sociales de la ciencia, para dar cuenta de las diferentes tecnologías que han sido usadas por el MEN para posicionar esta idea y con ella orientar de modo difuso la labor educativa de las instituciones escolares en Colombia. Se despliega la manera en que la idea de competencias científicas no logra estabilizarse dentro de esta institución, prevaleciendo la polisemia frente a lo que se busca con este tipo de políticas, mostrando además, el papel predominante que las agencias multilaterales tienen a la hora de movilizar esta propuesta dentro de las agendas educativas del ministerio. Propone observar cómo, a pesar de esta fuerza burocrática y política de la institución ministerial para posicionar lo inestable y confuso, la fragilidad interna de ejecución y orientación de la política misma también da cabida a un amplio margen de maniobra a la hora de movilizar e implementar estas políticas localmente.\"","autores":[{"nombre":"Vallejo Rodríguez, Sonia","slug":"vallejo-rodriguez-sonia"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Vallejo Rodríguez, S. (2014). Tesis de Maestría: Las competencias científicas en la política educativa colombiana: Privilegio de la perspectiva parcial al estudiar su ensamblaje desde los estudios sociales de la ciencia. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/48551","fuente":"https://repositorio.unal.edu.co/handle/unal/48551\n","dependencias":{"nombre":"Maestría en Estudios Sociales de la Ciencia","slug":"maestria-en-estudios-sociales-de-la-ciencia"}},{"id":308,"titulo":{"nombre":"Las fallas de la escuela tradicional: el aburrimiento escolar desde la mirada de las estudiantes del Colegio el Carmen Teresiano","slug":"las-fallas-de-la-escuela-tradicional-el-aburrimiento-escolar-desde-la-mirada-de-las-estudiantes-del-colegio-el-carmen-teresiano"},"resumen":"\"Resumen\nEste trabajo busca describir y analizar los factores que generan aburrimiento en la escuela, examinando el caso particular de un grupo de estudiantes del Colegio El Carmen Teresiano de la ciudad de Bogotá. Para este fin se expone el concepto de aburrimiento y otros relacionados como lo son la motivación y el interés. Se presentan algunas experiencias en las que se han puesto en marcha estrategias para conjurar el aburrimiento en las aulas de clase. A continuación, se desarrolla el concepto de práctica pedagógica como una apuesta para reivindicar el valor del trabajo docente y cómo este se puede transformar en aras de acabar el tedio que significa para las y los estudiantes asistir a la escuela. Seguido a esto, se exponen los resultados de la indagación enunciando las reflexiones de las estudiantes partícipes del trabajo y del autor. Finalmente se presenta una propuesta pedagógica que, desde el área de ciencias sociales, busca ser un aliciente para acabar con el aburrimiento escolar, en esta asignatura\"","autores":[{"nombre":"Aguirre Quintero, Cristhian Darío","slug":"aguirre-quintero-cristhian-dario"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Aguirre Quintero, C. D. (2020). Tesis de Maestría: Las fallas de la escuela tradicional: el aburrimiento escolar desde la mirada de las estudiantes del Colegio el Carmen Teresiano. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/79926","fuente":"https://repositorio.unal.edu.co/handle/unal/79926","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":148,"titulo":{"nombre":"Las imágenes enseñan desequilibrando. Televisión educativa colombiana","slug":"las-imagenes-ensenan-desequilibrando-television-educativa-colombiana"},"resumen":"“Summary\nEl pensamiento está estructurado como una red que tiende al equilibrio. Sin embargo, para que se produzca el aprendizaje es necesario desequilibrar la malla cognitiva. Así, nos preguntamos cómo provocar desequilibrios. Para responder esta inquietud estudiamos dos series de televisión educativa infantil animada colombiana que circularon por el canal Señal Colombia en 2010: Jaibaná y Wanana. El análisis se hizo siguiendo las pautas de la semiolingüística. La pregunta planteada al análisis semiolingüístico del aparato argumentativo de las series es si se producen y cómo producen imágenes que revelen relaciones lógicas. Para hacer el puente entre el lenguaje visual y la cognición se tomaron los conceptos de choque y encadenamiento en la edición de cuadros y secuencias de imagen. Para el campo de cognición las guías fueron los conceptos de argumentación, equilibrio y desequilibrio. Si bien el análisis arrojó como tendencia el uso de imágenes tipo encadenamientos y secuencias asociables a la lógica de causa-consecuencia, en este artículo se enfatiza en las cualidades desequilibrantes de la imagen y sus recursos. Así, tenemos secuencias lógicas equilibradas o desequilibradas, siendo estas últimas las de mayor impacto educativo. También encontramos imágenes que contienen lo que podríamos llamar argumento y contrargumento en un solo cuadro”","autores":[{"nombre":"Rojas Torres, Olga Yolanda","slug":"rojas-torres-olga-yolanda"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rojas Torres, O. Y. (2017). Las imágenes enseñan desequilibrando. Televisión educativa colombiana. Bitácora Urbano Territorial, 4, 31-37. doi: https://doi.org/10.15446/bitacora.v27n4Esp.63426\n\nhttps://repositorio.unal.edu.co/handle/unal/68350","fuente":"https://doi.org/10.15446/bitacora.v27n4Esp.63426\n\nhttps://repositorio.unal.edu.co/handle/unal/68350","dependencias":{"nombre":"Revista Bitácora Urbano Territorial; Grupo de investigación Lenguaje visual y Cognición","slug":"revista-bitacora-urbano-territorial-grupo-de-investigacion-lenguaje-visual-y-cognicion"}},{"id":257,"titulo":{"nombre":"Las tareas pendientes de la educación superior: Cambios de trayectoria en una coyuntura política incierta","slug":"las-tareas-pendientes-de-la-educacion-superior-cambios-de-trayectoria-en-una-coyuntura-politica-incierta"},"resumen":"El próximo 29 de octubre se llevarán a cabo elecciones regionales en Colombia, cuyos resultados podrían reflejar el apoyo o rechazo a la gestión del presidente Gustavo Petro, impactando así el avance de sus reformas en salud, pensiones, trabajo y educación en el Congreso. En el ámbito de la educación superior, la situación es confusa, con proyectos en curso que carecen de una estrategia clara del Ministerio de Educación. La movilización social convocada por Petro podría influir, pero su efectividad depende de la organización y cohesión del movimiento estudiantil y profesoral. Las reformas propuestas, como la gratuidad universal en educación superior y la modificación del modelo de financiación de las universidades públicas, son fundamentales, pero enfrentan críticas y desafíos procedimentales y legislativos. Para lograr avances, se requiere un diálogo profundo y estrategias bien definidas que reconozcan la experiencia histórica de las luchas educativas, evitando concesiones que comprometan los objetivos progresistas.","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mora, A. F. (2023). Las tareas pendientes de la educación superior: Cambios de trayectoria en una coyuntura política incierta. Periódico El Heraldo. Recuperado el 21 de 05 de 2024, de https://revistaizquierda.com/las-tareas-pendientes-de-la-educacion-superior-cambios-de-trayectoria-en-una-coyuntura-politica-incierta/","fuente":"https://revistaizquierda.com/las-tareas-pendientes-de-la-educacion-superior-cambios-de-trayectoria-en-una-coyuntura-politica-incierta/","dependencias":{"nombre":"Periódico El Heraldo","slug":"periodico-el-heraldo"}},{"id":177,"titulo":{"nombre":"Las tecnologías de la información en el aprendizaje de la lengua de señas.","slug":"las-tecnologias-de-la-informacion-en-el-aprendizaje-de-la-lengua-de-senas"},"resumen":"“Summary\nObjetivo. Desarrollar de una herramienta tecnológica que permita mejorar el aprendizaje inicial de la lengua de señas en los niños con discapacidad auditiva. Métodos El desarrollo de la presente investigación se realizó a través de tres fases: el levantamiento de requerimientos, el diseño y desarrollo del dispositivo propuesto, y la validación y evaluación del dispositivo. A través del uso de las tecnologías de la información y con el asesoramiento de profesionales en educación especial se logró desarrollar un dispositivo electrónico que facilita el aprendizaje de la lengua de señas en los niños sordos. El cual está conformado principalmente por una pantalla grafica táctil, un sintetizador de voz y un sistema de reconocimiento de voz. La validación se realizó con los niños sordos del colegio Filadelfia para sordos en Bogotá. Resultados Se estableció una metodología de aprendizaje que permite mejorar los tiempos de aprendizaje, a través de un prototipo tecnológico de tamaño reducido, portable, liviano y didáctico. Conclusiones Las pruebas realizadas mostraron la efectividad de este prototipo, logrando reducir en 32 % el tiempo de aprendizaje inicial de la lengua de señas en niños sordos.\n\nKeywords\nLenguaje ; educación ; métodos de comunicación total ; proyectos de tecnologías de información y comunicación”","autores":[{"nombre":"Hernández Suarez, Cesar Augusto","slug":"hernandez-suarez-cesar-augusto"},{"nombre":"Pulido, José Leonardo","slug":"pulido-jose-leonardo"},{"nombre":"Arias, Jorge E.","slug":"arias-jorge-e"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Hernández, C. A, Pulido, J., & Arias, J. (2015). Las tecnologías de la información en el aprendizaje de la lengua de señas. Revista de Salud Pública, 17(1), 61-73. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/65708","fuente":"https://repositorio.unal.edu.co/handle/unal/65708 ","dependencias":{"nombre":"Revista de Salud Pública","slug":"revista-de-salud-publica"}},{"id":119,"titulo":{"nombre":"¿Lecciones aprendidas de las movilizaciones estudiantiles de 2018?","slug":"lecciones-aprendidas-de-las-movilizaciones-estudiantiles-de-2018"},"resumen":"“En los últimos meses de 2018 los estudiantes lograron atraer a los demás actores de la comunidad universitaria y a otros sectores de la sociedad, llevando al centro de las preocupaciones de la opinión pública la crisis financiera de la educación superior. A partir de esta situación, los distintos actores sociales iniciaron una amplia reflexión sobre el tipo de educación superior que necesita Colombia: una educación que forme ciudadanos responsables con la sociedad y que le apunte a la naturaleza de la persona, a su ser y su pensar. Con todo, gracias a los diálogos entablados entre los líderes de la movilización y el Gobierno Nacional se logró un acuerdo para solucionar temporalmente la crisis financiera de las universidades estatales.\n\nComo profesora e investigadora considero que debemos elaborar una reflexión más profunda sobre las lecciones, experiencias y aprendizajes que nos dejó esta intensa participación ciudadana en torno a la educación superior.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (02 de febrero de 2019). ¿Lecciones aprendidas de las movilizaciones estudiantiles de 2018? El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=576&cHash=ff23427081d96db4865b6550ed4ecdf0","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=576&cHash=ff23427081d96db4865b6550ed4ecdf0","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":56,"titulo":{"nombre":"Lenguas Indígenas y globales en Leticia: Un caso de lenguas en contacto.","slug":"lenguas-indigenas-y-globales-en-leticia-un-caso-de-lenguas-en-contacto"},"resumen":"“Leticia, localizada en el punto de encuentro amazónico entre Colombia, Brasil y Perú, ofrece una gran riqueza lingüística. La ciudad presenta una situación particular donde lenguas indígenas y extranjeras encuentran y coexisten en un constante flujo que varía según cada situación de habla.\"","autores":[{"nombre":"Aristizábal Romero, Mariana","slug":"aristizabal-romero-mariana"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Aristizábal Romero, M (2023) Lenguas Indígenas y globales en Leticia: Un caso de lenguas en contacto. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (51) 14-16. Obtenido de https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51","fuente":"https://issuu.com/publicacioneswebsedeamazonia/docs/notimani_51","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":149,"titulo":{"nombre":"Libertad de cátedra, colegialidad, autonomía y legitimidad. Transformaciones en cuatro universidades latinoamericanas.","slug":"libertad-de-catedra-colegialidad-autonomia-y-legitimidad-transformaciones-en-cuatro-universidades-latinoamericanas"},"resumen":"“Resumen\nEn este artículo se analizan comparativamente los procesos de configuración de autonomía y legitimidad universitaria de algunas grandes universidades públicas de América Latina en estos últimos veinte años, en relación con la libertad de cátedra y la colegialidad. El foco de análisis está en la Universidad Nacional de Colombia (UNC); las otras tres universidades (Universidad de São Paulo, Universidad Nacional Autónoma de México y Universidad de Buenos Aires) sirven de contraste para mostrar la diversidad de los procesos que se presentan en las universidades en Latinoamérica. Se basa en una revisión de la normativa institucional, en documentos producidos por cada una de las universidades y en trabajo de campo (entrevistas, grupos de discusión, observación) durante 2009-2010, gracias a la financiación de Colciencias y de la UNC. En la investigación participó un numeroso equipo de profesores y estudiantes de la UNC. Si bien en la investigación que está a la base de este artículo se hizo una revisión amplia de la prensa en estos cuatro países, e igualmente se hizo trabajo de campo sobre las percepciones de los estudiantes, estos aspectos no se desarrollan aquí por razones de espacio. El texto argumenta que la formación ha sido la misión fundamental de las universidades; sin embargo, en estos últimos años la legitimidad y autonomía se están situando en la investigación y en nuevas modalidades de extensión. En segundo lugar, se plantea que el fundamento de la autonomía universitaria reside en la libertad de cátedra y la libertad de estudio; no obstante, cambios recientes, sin cuestionar las libertades académicas, han orientado el núcleo duro de la autonomía en otras direcciones (competitividad, rendición de cuentas, etc.). La legitimidad se ha desplazado de los valores de la formación hacia otras esferas (investigación, competitividad laboral, marketing, etc.). Igualmente, el artículo desesencializa los conceptos de formación y de docencia, mostrándolos como un acumulado histórico complejo y no muy coherente, y problematiza las relaciones entre la libertad de cátedra y la autonomía institucional. Finalmente, llama la atención sobre el debilitamiento de la colegialidad en estas universidades, debilitamiento que a futuro tendrá un impacto importante en su autonomía académica y en su legitimidad.\nPalabras clave: autonomía universitaria, legitimidad, colegialidad, educación\nsuperior, Colombia, Latinoamérica, formación universitaria, docencia universitaria”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2011). Libertad de cátedra, colegialidad, autonomía y legitimidad. Transformaciones en cuatro universidades latinoamericanas. Revista Ciencia Política, 6(12), 77-108. Recuperado el 14 de febrero de 2024, de https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:4JMBOYKVnBMC","fuente":"https://scholar.google.com.co/citations?view_op=view_citation&hl=en&user=2MvQMp0AAAAJ&citation_for_view=2MvQMp0AAAAJ:4JMBOYKVnBMC ","dependencias":{"nombre":"Revista Ciencia Política","slug":"revista-ciencia-politica"}},{"id":246,"titulo":{"nombre":"Lineamientos Política de Educación Superior Inclusiva.","slug":"lineamientos-politica-de-educacion-superior-inclusiva"},"resumen":"\"El Ministerio de Educación Nacional expide estos Lineamientos con el objetivo de orientar a las instituciones de Educación Superior (IES) en el desarrollo de políticas institucionales que favorezcan el acceso, la permanencia y el egreso de todos los estudiantes y en particular a aquellos que pertenecen a grupos poblaciones que históricamente han sido excluidos del sistema educativo.\" (Tomado del Observatorio de Inclusión Educativa para Personas con Discapacidad ) Resumen Presentación: El documento de lineamientos de educación superior inclusiva del Ministerio de Educación Nacional refleja los avances hacia una sociedad inclusiva, basándose en una sólida base conceptual para definir estrategias y políticas públicas de calidad. En el contexto del plan sectorial 2010-2014, que busca formar ciudadanos éticos y respetuosos de los derechos humanos, la educación inclusiva es clave para la transformación y la equidad. Estos lineamientos destacan la educación inclusiva como una estrategia central para la inclusión social, superando la tradicional dicotomía de exclusión y promoviendo un modelo educativo que valora la diversidad inherente a la humanidad y la vida. Este documento, pionero en América Latina, adapta el ideal de la educación inclusiva a la rica diversidad étnica y cultural de Colombia. Se enfatiza la importancia de comprender el contexto colombiano para lograr una educación inclusiva que cierre las brechas de inequidad, facilitando el ejercicio pleno de derechos y acceso a oportunidades mediante políticas públicas estructurales. El Ministerio de Educación invita a la comunidad a leer este documento y seguir colaborando con las instituciones de educación superior para construir un país más igualitario e inclusivo, contribuyendo a la paz.","autores":[{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"MEN. Nacional, M. d. (2013). Lineamientos Política de Educación Superior Inclusiva. Ministerio de Educación Nacional. Recuperado el 20 de 05 de 2024, de https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdf","fuente":"https://www.mineducacion.gov.co/1759/articles-357277_recurso.pdf ","dependencias":{"nombre":"Ministerio de Educación Nacional","slug":"ministerio-de-educacion-nacional"}},{"id":24,"titulo":{"nombre":"Los centros de interés en la pedagogía por proyectos: Homenaje a Manuel Vincent","slug":"los-centros-de-interes-en-la-pedagogia-por-proyectos-homenaje-a-manuel-vincent"},"resumen":"“Este libro intenta mostrar una experiencia de casi una década de trabajo, que va desde una preocupación por los modos pedagógicos tradicionales de iniciar a los niños en el aprendizaje de la lectura y la escritura, hasta tomar la decisión de hacer rupturas con respecto a las prácticas en el aula. El este propósito el grupo de docentes del Instituto Pedagógico Arturo Ramírez Montúfar, de la Universidad Nacional de Colombia, sede Bogotá, acude a los fundamentos de la pedagogía activa de Freinet y a las fuentes relacionadas con las teorías del lenguaje y la pedagogía por proyectos, para impulsar, desde allí, estrategias más consecuentes con el mundo de los niños de hoy.”","autores":[{"nombre":"Jurado Valencia,Fabio","slug":"jurado-valenciafabio"}],"años":{"año":2011,"valor":2011},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jurado Valencia, F. (2011). Los centros de interés en la pedagogía por proyectos: Homenaje a Manuel Vincent. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 31 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-centros-de-interes-en-la-pedagogia-por-proyectos-homenaje-manuel-vinent","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-centros-de-interes-en-la-pedagogia-por-proyectos-homenaje-manuel-vinent","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":140,"titulo":{"nombre":"Los contenidos educativos y la web semántica.","slug":"los-contenidos-educativos-y-la-web-semantica"},"resumen":"“Summary\nLas aplicaciones informáticas educativas requieren que los contenidos educativos tengan un alto nivel de interoperabilidad, para poder explotar al máximo el potencial de la información digital y de los sistemas automatizados. En estos contextos, es necesario que los contenidos puedan utilizarse en diversas aplicaciones como las plataformas de aprendizaje, las bibliotecas digitales, los repositorios, los sistemas de información e incluso en los dispositivos móviles. Aunque hay estándares tecnológicos para que estas herramientas puedan comunicarse, los métodos de descripción utilizados requieren de mayor definición para empatar los significados de los descriptores y realizar un intercambio realmente eficiente de información y contenidos. La Web Semántica propone tecnologías que permitan un procesamiento más eficiente, aunado a estas tecnologías aparece un método para la descripción de la información, al que se conoce como ontologías. Las ontologías expanden las capacidades de los sistemas descriptivos actuales, como los tesauros y los metadatos. Un contenido educativo se encuentra inmerso en un ambiente complejo: usuarios con intereses diferentes, aplicaciones con tecnologías heterogéneas, contextos variables y usos diversos. El desarrollo de ontologías en este ámbito comienza a ser una necesidad, ya que los sistemas tradicionales de clasificación y organización de la información y del conocimiento tienen limitantes en su diseño que restringen el trabajo de tareas automáticas a los sistemas informáticos. Este trabajo hace un planteamiento general del uso de la Web Semántica en los contextos educativos y específicamente hace una revisión al tema del diseño de las ontologías y a las diferentes metodologías que hay para su desarrollo, con un planteamiento de aplicación dentro del ámbito de los contenidos educativos digitales. Palabras clave Ontologías, web semántica, contenidos educativos.”","autores":[{"nombre":"López Guzmán, Clara","slug":"lopez-guzman-clara"},{"nombre":"García Peñalvo, Francisco J.","slug":"garcia-penalvo-francisco-j"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"López Guzmán, C. &. García Peñalvo, F (2008). Los contenidos educativos y la web semántica. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48516","fuente":"https://repositorio.unal.edu.co/handle/unal/48516","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":171,"titulo":{"nombre":"Los Encuentros Creativos Expresivos y la Investigación Acción Participante: reflexiones a partir de una experiencia barrial en la ciudad de Villa Nueva (Córdoba, Argentina).","slug":"los-encuentros-creativos-expresivos-y-la-investigacion-accion-participante-reflexiones-a-partir-de-una-experiencia-barrial-en-la-ciudad-de-villa-nueva-cordoba-argentina"},"resumen":"“Resumen \nEste artículo estudia algunos vínculos posibles entre las características de la Investigación Acción Participante (IAP) y la experiencia de aplicación de una metodología de investigación y transferencia denominada Encuentros Creativos Expresivos (ece), en sectores populares. El objetivo general del estudio que da lugar a este texto es detectar, a través de dicho dispositivo, las problemáticas sociales a partir de las sensibilidades de habitantes del barrio Florida de la ciudad de Villa Nueva (Provincia de Córdoba, Argentina). Se parte del supuesto, manifestado por Scribano (2013), según el cual la aplicación de una metodología de conocimiento basada en la expresividad y la creatividad de los colectivos, potencia la reutilización y apropiación de la información obtenida en el proceso de investigación por quienes participan de él, tal como propone la iap. El objetivo específico del artículo es describir el uso de los ece como dispositivo metodológico susceptible de utilizarse en el marco de una investigación con énfasis en iap, identificando los diálogos entre ambos. Lo anterior orienta la búsqueda de alternativas de solución por parte de sus habitantes en un proceso participativo de co-construcción del conocimiento y que tiende a generar algunas acciones inclinadas a la transformación de aquellos aspectos de su realidad que preocupan a la población involucrada. En esta dirección, se exponen algunos vínculos y diferencias entre los ece y la iap. El camino argumentativo para tal fin es el siguiente: en primer lugar, se presentan los propósitos y la metodología empleados en la investigación y se describen las relaciones entre el abordaje metodológico y la sociología de los cuerpos/emociones para la indagación de los procesos de estructuración social; en segundo lugar, se exponen las notas distintivas de la iap en el marco de su desarrollo en América Latina; en tercer lugar, se describe la experiencia de aplicación de un ece con habitantes de un barrio de la ciudad de Villa Nueva; por último, se presentan los puntos de diálogo entre los ece y la iap, a partir de la revalorización del uso de metodologías que sigan aportando a los procesos de emancipación social en Suramérica.”","autores":[{"nombre":"Gandía, Claudia Liliana","slug":"gandia-claudia-liliana"},{"nombre":"Cena, Rebeca","slug":"cena-rebeca"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Gandía, C. L., & Cena, R. (2018). Los Encuentros Creativos Expresivos y la Investigación Acción Participante: reflexiones a partir de una experiencia barrial en la ciudad de Villa Nueva (Córdoba, Argentina). Revista Colombiana de Sociología, 41(1), 89-110. doi: https://doi.org/10.15446/rcs.v41n1.66674\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/66674","fuente":"https://doi.org/10.15446/rcs.v41n1.66674\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/66674 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":93,"titulo":{"nombre":"Los herederos sin herencia: una mirada reflexiva en torno al habitus y al capital cultural de los aspirantes a ingresar a la Universidad Nacional de Colombia (sede Bogotá, 2015-2).","slug":"los-herederos-sin-herencia-una-mirada-reflexiva-en-torno-al-habitus-y-al-capital-cultural-de-los-aspirantes-a-ingresar-a-la-universidad-nacional-de-colombia-sede-bogota-2015-2"},"resumen":"“Summary\nLas investigaciones que indagan sobre los problemas relacionados con el acceso y la cobertura en la educación superior tienen por lo menos medio siglo, incluyendo aquellas que se cuestionan por los factores asociados al rendimiento escolar y por el tipo de personas que logran ingresar. En Colombia estos estudios son más bien escasos lo cual ha incidido en una naturalización de las formas como se imponen los exámenes de admisión de las universidades públicas. Con bases conceptuales provenientes de la teoría de la reproducción de Pierre Bourdieu y por medio de métodos mixtos de investigación, en esta tesis se caracterizan, identifican y analizan algunos factores extraescolares asociados al habitus y al capital cultural de los aspirantes que guardan relación con la admisión a la Universidad Nacional de Colombia y se estudian las percepciones o imaginarios más comunes de los aspirantes sobre dicha prueba y sobre los factores que inciden en el ingreso.","autores":[{"nombre":"Pardo Mercado, Jesús David","slug":"pardo-mercado-jesus-david"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Fuente: Mercado, J. D. (2016). Los herederos sin herencia: una mirada reflexiva en torno al habitus y al capital cultural de los aspirantes a ingresar a la Universidad Nacional de Colombia (sede Bogotá, 2015-2). Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Bogotá. Recuperado el 28 de octubre de 2023, de Repositorio Institucional UN. Biblioteca Digital Universidad Nacional de Colombia, https://repositorio.unal.edu.co/handle/unal/5970","fuente":"https://repositorio.unal.edu.co/handle/unal/5970","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"}},{"id":61,"titulo":{"nombre":"Los pre-supuestos de la Educación: Más allá del dinero.","slug":"los-pre-supuestos-de-la-educacion-mas-alla-del-dinero"},"resumen":"“Las marchas estudiantiles del año pasado fueron una movilización necesaria y, sin duda, plausible teniendo en cuenta que logramos el mayor incremento presupuestal en 19 años. Adicionalmente, a las manifestaciones se sumó el apoyo por parte de las universidades privadas, así como de otros movimientos y sectores sociales del país. Logramos el aumento que históricamente hemos reclamado y por lo que todos nos alegramos. Sin embargo, poco se ha discutido sobre la crisis estructural de la educación más allá del problema presupuestal. Hasta ahora, no hay una visión de país a largo plazo que se apoye en la educación, que pueda ir más allá de los cuatro años de cada gobierno de turno. Tampoco hay una relación entre el diseño de las políticas públicas y la investigación que se realiza desde la academia. Y hay un descuido sistemático del pensamiento crítico y la perspectiva histórica de nuestro país. Los anteriores serían puntos que podrían llevarnos a cuestionarse en realidad. Tras la movilización realizada, logramos tanto como lo muestran los medios o como nosotros mismos creemos, tras haber logrado un aumento de 4.5 billones de pesos destinados a educación.”","autores":[{"nombre":"Escobar Aucu, Liseth Johanna","slug":"escobar-aucu-liseth-johanna"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Escobar Aucu, L, J (2019). Los pre-supuestos de la Educación: Más allá del dinero. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (40) 3-4 Recuperado el 15 de diciembre de 2023, de: https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","fuente":" https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":147,"titulo":{"nombre":"Los Proyectos Ambientales Escolares. Herramientas de gestión ambiental.","slug":"los-proyectos-ambientales-escolares-herramientas-de-gestion-ambiental"},"resumen":"“Summary\nEl autor hace un análisis de los Proyectos Ambientales Escolares (PRAE) de 11 instituciones educativas distritales en la UPZ 85 (localidad de Bosa) de Bogotá para determinar cómo contribuye esta herramienta educativa a la generación de mecanismos y procesos de gestión ambiental local. La revisión de los documentos se complementa con entrevistas a las personas encargadas de dirigir los PRAE y sus respuestas son examinadas mediante una prueba estadística no paramétrica de Wilcoxon. El estudio identifica algunos avances en las dinámicas propias de este territorio y ciertas falencias en términos de participación, inclusión y mejora de las situaciones ambientales, por eso este artículo busca llamar la atención sobre la importancia de los procesos comunitarios, la necesidad de generar empoderamiento de los habitantes sobre su entorno construido y natural, además de la formación ciudadana como alternativa de desarrollo en el marco del crecimiento urbano y poblacional.”","autores":[{"nombre":"Mora Ortiz, Juan Ricardo","slug":"mora-ortiz-juan-ricardo"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mora Ortiz, J. (2015). Los Proyectos Ambientales Escolares. Herramientas de gestión ambiental. Bitácora Urbano Territorial, 2, 67-74. Obtenido de https://repositorio.unal.edu.co/handle/unal/61771","fuente":"https://repositorio.unal.edu.co/handle/unal/61771","dependencias":{"nombre":"Revista Bitácora Urbano Territorial","slug":"revista-bitacora-urbano-territorial"}},{"id":63,"titulo":{"nombre":"Los sistemas nacionales de evaluación en América Latina y el Caribe. ¿Impacto pedagógico u obediencia institucional?","slug":"los-sistemas-nacionales-de-evaluacion-en-america-latina-y-el-caribe-impacto-pedagogico-u-obediencia-institucional"},"resumen":"“Reseña\nFabio Jurado Valencia, editor\n\nA partir de la década de 1990 se fundaron en todos los países del mundo sistemas nacionales de evaluación con el propósito de identificar una relación de equivalencia entre lo que ofrece la escolaridad y los aprendizajes alcanzados por los estudiantes. Sin embargo, son muy pocas las iniciativas para lograr el enlace entre los resultados de las pruebas y la formación de los docentes. Este libro presenta algunos aspectos del problema y resalta lo que se hace al respecto en países latinoamericanos que han insistido en la constitución paulatina de sus sistemas nacionales de evaluación.”","autores":[{"nombre":"Jurado Valencia,Fabio. Editor","slug":"jurado-valenciafabio-editor"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Jurado Valencia, F. (2009). Los sistemas nacionales de evaluación en América Latina y el Caribe. ¿Impacto pedagógico u obediencia institucional?. Bogotá: Centro Editorial de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-sistemas-nacionales-de-evaluacion-en-america-latina-y-el-caribe-impacto-pedagogico-u-obediencia-institucional","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/los-sistemas-nacionales-de-evaluacion-en-america-latina-y-el-caribe-impacto-pedagogico-u-obediencia-institucional","dependencias":{"nombre":"Instituto de Investigaciones en Educación -IIEDU-; Centro Editorial de Ciencias Humanas","slug":"instituto-de-investigaciones-en-educacion-iiedu-centro-editorial-de-ciencias-humanas"}},{"id":73,"titulo":{"nombre":"Luces y sombras de la articulación de la educación media con la educación superior, un estudio de caso en el colegio INEM Santiago Pérez, I.E.D. 2010 - 2011","slug":"luces-y-sombras-de-la-articulacion-de-la-educacion-media-con-la-educacion-superior-un-estudio-de-caso-en-el-colegio-inem-santiago-perez-ied-2010-2011"},"resumen":"“Resumen\nCon el presente trabajo de investigación se analizó el proceso de implementación del programa de articulación de la educación media con la superior de la Secretaria de Educación del Distrito (SED), en el colegio INEM Santiago Pérez I.E.D. Se trabajó el método de estudio de caso, apoyado en 524 encuestas a estudiantes de grado 10° y 11° de las jornadas mañana y tarde; entrevistas semi-estructuradas a docentes; y registros de observación participante. Como resultado de la investigación se concluyó la necesidad de fortalecer la formación de la educación media en relación con la caracterización de la sociedad colombiana y sus retos en el contexto local y global. Las estrategias deben darse desde procesos endógenos y exógenos a las instituciones educativas.”","autores":[{"nombre":"Rodríguez Rodríguez, Irma del Tránsito","slug":"rodriguez-rodriguez-irma-del-transito"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Rodríguez, I. d. (2012). Tesis de Maestría: Luces y sombras de la articulación de la educación media con la educación superior, un estudio de caso en el colegio INEM Santiago Pérez, I.E.D. 2010 - 2011. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/10609","fuente":"https://repositorio.unal.edu.co/handle/unal/10609 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":84,"titulo":{"nombre":"Masificación y control de la educación legal en Colombia y Argentina: una perspectiva comparada","slug":"masificacion-y-control-de-la-educacion-legal-en-colombia-y-argentina-una-perspectiva-comparada"},"resumen":"“Resumen\nEl presente trabajo realiza una aproximación comparativa sobre las condiciones de ingreso y acceso a la educción jurídica y a la universidad en Colombia y Argentina. Para ello se toman como punto de partida las tendencias de la educación superior en América Latina. Se busca reconocer y analizar los procesos de reforma de la educación superior, el fenómeno de masificación, el control y la regulación del ingreso y acceso a la educación jurídica, así como la incidencia de dichos procesos sobre los programas de Derecho.”","autores":[{"nombre":"Espinosa Blanco, Yules Alejandro","slug":"espinosa-blanco-yules-alejandro"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Espinosa Blanco, Y. A. (2012). Tesis de Maestría: Masificación y control de la educación legal en Colombia y Argentina: una perspectiva comparada. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/12155","fuente":"https://repositorio.unal.edu.co/handle/unal/12155 ","dependencias":{"nombre":"Maestría en Estudios Políticos","slug":"maestria-en-estudios-politicos"}},{"id":43,"titulo":{"nombre":"Memoria histórica del paro cívico del 12 de mayo de 1977 en La Ceja del Tambo, Antioquia. La lucha por la educación pública secundaria","slug":"memoria-historica-del-paro-civico-del-12-de-mayo-de-1977-en-la-ceja-del-tambo-antioquia-la-lucha-por-la-educacion-publica-secundaria"},"resumen":"“Summary\nEste libro producto del trabajo de grado del historiador cejeño Diego Armando López Cardona fue ganador del Estímulo al Talento Creativo en el área de Patrimonio, que otorgó el Instituto de Cultura de Antioquia en 2015. Diversos objetivos determinaron esta investigación, entre otros, el lograr un ejercicio paralelo entre la historia regional de La Ceja, una historia de los movimientos cívicos del Oriente Antioqueño, de la educación pública en Antioquia, y la historia particular del paro cívico en lucha por la educación el día 12 de mayo de 1977. El autor realizó una reconstrucción del estado material y social del municipio y la región, entendiendo las dinámicas insurgentes que a partir de los años 60 se presentaron en Colombia, configurando un relato fidedigno desde el discurso oficial (archivos municipales, periódicos regionales y correspondencia del instituto educativo) y el discurso popular (entrevistas con actores del paro y habitantes de La Ceja que vivían en la época).\nKeywords\nMemoria histórica”","autores":[{"nombre":"Escobar López, Juan José","slug":"escobar-lopez-juan-jose"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Escobar López, J. J. (enero-junio de 2017). Memoria histórica del paro cívico del 12 de mayo de 1977 en La Ceja del Tambo, Antioquia. La lucha por la educación pública secundaria. Medellín: Publi_Libros Editores, 2015. ISBN: 978-958-58883-1-9. HiSTOReLo. Revista de Historia Regional y Local, 9(17), 517-524. Recuperado el 26 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/64683https://repositorio.unal.edu.co/handle/unal/64683","fuente":"https://repositorio.unal.edu.co/handle/unal/64683https://repositorio.unal.edu.co/handle/unal/64683","dependencias":{"nombre":"HiSTOReLo. Revista de Historia Regional y Local","slug":"historelo-revista-de-historia-regional-y-local"}},{"id":29,"titulo":{"nombre":"Modelo de simulación de Naciones Unidas en instituciones educativas públicas en la Ciudad de Medellín 2014-2018.","slug":"modelo-de-simulacion-de-naciones-unidas-en-instituciones-educativas-publicas-en-la-ciudad-de-medellin-2014-2018"},"resumen":"“Resumen. El sistema de educación superior colombiano pasó de tener una tasa de abandono por cohorte del 50% en 2003 al 47% en 2016, lo que evidencia una reducción de tres puntos porcentuales en 13 años de intervención focalizada en: ayudas económicas e integración social al ambiente universitario (Spady, 1970; Tinto, 1975; Bean, 1980; Pascarella, 1980). \nEstas estrategias, desconocieron determinantes como la orientación vocacional, la relación con los docentes, la participación en actividades académicas y vínculos reales entre la educación superior y la media. En el contexto de esta última estrategia, en la ciudad de Medellín se incluyó, en el Plan de Desarrollo 2016-2019, como objetivo garantizar el derecho a la educación mediante la promoción del acceso y la permanencia en un sistema educativo público, inclusivo y de calidad, desde el preescolar hasta la educación media, brindando oportunidades para la continuidad a la educación superior. Para lograrlo, la Secretaría de Educación del Municipio implementó el proyecto de Educación Complementaria, promoviendo la participación de los estudiantes en procesos y escenarios de ciudad que fortalezcan su desarrollo integral como ser social, moral, político y apropiado de su territorio a través de actividades lúdicas y pedagógicas después de la jornada regular. Entre las líneas del programa se encuentra la de Formación ciudadana que se desarrolla desde el año 2014 con el Modelo de las Naciones Unidas (MEDMUN). En este participan en promedio 500 estudiantes por año entre los 13 y 17 años. El proyecto es ejecutado por la Universidad Nacional de Colombia Sede Medellín y comprende la formación en las instituciones de educación media en siete temas: organización y modelo de simulación de las naciones unidas, oratoria, argumentación y debate, dignidad humana y derechos humanos, género, liderazgo; democracia y participación política, análisis de coyuntura política nacional e internacional e investigación y construcción de portafolio. Esta formación es realizada por estudiantes y recién egresados de los programas de Historia, Ciencia Política y Economía, se hacen encuentros interinstitucionales, un campamento de verano para la formación de presidentes y secretarios, la formación de docentes enlace, la identificación de talentos y el evento de simulación en el Campus Universitario. El vínculo que se genera con la formación de estudiantes para estudiantes ha incrementado el interés de los estudiantes de bachillerato por acceder a la educación superior y graduarse siendo las tasas de deserción de estos inferiores al promedio. Algunos niños talentos, han participado en pasantías internacionales promovidos por la Secretaria de Educación. \n\nDescriptores o Palabras Clave: Políticas Educativas, Vínculos institucionales, Simulación Naciones Unidas.”","autores":[{"nombre":"Vásquez, Johanna","slug":"vasquez-johanna"},{"nombre":"Villegas, Erika","slug":"villegas-erika"},{"nombre":"Restrepo, Gabriel Jaime","slug":"restrepo-gabriel-jaime"},{"nombre":"González, Juan Sebastián","slug":"gonzalez-juan-sebastian"},{"nombre":"Laverde, Jorge Humberto","slug":"laverde-jorge-humberto"},{"nombre":"González, Nicolás","slug":"gonzalez-nicolas"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Ponencia","slug":"ponencia"},"referencia":"Vásquez, J., Villegas, E., Restrepo, G. J., González, J. S., Laverde, J. H., & González, N. (30 de noviembre de 2018). Modelo de simulación de Naciones Unidas en instituciones educativas públicas en la Ciudad de Medellín 2014-2018. Congresos CLABES. Octava Conferencia Latinoamericana sobre el Abandono en la Educación superior., (págs. 388-396). Panamá. Recuperado el 05 de 02 de 2024, de https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:hC7cP41nSMkC","fuente":"https://scholar.google.com/citations?view_op=view_citation&hl=es&user=uayW3BMAAAAJ&cstart=20&pagesize=80&citft=1&email_for_op=kjnorenah%40unal.edu.co&citation_for_view=uayW3BMAAAAJ:hC7cP41nSMkC","dependencias":{"nombre":"Congreso CLABES. Conferencia Latinoamericana sobre el Abandono en la Educación Superior","slug":"congreso-clabes-conferencia-latinoamericana-sobre-el-abandono-en-la-educacion-superior"}},{"id":8,"titulo":{"nombre":"Modelo educativo del Iparm reconocido por Ranking de colegios de calidad","slug":"modelo-educativo-del-iparm-reconocido-por-ranking-de-colegios-de-calidad"},"resumen":"“El Instituto Pedagógico Arturo Ramírez Montúfar (Iparm) ocupó un importante puesto en la medición que hizo el Ministerio de Educación Nacional (MEN) a colegios del país. La Cartera creó una nueva forma de evaluar la calidad de los colegios.\n\nPara esta medición, que incluye el porcentaje de estudiantes que pasan al año y las estrategias pedagógicas de los docentes, entre otros, el MEN agrupa y clasifica a las instituciones en tres sectores: primaria (de primero a quinto); secundaria (de sexto a noveno) y en media (décimo y once). En este cálculo el Iparm ocupó el puesto 1.124 en primaria, 312 en secundaria y 164 en media entre 5.000 colegios.\n\nPor su parte, la Revista Dinero; que realiza un análisis para establecer los colegios de calidad, tomó estos resultados y los cruzó con otras bases de datos para identificar a los mejores y en este ejercicio, el Instituto se ubicó en 2017 en el puesto 229 entre los 2.066 colegios que la Revista destaca como los mejores en alta calidad.\n\nEn entrevista con En Plural, su director, Víctor Manuel Neira Rodríguez, nos habla en qué consiste el modelo de educación impartida, la importancia de este logro y los compromisos para seguir mejorando.“","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (04 de julio de 2018). Modelo educativo del Iparm reconocido por Ranking de colegios de calidad. Revista En Plural. Sección:(54). Recuperado el 15 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=51&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=51&id_sec=2","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":146,"titulo":{"nombre":"Músicas y métodos pedagógicos, algunas tesis y su génesis","slug":"musicas-y-metodos-pedagogicos-algunas-tesis-y-su-genesis"},"resumen":"“Este articulo busca plantear una serie de interrogantes que surgen a partir de una práctica investigativa y pedagógica con las músicas populares, en especial las del sur del país. Espero con estas reflexiones suscitar un debate productivo para todos los que estamos trabajando en pedagogía musical”.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":1987,"valor":1987},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (1987). Músicas y métodos pedagógicos, algunas tesis y su génesis. A Contratiempo: música y danza, 78-83. Recuperado el 20 de febrero de 2024, de https://scholar.google.com.co/scholar?oi=bibs&cluster=5365607935491832834&btnI=1&hl=en","fuente":"https://scholar.google.com.co/scholar?oi=bibs&cluster=5365607935491832834&btnI=1&hl=en","dependencias":{"nombre":"Revista A Contratiempo: Música y Danza","slug":"revista-a-contratiempo-musica-y-danza"}},{"id":168,"titulo":{"nombre":"Narcotráfico e historia vivida desde la escuela. Pedagogías de la memoria en Culiacancito, Sinaloa","slug":"narcotrafico-e-historia-vivida-desde-la-escuela-pedagogias-de-la-memoria-en-culiacancito-sinaloa"},"resumen":"“Resumen \nEl objetivo de este artículo es comprender las historias vividas de estudiantes preparatorianos, docentes y líderes sociales frente al crimen organizado y el control territorial ejercido por facciones del cártel de Sinaloa en la sindicatura de Culiacancito, que forma parte del municipio de Culiacán, en el estado de Sinaloa, México. Desde hace diez años, esta localidad se describe como zona de muerte, debido a las complejas rutinas de violencias híbridas que acentúan las disputas territoriales por la producción y trasiego de drogas, pero también por la extracción y venta ilegal de combustible. Ante un escenario trastocado por condiciones de inseguridad que afectan a la población, consideramos necesario promover la recuperación de la memoria para activar la sensibilidad y la reconciliación comunitaria. Metodológicamente partimos de la Investigación Acción Participativa, retomamos las fases de diagnóstico e intervención pedagógica que realizamos en la Escuela Preparatoria 2 de octubre de la Universidad Autónoma de Sinaloa. Trabajamos desde las premisas de la pedagogía de la memoria con un posicionamiento dialógico y horizontal, resignificando así la escuela como un espacio para la confrontación de la verdad y la sanación del pasado doloroso. Los resultados fueron organizados en tres apartados: a) escuelas de la muerte, pedagogías de la crueldad y estigmas de necrozona; b) lugares de duelo y territorios en disputa por la narcoviolencia; c) dinámicas de resistencia civil y prácticas de reconciliación desde las aulas. Concluimos que las historias vividas modelan la pedagogía de la memoria para reflexionar y discutir sobre hechos innombrables desde el entorno escolar. A la vez, las narrativas, las experiencias situadas y los conocimientos compartidos en colectivo se convierten en pedagogías de la esperanza. Esto nos permite considerar que toda violencia es superable y que desde un espíritu comunitario se pueden construir paces desde abajo.”","autores":[{"nombre":"Almodacid Buitrago, Julian Alveiro","slug":"almodacid-buitrago-julian-alveiro"},{"nombre":"Burgos Dávila, César Jesús","slug":"burgos-davila-cesar-jesus"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Almodacid Buitrago, J. A, & Burgos Dávila, C. J. (2023). Narcotráfico e historia vivida desde la escuela. Pedagogías de la memoria en Culiacancito, Sinaloa. Revista Colombiana de Sociología, 46(2), 291-316. doi: https://doi.org/10.15446/rcs.v46n2.96225 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96225","fuente":"https://doi.org/10.15446/rcs.v46n2.96225 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96225 ","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":185,"titulo":{"nombre":"No parecían mujeres, pero lo eran. La educación femenina de las maestras, Argentina 1920-1930","slug":"no-parecian-mujeres-pero-lo-eran-la-educacion-femenina-de-las-maestras-argentina-1920-1930"},"resumen":"“Summary\nEl presente artículo expone el proceso de selección y triangulación de un corpus documental relativo a una pesquisa cuyo objeto es historiar el tratamiento de la identidad femenina en la formación docente normalista durante los prolegómenos de la Argentina de la sociedad de consumo (1920-1930). Desde el registro de la historia sociocultural, nos abocamos al estudio de las intervenciones que, desde la formación docente, fueron realizándose para educar a las estudiantes de magisterio, más que en su condición de alumnas, en la de mujeres dedicadas a la docencia. Partimos del supuesto según el cual la formación docente no desatendió la condición de feminidad de las aspirantes, sino que desplegó estrategias que, en el devenir de la carrera, esculpieron la figura femenina de la maestra.”","autores":[{"nombre":"Caldo, Paula","slug":"caldo-paula"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Caldo, P. (2014). No parecían mujeres, pero lo eran. La educación femenina de las maestras, Argentina 1920-1930. Historia y Sociedad (26), 237-265. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/49143","fuente":"https://repositorio.unal.edu.co/handle/unal/49143","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"}},{"id":48,"titulo":{"nombre":"NODO MITÚ. Un gran paso de la Nacho en el Vaupés","slug":"nodo-mitu-un-gran-paso-de-la-nacho-en-el-vaupes"},"resumen":"“Acercarse a la universidad es bastante complejo para las personas que venimos de una región tan apartada y casi olvidada como lo es el Vaupés. Y quienes lo han logrado, lo han hecho sin duda a costa de mucho sacrificio y con valentía, porque para nadie es un secreto que la universidad no es fácil. Como tampoco lo es dejar la tierra natal, la familia, todo, e iniciar una nueva vida. La llegada de la Universidad Nacional a la ciudad de Mitú fue una buena iniciativa. Eso es innegable porque acercó la educación superior pública a una de las regiones más apartadas. Y si bien tuvo sus aciertos, también es importante reconocer los desaciertos en el camino.”","autores":[{"nombre":"Restrepo Fructuoso, Leidy Julieth","slug":"restrepo-fructuoso-leidy-julieth"},{"nombre":"Delgado Hernández, Manuel Santiago","slug":"delgado-hernandez-manuel-santiago"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Restrepo Fructuoso, L, J & Delgado Hernández, M, S. (2019) NODO MITÚ. Un gran paso de la Nacho en el Vaupés. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (40) 05-06 Recuperado el 28 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","fuente":"https://issuu.com/notimani/docs/notimani_40_final_impresi_n_11_de_junio_2019","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":173,"titulo":{"nombre":"Observatorio de procesos sociales del Gran Caribe del Instituto de Estudios Caribeños.","slug":"observatorio-de-procesos-sociales-del-gran-caribe-del-instituto-de-estudios-caribenos"},"resumen":"“Resumen\nEl Observatorio de Procesos Sociales del Gran Caribe (CARIBE SOCIAL) es un proyecto del Instituto de Estudios Caribeños (IEC) de la Universidad Nacional de Colombia Sede Caribe, situado en la isla de San Andrés, que surgió en 2011 para desarrollar proyectos de extensión solidaria e investigaciones que, a partir de la valoración de la práctica y experiencias de las comunidades y movimientos, genere nuevos conocimientos colectivos que permitan ir prefigurando las sociedades que queremos. Por todo esto nuestro logo representa un rizoma, que crece de forma horizontal, generando de manera permanente nuevas raíces y nuevos tallos. Simboliza la profundización y arraigo que buscamos generar siempre (nuevas raíces) y la enovación e innovación de nuevas ideas transformadoras (nuevos tallos).” (Universidad Nacional de Colombia, s.f.)","autores":[{"nombre":"Solano Suarez, Yusmidia","slug":"solano-suarez-yusmidia"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Solano Suarez, Y. (enero de 2015). Observatorio de procesos sociales del Gran Caribe del Instituto de Estudios Caribeños. Revista Cuadernos del Caribe (19), 105-106. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/66111","fuente":"https://repositorio.unal.edu.co/handle/unal/66111 ","dependencias":{"nombre":"Revista Cuadernos del Caribe","slug":"revista-cuadernos-del-caribe"}},{"id":135,"titulo":{"nombre":"Orientaciones pedagógicas para la formación apoyada en ambientes virtuales de aprendizaje","slug":"orientaciones-pedagogicas-para-la-formacion-apoyada-en-ambientes-virtuales-de-aprendizaje"},"resumen":"“Summary\nEl presente artículo presenta los supuestos pedagógicos que orientarán el diseño curricular de los diversos cursos virtuales que se ofrezcan en los programas académicos de pregrado y formación continuada de la Fundación Universitaria Tecnológico Comfenalco. Es el resultado del análisis del modelo pedagógico institucional, la comprensión de las teorías del aprendizaje convergentes con los sistemas de educación apoyados en nuevas tecnologías y la revisión de los modelos curriculares de las universidades más exitosas en procesos de formación virtual. El modelo de diseño curricular planteado se fundamenta en la propuesta de Zubiría, quien considera que un currículo debe responder a 6 preguntas básicas: ¿Para qué enseñar?, ¿Qué enseñar?, ¿cuándo enseñar?, ¿Cómo enseñar?, ¿Con qué enseñar?, ¿se cumplió?, cada uno estos interrogantes son abordados con el fin de definir la guía que orientará los programas formativos institucionales basados en ambientes virtuales de aprendizaje. Palabras claves: Educación virtual, diseño curricular, ambientes virtuales de aprendizaje.”","autores":[{"nombre":"Puello Beltrán, Juan José","slug":"puello-beltran-juan-jose"},{"nombre":"Barragán Bohórquez, Ramiro","slug":"barragan-bohorquez-ramiro"},{"nombre":"Manyoma Ledesma, Enyel","slug":"manyoma-ledesma-enyel"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Puello Beltrán, J. J., Barragán Bohórquez, R., & Manyoma Ledesman, E. (2009). Orientaciones pedagógicas para la formación apoyada en ambientes virtuales de aprendizaje. E-mail Educativo. Obtenido de https://repositorio.unal.edu.co/handle/unal/48515","fuente":"https://repositorio.unal.edu.co/handle/unal/48515","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":254,"titulo":{"nombre":"Pacto de las fuerzas vivas por la educación superior: Dolly Montoya – Dic/18","slug":"pacto-de-las-fuerzas-vivas-por-la-educacion-superior-dolly-montoya-dic18"},"resumen":"En esta columna se destaca la importancia de la educación pública como motor fundamental para el desarrollo y bienestar social, subrayando la necesidad de formar ciudadanos integrales con conciencia social. Se menciona la preocupación por la crisis en las instituciones públicas de educación superior, la cual se abordó mediante la elaboración del Decálogo para una política de Estado de las universidades públicas colombianas. Se resalta la movilización y compromiso de las comunidades universitarias para exigir mayor presupuesto, lo que condujo a acuerdos históricos con el gobierno en términos de financiamiento. Se destaca el papel de la Mesa de Diálogo Constructivo por la Educación Superior y la Comisión Accidental para la Educación Superior en la búsqueda de soluciones. Aunque se lograron avances significativos, se reconoce la necesidad de consolidar estos acuerdos en leyes y construir una política de Estado para la educación pública con participación de todos los actores involucrados. Este proceso refleja la importancia de los acuerdos entre diversos sectores para construir un país en progreso.","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Montoya, D. (s.f.). Pacto de las fuerzas vivas por la educación superior: Dolly Montoya – Dic/18. El Espectador. Recuperado el 20 de 05 de 2024, de https://www.universidad.edu.co/pacto-de-las-fuerzas-vivas-por-la-educacion-superior-dolly-montoya-dic-18/","fuente":"https://www.universidad.edu.co/pacto-de-las-fuerzas-vivas-por-la-educacion-superior-dolly-montoya-dic-18/","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":245,"titulo":{"nombre":"Pautas para la integración. En la UN la incapacidad es asunto de derechos","slug":"pautas-para-la-integracion-en-la-un-la-incapacidad-es-asunto-de-derechos"},"resumen":"Resumen\n\nLa Universidad Nacional de Colombia reconoce la diversidad en las formas de comunicación, pensamiento, expresión y desplazamiento de los seres humanos, resaltando la importancia de estas diferencias en la sociedad actual. Históricamente, los proyectos y actividades de la Universidad han sido diseñados para una persona promedio, excluyendo a aquellos que no encajan en estos estándares y, por lo tanto, son segregados o privados de sus derechos.\n\nPara abordar esta exclusión, la Universidad avanza en la implementación de una política de inclusión para personas con discapacidad, promoviendo una Cultura Universitaria Incluyente. Esta publicación ofrece pautas básicas para la interacción con personas con discapacidad, buscando que toda la comunidad universitaria facilite su participación en las actividades universitarias. El objetivo es fomentar la convivencia, la construcción de tejido social y la transformación social, promoviendo la equidad.","autores":[{"nombre":"Osorno Posada, Martha Lucía","slug":"osorno-posada-martha-lucia"},{"nombre":"Sanabria Camacho, Leyla","slug":"sanabria-camacho-leyla"},{"nombre":"Ramírez Parra, Inés","slug":"ramirez-parra-ines"},{"nombre":"Duvián López, Fredy","slug":"duvian-lopez-fredy"},{"nombre":"Cañón, Cristian Barón","slug":"canon-cristian-baron"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Cartilla","slug":"cartilla"},"referencia":"Osorno Posada, M. L., Sanabria Camacho, L., Ramírez Parra, I., Duvián López, F., & Barón Cañón, C. (2012). Pautas para la integración. (D. R. Pineda, & D. C. Morales Idárraga, Edits.) Recuperado el 20 de 05 de 2024, de https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Pautas_para_la_interaccion.pdf","fuente":"https://bienestar.unal.edu.co/fileadmin/user_upload/OBS-Discapacidad/Publicaciones-de-interes/Cartilla_Pautas_para_la_interaccion.pdf","dependencias":{"nombre":"Observatorio de Inclusión Educativa para Personas con Discapacidad. Dirección Nacional de Bienestar Universitario. Vicerrectoría General","slug":"observatorio-de-inclusion-educativa-para-personas-con-discapacidad-direccion-nacional-de-bienestar-universitario-vicerrectoria-general"}},{"id":79,"titulo":{"nombre":"Pedagogía de la serenata: conversaciones entre el profesor y el músico","slug":"pedagogia-de-la-serenata-conversaciones-entre-el-profesor-y-el-musico"},"resumen":"“Summary\nPedagogía de la serenata: conversaciones entre el profesor y el músico presenta el trasegar de una persona que ejecuta estos dos roles y como esta dualidad le permite extraer conocimientos y habilidades propias de cada uno para utilizarlos en la otra, beneficiando según el escenario -aula/tarima- a las personas con las que interactúa: estudiantes y espectadores. Como parte del ejercicio, se identificó que las conversaciones entre profesor y músico que habitan un mismo cuerpo -trashumancia-: Al profesor: le permite enriquecer la metodología de enseñanza, promover una relación entre la academia y la música popular, posibilitar al estudiante adquirir habilidades y retomar saberes utilizando nuevas herramientas en el aula e incentivar el interés en diversos géneros. Asimismo, él se nutre con lo que vive el músico en la serenata y logra sobresalir en el cuerpo del artista. Al músico: las presencias del profesor causan ausencias que son suplidas por su quehacer artístico. En tanto, los conocimientos y habilidades adquiridos por el maestro en la academia le brindan rigurosidad, reconocimiento y herramientas propias de la docencia como el liderazgo para su quehacer artístico. Lo anterior, permite generar la pedagogía de la serenata, vista como el punto de encuentro entre profesor y músico que les permite una transmisión de saberes que enriquecen el mutuo quehacer cotidiano. En el último apartado del documento se presentan los hallazgos y conclusiones que rodean la implementación de la pedagogía de la serenata y recomendaciones en torno a las posibilidades de mejora identificadas en relación con la labor docente del músico y su ejercicio artístico como serenatero.”","autores":[{"nombre":"Parra Huertas, Freyser Ivan","slug":"parra-huertas-freyser-ivan"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Huertas, F. I. (2018). Tesis de Maestría: Pedagogía de la serenata: conversaciones entre el profesor y el músico. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69101","fuente":"https://repositorio.unal.edu.co/handle/unal/69101 ","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"}},{"id":25,"titulo":{"nombre":"Pedagogía, saber y ciencias","slug":"pedagogia-saber-y-ciencias"},"resumen":"“Reseña\n\nEste libro discute la trayectoria y el presente de la pedagogía en Francia, Alemania y Colombia. Examina las relaciones entre pedagogía y otras prácticas: política, historia, discursos de las congregaciones católicas, filosofía, psicoanálisis, ciencias(s) de la educación, ciencias humanas, formación y las experiencias de los maestros en el país. Sus textos sacan a la pedagogía de museos, encierros y abstracciones en las que, cual individuo arcaico y peligroso, muchos quisieran colocarla. El libro transgrede las fronteras de las disciplinas y las invita a pensar los estrechos límites de sus concepciones y prácticas de formación de sujetos.”","autores":[{"nombre":"Sáenz Obregón, Javier","slug":"saenz-obregon-javier"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Obregón, J. S. (2010). Pedagogía, saber y ciencias. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 31 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/pedagogia-saber-y-ciencias","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/pedagogia-saber-y-ciencias ","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":74,"titulo":{"nombre":"Pensar, hacer y vivir la oralidad: experiencias compartidas por maestras de educación inicial","slug":"pensar-hacer-y-vivir-la-oralidad-experiencias-compartidas-por-maestras-de-educacion-inicial"},"resumen":"“Resumen\nLa investigación realiza un acercamiento a las experiencias de tres maestras de educación inicial vinculadas con el trabajo alrededor de la oralidad con niños y niñas. Tiene fundamento en el hacer cotidiano de los jardines donde ellas trabajan y en la colaboración investigativa. Su objetivo general es contribuir a la comprensión de las formas de pensar compartidas por las maestras y las formas de vivir la oralidad cuando la enseñan, formas de hacer, en distintos jardines infantiles ubicados en tres localidades de la ciudad de Bogotá. Bajo el sustento metodológico de la Investigación Basada en las Artes (IBA), se usa la fotografía, el video, los relatos orales y escritos, como maneras que remiten a los contextos en la actividad de ser maestras. Si consideramos los alcances narrativos de estas formas de pensar, hacer y vivir, es prudente y urgente recuperar las prácticas de las maestras como saberes necesarios para visibilizar tales experiencias, y como camino para la transformación de la investigación educativa.”","autores":[{"nombre":"Galeano Borda, José Ignacio","slug":"galeano-borda-jose-ignacio"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Galeano Borda, J. I. (2012). Tesis de Maestría: Pensar, hacer y vivir la oralidad: experiencias compartidas por maestras de educación inicial. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/9543","fuente":"https://repositorio.unal.edu.co/handle/unal/9543","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":270,"titulo":{"nombre":"Política Pública educativa intercultural un acercamiento desde la política pública del Sistema Educativo Indígena Propio (SEIP) con el pueblo múrui muina del municipio de Puerto Leguizamo, Putumayo","slug":"politica-publica-educativa-intercultural-un-acercamiento-desde-la-politica-publica-del-sistema-educativo-indigena-propio-seip-con-el-pueblo-murui-muina-del-municipio-de-puerto-leguizamo-putumayo"},"resumen":"El texto aborda la educación como un elemento crucial para la vida y el manejo del territorio desde la perspectiva indígena, en contraste con el modelo educativo occidental que estandariza conocimientos y competencias. Este modelo occidental es visto como limitado a la eficiencia y eficacia, mientras que los modelos educativos indígenas proponen alternativas basadas en el vivir en abundancia. La marginalización de estas perspectivas indígenas ha debilitado sus culturas y amenaza su supervivencia. La Constitución colombiana reconoce la nación como pluriétnica y multicultural, pero persisten dinámicas que invalidan la autonomía de los pueblos indígenas. La Mesa Permanente de Concertación con los Pueblos y Organizaciones Indígenas (MPC), creada en 1996, y la Comisión de Trabajo y Concertación de la Educación para los Pueblos Indígenas (CONTCEPI), establecida en 2006, son plataformas clave para promover derechos indígenas, incluyendo el diseño del Sistema Educativo Indígena Propio (SEIP). Esta investigación explora cómo articular la política pública del SEIP en la Amazonía, basándose en la experiencia con el pueblo Múrui Muina en Putumayo, y destaca la necesidad de un enfoque intercultural y la creación de un capítulo diferencial amazónico debido a sus particularidades socio-culturales y geográficas.","autores":[{"nombre":"Suaza Correa, Diana María","slug":"suaza-correa-diana-maria"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Suaza Correa, D. M. (2022). Tesis de Maestría: Política Pública educativa intercultural un acercamiento desde la política pública del Sistema Educativo Indígena Propio (SEIP) con el pueblo múrui muina del municipio de Puerto Leguizamo, Putumayo. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84086","fuente":"https://repositorio.unal.edu.co/handle/unal/84086\n","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"}},{"id":261,"titulo":{"nombre":"Política social y transformación social. Justicia y movimientos sociales en el campo de la educación superior en Colombia 1998-2014","slug":"politica-social-y-transformacion-social-justicia-y-movimientos-sociales-en-el-campo-de-la-educacion-superior-en-colombia-1998-2014"},"resumen":"“Resumen\nEsta tesis analiza la incidencia y el potencial transformador del Movimiento Estudiantil Colombiano y de la Universidad Autónoma Indígena Intercultural en el campo de la educación superior en Colombia en el periodo 1998-2014. Apelando a los objetivos y metodologías propuestas por la sociología de las emergencias, propone una teoría relacional de la exclusión y la desigualdad que, mostrando los componentes estructurantes, participativos y posicionales sobre los que se constituyen las relaciones sociales, defiende la relevancia de los conceptos de goce y producción de lo común, igualdad de posiciones y epistemologías de lo injusto para comprender qué es la exclusión y la desigualdad y qué significa superar tales relaciones. La tesis estudia cómo el Movimiento Estudiantil Colombiano y la Universidad Autónoma Indígena Intercultural han intentado superar las situaciones de exclusión y desigualdad provocadas por las relaciones de clase social, pertenencia étnica, género, procedencia regional, dependencia internacional, discapacidad y epistemicidio en el campo de la educación superior. Reconociendo los tipos de transformación rupturista, contrahegemónica y simbiótica que surgen en el marco de las luchas sociales, define la incidencia y potencial transformador de las luchas estudiantiles e indígenas en su defensa de la educación superior como derecho y bien común fundamentado en el diálogo intercultural, que se contrapone al sistema de educación superior masificado, jerarquizado y heterónomo que se consolida en Colombia. (texto tomado de la fuente)”","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis Doctoral","slug":"tesis-doctoral"},"referencia":"Mora Cortés, A. F. (2017). Tesis Doctoral: Política social y transformación social. Justicia y movimientos sociales en el campo de la educación superior en Colombia 1998-2014. Recuperado el 21 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/59926","fuente":"https://repositorio.unal.edu.co/handle/unal/59926","dependencias":{"nombre":"Doctorado en Estudios Políticos y Relaciones Internacionales Ver documento","slug":"doctorado-en-estudios-politicos-y-relaciones-internacionales-ver-documento"}},{"id":222,"titulo":{"nombre":"Políticas neoliberales y neoinstitucionales en un marco constitucional adverso. Reformas educativas en Colombia 1991-2010.","slug":"politicas-neoliberales-y-neoinstitucionales-en-un-marco-constitucional-adverso-reformas-educativas-en-colombia-1991-2010"},"resumen":"“Descripción\nLa historia de la educación colombiana en el siglo XX–salvo algunas pocas décadas reformistas liberales en la primera mitad del siglo-puede resumirse en el desinterés del Estado por asumir la educación y la descarga de su responsabilidad en la iglesia católica y en agentes privados (Helg, 1987). Este desinterés de las elites por la educación de las mayorías ha dado como resultado un retraso de casi un siglo en infraestructura. Las demandas de la población y de los organismos internacionales para incrementar la cobertura no se resolvieron construyendo colegios sino con la política de la doble y, poco después, la triple jornada (Decreto 150 de 1967, decreto y política que siguen vigentes hoy); de esta forma en las mismas instalaciones funcionan en realidad tres colegios en diferentes momentos del día (de 6 a 12, de 12 a 6, y de 6 a 10).”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"},{"nombre":"Arango Vargas, Carolina","slug":"arango-vargas-carolina"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2010). Políticas neoliberales y neoinstitucionales en un marco constitucional adverso. Reformas educativas en Colombia 1991-2010. Revista Propuesta Educativa (34), 37- 52. Recuperado el 14 de febrero de 2024, de https://www.redalyc.org/pdf/4030/403041705005.pdf","fuente":"https://www.redalyc.org/pdf/4030/403041705005.pdf ","dependencias":{"nombre":"Revista Propuesta Educativa","slug":"revista-propuesta-educativa"}},{"id":282,"titulo":{"nombre":"Políticas para la educación ciudadana: Una mirada desde las prácticas de integración social de jóvenes de escuelas oficiales en Ciudad Bolívar, Bogotá","slug":"politicas-para-la-educacion-ciudadana-una-mirada-desde-las-practicas-de-integracion-social-de-jovenes-de-escuelas-oficiales-en-ciudad-bolivar-bogota"},"resumen":"\"Resumen\nEl presente estudio presenta una caracterización de la estructura, desarrollo y efectos de la implementación de las políticas públicas para la educación ciudadana en las prácticas de integración social de los jóvenes de tres escuelas oficiales de la localidad de Ciudad Bolívar: José María Vargas Vila, José Jaime Rojas y Fanny Mikey. A partir de la aplicación de técnicas como la entrevista semiestructurada y la observación participante con directivos docentes, docentes y jóvenes estudiantes de los grados décimo y undécimo de las escuelas seleccionadas, fue posible reconocer que no existen efectos directamente relacionados entre la implementación de las políticas públicas y los procesos de educación ciudadana que se desarrollan. Igualmente, aparece la categoría contracultura escolar como fundamental para el análisis de los procesos de integración social que se generan entre los jóvenes participantes del estudio dentro de la estructura escolar. Finalmente, se resaltan algunos elementos que se considera relevantes para el diseño de políticas públicas para la educación ciudadana que incluyen a la integración social y aspectos principales del contexto de las escuelas objeto de estudio.\"","autores":[{"nombre":"Blanco Llanos, Allison Samantha","slug":"blanco-llanos-allison-samantha"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Blanco Llanos, A. S. (2018). Tesis de Maestría: Políticas para la educación ciudadana: Una mirada desde las prácticas de integración social de jóvenes de escuelas oficiales en Ciudad Bolívar, Bogotá. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/63997","fuente":"https://repositorio.unal.edu.co/handle/unal/63997","dependencias":{"nombre":"Maestría en Sociología","slug":"maestria-en-sociologia"}},{"id":284,"titulo":{"nombre":"Políticas públicas de educación indígena construidas por el consejo regional indígena del Cauca-CRIC- 1974 – 2012","slug":"politicas-publicas-de-educacion-indigena-construidas-por-el-consejo-regional-indigena-del-cauca-cric-1974-2012"},"resumen":"\"Resumen\nEste trabajo analiza las causas y el contexto que hicieron posible la construcción de políticas públicas de educación indígena de manera autónoma por los indígenas del departamento del Cauca organizados en su consejo regional – el CRIC- y su posterior incidencia en las políticas públicas de educación indígena para todos los pueblos indígenas de Colombia. También se analiza la evolución de las relaciones del CRIC con el Estado en este proceso. El análisis se apoya en un enfoque basado en los conceptos de referencial y de mediadores desarrollados por Muller y Surel así como en la utilización del modelo de la ventana de oportunidad de Kingdon. Igualmente se acude al trabajo desarrollado por Majone para evidenciar la importancia de la argumentación en el debate político. Metodológicamente, el trabajo se realizó desde una perspectiva cualitativa fundamentada sobre el análisis documental, trabajo de campo para la realización de entrevistas y asistencia a los eventos del CRIC. (texto tomado de la fuente)”","autores":[{"nombre":"Galeano Lozano, Myriam","slug":"galeano-lozano-myriam"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Galeano Lozano, M. (2013). Tesis de Maestría: Políticas públicas de educación indígena construidas por el consejo regional indígena del Cauca-CRIC- 1974 – 2012. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/47636","fuente":"https://repositorio.unal.edu.co/handle/unal/47636","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"}},{"id":287,"titulo":{"nombre":"Potencia y límites del derecho a la educación. El caso de Bogotá en el periodo 2002-2009","slug":"potencia-y-limites-del-derecho-a-la-educacion-el-caso-de-bogota-en-el-periodo-2002-2009"},"resumen":"\"Resumen\nEl vínculo entre los derechos humanos y las políticas públicas, en tanto formas de intervención estatal, se ha venido difuminando en un escenario en el cual el ajuste fiscal y la estabilidad macroeconómica signan las políticas sociales en sus dinámicas y alcances. La política educativa no es la excepción y, por el contrario, se evidencian distancias relevantes entre el derecho a la educación y la política educativa desplegada en la última década del siglo XX y los albores del presente siglo. En este documento se realiza un análisis de la re-producción argumental desplegada en la política educativa durante el periodo 2002-2009. Aún cuando desde el gobierno nacional se promueven políticas educativas de corte economicista, en Bogotá desde el año 2004 se experimentó un cambio relevante en la orientación de la política educativa, articulándola en torno al derecho a la educación. En el texto se plantea que asumir el derecho a la educación como eje articulador de la política educativa distrital durante el periodo 2004-2009, implicó un cambio profundo, en contradicción tensión con la centralidad de la eficiencia y la competitividad como elementos articuladores de la concepción economicista de la Revolución educativa desplegada desde el nivel central nacional durante el periodo 2002-2009. El objetivo del presente documento es dar cuenta de las dinámicas de re-producción argumental que se desplegaron en y desde la política educativa dinamizada durante el periodo 2002-2009 desde el nivel central y en Bogotá, mediante el abordaje de los conceptos de paradigma de política y referencial de política. Ambos se rastrearon con base en el análisis de diversos tipos documentales. En el documento se concluye que desde la política educativa distrital de básica secundaria desplegada durante el periodo 2004-2009 se configuró un referencial de política, cuyo eje de articulación es el derecho a la educación, que transgrede el horizonte de sentido reproducido en y desde el paradigma de política social, concretado en el campo educativo en el despliegue de la Revolución educativa durante el periodo 2002-2009. (texto tomado de la fuente)\"","autores":[{"nombre":"Copete Narváez, José David","slug":"copete-narvaez-jose-david"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Copete Narváez, J. D. (2013). Tesis de Maestría: Potencia y límites del derecho a la educación. El caso de Bogotá en el periodo 2002-2009. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/52197","fuente":"https://repositorio.unal.edu.co/handle/unal/52197","dependencias":{"nombre":"Maestría en Políticas Públicas","slug":"maestria-en-politicas-publicas"}},{"id":3,"titulo":{"nombre":"Primíparo a los 60","slug":"primiparo-a-los-60"},"resumen":"“Estudiar en una universidad, es uno de los sueños que muchos colombianos desean alcanzar a pesar del tiempo, o de la edad que se tenga. Y mucho más, si se trata de ingresar a la Universidad Nacional de Colombia. En entrevista con El Plural, el estudiante de primer semestre, Diego Emilio Fernando Quiroz, de 60 años de edad, quien acaba de ser admitido para cursar Economía en la Sede Bogotá, nos comentó acerca de lo importante que es persistir para alcanzar una meta y de lo que significa entrar a estudiar a la UNAL.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (28 de febrero de 2020). Primíparo a los 60. Programa En Plural , 69. Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=131&id_sec=2","fuente":"http://bienestar.bogota.unal.edu.co/enplural_entre_lineas.php?id_art=131&id_sec=2","dependencias":{"nombre":"Bienestar universitario","slug":"bienestar-universitario"}},{"id":57,"titulo":{"nombre":"Proceso de organización estudiantil en medio de la pandemia COVID-19: El caso del cabildo indígena universitario de Bogotá (CIUB)","slug":"proceso-de-organizacion-estudiantil-en-medio-de-la-pandemia-covid-19-el-caso-del-cabildo-indigena-universitario-de-bogota-ciub"},"resumen":"“El Cabildo Indígena Universitario en Bogotá, en adelante CIUB, es una organización conformada por estudiantes universitarios indígenas en la ciudad de Bogotá. Desde su creación en 2017, el CIUB surgió como una necesidad de integrar a los estudiantes indígenas en tres aspectos, el académico, el cultural, y de bienestar universitario. Esto nos contó Seykukwi nombre indígena de Rodrigo Arias, perteneciente al pueblo arhuaco de la Sierra Nevada de Santa Marta, representante general del CU y estudiante de medicina de la Universidad Nacional de Colombia. Rodrigo vive en las residencias universitarias 10 de mayo y desde su apartamento viene sosteniendo numerosas reuniones virtuales con miembros del CabiIdo, instituciones gubernamentales y no gubernamentales, con el fin de gestionar ayudas humanitarias para los más de 300 estudiantes que pertenecen a esta organización.”","autores":[{"nombre":"Ramírez Medina, Yandry Fernanda","slug":"ramirez-medina-yandry-fernanda"},{"nombre":"Avilez de Hoyos, Jawuin","slug":"avilez-de-hoyos-jawuin"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ramírez Medina, Y. F., & Avilez de Hoyos, J. (2020). Proceso de organización estudiantil en medio de la pandemia COVID-19: El caso del cabildo indígena universitario de Bogotá (CIUB). Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (46), 12-13. Recuperado el 20 de octubre de 2023, de https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman","fuente":"https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":133,"titulo":{"nombre":"Procesos de enseñanza/aprendizaje entre pares al interior del Second life","slug":"procesos-de-ensenanzaaprendizaje-entre-pares-al-interior-del-second-life"},"resumen":"“Summary\nEste artículo presenta el análisis de algunas prácticas no institucionalizadas de enseñanza-aprendizaje al interior del Second Life, a través de las cuales se visibilizan estrategias mediacionales como la descripción, modelado y valoración de procedimientos. Una particularidad central de las prácticas seleccionadas para este estudio, es que los usuarios participantes pese a que adoptan roles de profesores/tutores o aprendices, no se asumen como tales. Metodológicamente, el acercamiento es realizado a través de observación participativa en línea dentro de la Isla Reforma en el Second Life, así como de entrevistas semiestructuradas. Entre los hallazgos destacan: a) La repetición en el espacio virtual de procesos de enseñanza interiorizados por los sujetos en sus experiencias escolarizadas y analógicas previas. b) El grado de “libertad y flexibilidad” que les confieren algunos usuarios a las interacciones en el Second Life VS las que estarían dispuestos a entablar en una relación cara a cara. c) La relación entre apoyo/tutoría/donación y el posicionamiento del sujeto a través de su avatar, en la grupalidad. d) El potencial que la enseñanza/aprendizaje entre pares representa para procesos de formación continua y no institucionalizada. Palabras clave Enseñanza/aprendizaje entre pares, trabajo colaborativo, comunidad virtual, Second Life.”","autores":[{"nombre":"Martínez Téllez, Rosa Angélica","slug":"martinez-tellez-rosa-angelica"},{"nombre":"López De Anda, María Magdalena","slug":"lopez-de-anda-maria-magdalena"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Martínez Tellez, R. A., & Lopez de Anda, M. M. (2009). Procesos de enseñanza/aprendizaje entre pares al interior del Second life. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48513","fuente":"https://repositorio.unal.edu.co/handle/unal/48513 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":42,"titulo":{"nombre":"Producción escrita y conversaciones sobre educación popular","slug":"produccion-escrita-y-conversaciones-sobre-educacion-popular"},"resumen":"\"Esta publicación recoge parte de la primera experiencia investigativa formal del grupo Educación Popular y Procesos Comunitarios EnRaizAndo UN. El proyecto indagó los desarrollos de la educación popular en Bogotá (Colombia) durante el periodo 1998-2008, desde la producción bibliográfica registrada sobre el tema en el país, como contexto macro para el análisis, y el debate generado con diferentes experiencias locales de educación popular. La investigación evidenció la presencia de la educación popular en espacios cada vez más diversos: organizacionales, políticos, culturales, sociales, comunitarios de base, institucionales, gubernamentales, académico-formales, entre otros, que imprimen en ella características particulares y reconfiguran su concepción y las expresiones concretas que puede tomar en dichos espacios la opción por la transformación de la realidad.\"","autores":[{"nombre":"Sierra Pardo, Claudia Patricia","slug":"sierra-pardo-claudia-patricia"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Sierra Pardo, C. P. (2016). Producción escrita y conversaciones sobre educación popular. Bogotá: Centro Editorial Facultad de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 31 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/produccion-escrita-y-conversaciones-sobre-educacion-popular","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/produccion-escrita-y-conversaciones-sobre-educacion-popular","dependencias":{"nombre":"Grupo Educación popular y procesos comunitarios EnRaizAndo UN.","slug":"grupo-educacion-popular-y-procesos-comunitarios-enraizando-un"}},{"id":62,"titulo":{"nombre":"Profesionales de la U.N sede Amazonía: retornan a la región.","slug":"profesionales-de-la-un-sede-amazonia-retornan-a-la-region"},"resumen":"“El desconocimiento, la ignorancia y la estigmatización que ha tenido Colombia sobre sus regiones de frontera es un hecho poco controvertible. En el caso de la Amazonía, algunos de los factores que lo hacen más notorio es el abandono en que se encuentran sus comunidades, la visión centralista con la que se maneja la región que impone proyectos nacionales por encima de las necesidades locales, y la debilidad institucional que no permite consolidar un proyecto de nación con pertinencia regional. \nEn un escenario de posconflicto en el cual se espera implementar los controvertidos acuerdos de paz, la Amazonía jugará un papel determinante y la Universidad Nacional de Colombia tiene una gran oportunidad para aportar, poniendo al servicio de la región todo su capital humano, intelectual y técnico. Esta oportunidad está dada por los próximos egresados del programa especial de admisión y movilidad académica, PEAMA, que se graduarán de una de las 47 carreras que ofrece el programa y que proviene de alguno de los seis departamentos que componen la Amazonía colombiana. Estos profesionales podrían aportar sus conocimientos, experiencia y sobre todo sentido de pertenencia al mejoramiento de las condiciones de vida en sus departamentos. Si bien el PEAMA ha permitido a la universidad consolidar su carácter nacional, esto no parece ser evidente para los críticos de las redes de frontera. La pregunta que surge es si la universidad está preparada para propiciar y facilitar el retorno.”","autores":[{"nombre":"Ochoa, German Ignacio","slug":"ochoa-german-ignacio"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ochoa, G. I. (2017). Profesionales de la U.N sede Amazonía: retornan a la región. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI. (32), 8-9. Recuperado el 24 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_final","fuente":"https://issuu.com/notimani/docs/notimani_final ","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":241,"titulo":{"nombre":"Proyecto de aula que contribuya al Aprendizaje Significativo de la química orgánica por medio de la experimentación","slug":"proyecto-de-aula-que-contribuya-al-aprendizaje-significativo-de-la-quimica-organica-por-medio-de-la-experimentacion"},"resumen":"“Resumen \nLas proteínas son biomoléculas esenciales en la enseñanza de la bioquímica, permitiendo entender procesos nutricionales vitales en la alimentación además de la formación molecular como tal. En la mayoría de los casos esta temática es trabajada con una visión únicamente química y no relacionada con conceptos básicos desde la biología, como la nutrición; por lo tanto, no permite al estudiante tener una interpretación significativa de las implicaciones proteicas en los seres vivos. Debido a esto, es pertinente proponer una estrategia que permita la enseñanza de las proteínas abarcando la química orgánica, la biología y la experimentación. En este trabajo se desarrolla un proyecto de aula desde los parámetros del aprendizaje significativo ofreciendo el diseño de actividades que permitan la comprensión por medio de la experimentación en la preparación de alimentos como un laboratorio cotidiano.”","autores":[{"nombre":"Pérez Sandoval, Durley Maryory","slug":"perez-sandoval-durley-maryory"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Pérez Sandoval, D. M. (2018). Proyecto de aula que contribuya al Aprendizaje Significativo de la química orgánica por medio de la experimentación. Recuperado el 03 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/bitstream/handle/unal/76330/43596724.2018.pdf","fuente":"https://repositorio.unal.edu.co/bitstream/handle/unal/76330/43596724.2018.pdf ","dependencias":{"nombre":"Maestría en Enseñanza de las Ciencias Exactas y Naturales","slug":"maestria-en-ensenanza-de-las-ciencias-exactas-y-naturales"}},{"id":112,"titulo":{"nombre":"¿Qué significa ser un verdadero profesor?","slug":"que-significa-ser-un-verdadero-profesor"},"resumen":"“Por estos días, al salir de una reunión en la cual discutíamos las directrices que tendrá la transformación digital de la Universidad Nacional, pude ver pasar plácidamente al filósofo Rubén Sierra Mejía junto al auditorio León de Greiff, caminando de manera desprevenida con un grupo de estudiantes. Recordé por un instante que en la pasada Feria del Libro de Bogotá adquirí una obra de la Facultad de Ciencias Humanas editada por el profesor Mejía: La Hegemonía Conservadora, un libro que aborda algunos de los procesos políticos, sociales y culturales que marcaron nuestra vida republicana. A sus 81 años, el profesor Sierra sigue dialogando de manera fraterna con sus estudiantes. Y como él, son muchos los profesores que luego de alcanzar la edad de pensión continúan con su trabajo voluntario y generoso, convirtiéndose en figuras claves para las nuevas generaciones que se vienen a formar a nuestras aulas. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (01 de septiembre de 2018). ¿Qué significa ser un verdadero profesor?. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=466&cHash=248ec69032e747b5cfe728c33327dd25","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=466&cHash=248ec69032e747b5cfe728c33327dd25","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":226,"titulo":{"nombre":"¿Quién es el usuario del \"servicio educativo\"? Coproducción y definición de los Actores y del servicio en Colombia (1991-2006).","slug":"quien-es-el-usuario-del-servicio-educativo-coproduccion-y-definicion-de-los-actores-y-del-servicio-en-colombia-1991-2006"},"resumen":"“Descripción\nLas políticas educativas en la educación básica y media en los últimos quince años en Colombia casi no han tocado el aula ni la relación pedagógica, pero han transformado profundamente la organización escolar y el funcionamiento del sistema educativo en su conjunto (financiación, descentralización, evaluación externa y mecanismos de control, formas de gestión, relaciones entre el Estado y el sector privado...). Como resultado de ello se ha producido una radical transformación de la concepción del\" servicio\", a la que han respondido activamente los diferentes actores involucrados en él. Este trabajo se centra en la redefinición del\" usuario\" desde las políticas públicas\" en acción\"(no tanto en la norma y en los documentos oficiales), y en la manera como se han posicionado los usuarios coproduciendo de esta forma el servicio y coproduciéndose ellos mismos como usuarios, clientes, administrados o ciudadanos. Para ello, además de tener en cuenta la normativa y los documentos donde se formulan las políticas sectoriales, se basa en un trabajo de campo de cuatro años en Bogotá, zona rural del oriente de Cundinamarca, Barranquilla y tres municipios del Departamento del Atlántico. Igualmente se realizó una encuesta a una muestra de estudiantes y profesores de Bogotá.”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (2009). ¿Quién es el usuario del \"servicio educativo\"? Coproducción y definición de los Actores y del servicio en Colombia (1991-2006). Revista. Análisis Político, 22(67), 207-223. Recuperado el 14 de febrero de 2024, de http://www.scielo.org.co/scielo.php?pid=S0121-47052009000300010&script=sci_arttext","fuente":"http://www.scielo.org.co/scielo.php?pid=S0121-47052009000300010&script=sci_arttext ","dependencias":{"nombre":"Revista. Análisis Político","slug":"revista-analisis-politico"}},{"id":4,"titulo":{"nombre":"Recomendaciones para padres de familia en casos de acoso escolar de sus hijos","slug":"recomendaciones-para-padres-de-familia-en-casos-de-acoso-escolar-de-sus-hijos"},"resumen":"“Desde hace tiempo se escucha de acoso escolar, matoneo o Bullying en colegios del mundo. En muchos casos los niños y niñas víctimas de acoso alertan a sus profesores y padres de familia acerca de la situación de la que son víctimas. El papel de los padres es fundamental en el apoyo y orientación para buscar ayuda y soluciones ante la situación que viven sus hijos e hijas, ya que una persona afectada por Bullying tiene en riesgo su salud mental, física y desarrollo integral. Tenga presente algunas recomendaciones que como padres debe tener en cuenta y le serán útiles si se ve enfrentado a casos como estos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (31 de marzo de 2022). Recomendaciones para padres de familia en casos de acoso escolar de sus hijos. Programa En Plural. Sección: Estar bien (90). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=244&id_sec=5","fuente":"http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=244&id_sec=5","dependencias":{"nombre":"Bienestar universitario","slug":"bienestar-universitario"}},{"id":11,"titulo":{"nombre":"Recomendaciones para tener en cuenta al finalizar el semestre académico.","slug":"recomendaciones-para-tener-en-cuenta-al-finalizar-el-semestre-academico"},"resumen":"“Algunos tips para que al finalizar semestre organice mejor su tiempo y sea más productivo \n\n1. Mejore sus tiempos de estudio: Para cumplir satisfactoriamente con sus tareas y trabajos de cierre de semestre, cree o utilice un calendario para que pueda guiarse de manera más fácil y saber cuáles son sus compromisos académicos y los tiempos de entrega de cada uno. Para esto, puede descargar una aplicación de organización de tareas que le permitirá no tener olvidos.\n\n2. Establecer prioridades: Identifique cuáles son las tareas que debe realizar en un primer momento y cuáles pueden esperar.\n\n3.No adquiera malos hábitos: Cuando se estudia en exceso se gasta energía. Por esto, no descuide su salud y aliméntese correctamente, duerma mínimo de 6 horas a 7 horas para que pueda estar activo, evite consumir bebidas con cafeína o energizantes, son dañinos para su salud.\n\n4.Utilice tiempo para relejarse: En tiempos de cierre de semestre es normal que se quiera esforzar para obtener buenos resultados, pero es fundamental que durante tiempos de estrés utilice tiempo para relajarse y realizar actividades deportivas o artísticas.”\n\nBasado en: \n\nhttp://noticias.universia.cl/en-portada/noticia/2014/06/29/1099806/5-claves-sobrevivir-fin-semestre.html\n\nhttps://www.cancer.org/es/noticias-recientes/6-consejos-practicos-para-manejar-el-estres.html”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (28 de febrero de 2019). Recomendaciones para tener en cuenta al finalizar el semestre académico. Revista En Plural. Sección: Para estar bien (59). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=81&id_sec=5","fuente":"http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=81&id_sec=5","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":191,"titulo":{"nombre":"Reflexiones en torno al valor pedagógico del constructivismo.","slug":"reflexiones-en-torno-al-valor-pedagogico-del-constructivismo"},"resumen":"\"Resumen\n\nSe investiga el valor fundamental del constructivismo para el proceso educativo y se establecen conclusiones valiosas al respecto. Se analizan ideas claves de J. Dewey, L. Vigotsky y H. Maturana sobre educación, para concluir con una consideración positiva del constructivismo como proyecto pedagógico consciente y realista respecto al valor del ser humano, y de las necesidades y desafíos que las personas tienen en la actual realidad social.\n\nPalabras clave: J. Dewey, H. Maturana, L. Vigotsky, constructivismo, pedagogía.\"","autores":[{"nombre":"Durán, Pablo","slug":"duran-pablo"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Durán, P. (2014). Reflexiones en torno al valor pedagógico del constructivismo. Revista Ideas y Valores, LXIII(155), 171-190. Recuperado el 02 de 2024, de https://repositorio.unal.edu.co/handle/unal/48908","fuente":"https://repositorio.unal.edu.co/handle/unal/48908","dependencias":{"nombre":"Revista Ideas y Valores","slug":"revista-ideas-y-valores"}},{"id":178,"titulo":{"nombre":"Reflexiones sobre la educación artística y el debate disciplinar en Colombia","slug":"reflexiones-sobre-la-educacion-artistica-y-el-debate-disciplinar-en-colombia"},"resumen":"“RESUMEN\nEl estudio de la educación artística en Colombia debería considerar los problemas de los campos que convoca: la educación y el arte. El debate sobre la delimitación, la definición y los procesos de legitimación de las nociones disciplinares es un rasgo común para ambos en las últimas décadas; sin embargo, normalmente se analizan separadamente. Este documento propone elementos de reflexión con la intención de estudiarlos en sus vínculos.”\n\nPalabras clave: Educación artística, educación, arte, universidad, Escuela Nacional de Bellas Artes, Universidad Nacional de Colombia.","autores":[{"nombre":"Huertas Sánchez, Miguel Antonio","slug":"huertas-sanchez-miguel-antonio"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Huertas Sánchez, Miguel. A. (septiembre-diciembre de 2010). Reflexiones sobre la educación artística y el debate disciplinar en Colombia. Revista Educación y Pedagogía, 22(58), 165/176. Recuperado el 06 de 02 de 2024, de https://revistas.udea.edu.co/index.php/revistaeyp/article/view/974","fuente":"https://revistas.udea.edu.co/index.php/revistaeyp/article/view/974","dependencias":{"nombre":"Revista Educación y Pedagogía","slug":"revista-educacion-y-pedagogia"}},{"id":288,"titulo":{"nombre":"Relación entre política pública y currículo en el programa Educación Media Fortalecida 2012-2016","slug":"relacion-entre-politica-publica-y-curriculo-en-el-programa-educacion-media-fortalecida-2012-2016"},"resumen":"\"Resumen\nEste documento presenta la relación entre las políticas públicas y el currículo en el marco del programa Educación Media Fortalecida desarrollado en la ciudad de Bogotá en el periodo 2012 – 2016. Inicialmente se presenta un contexto general de la educación media en el país con énfasis en los programas implementados en cuatro regiones del país. además se presenta una síntesis de la legislación colombiana con respecto a la educación media. Para establecer la relación entre política pública y currículo se hace la caracterización de los dos conceptos: currículo y política pública. Así mismo se realiza una presentación del proyecto donde se establecen las estrategias y componentes del programa bajo el marco del programa 40 * 40 Currículo para la excelencia y la educación integral, programa de gobierno en Bogotá humana. A partir de la conceptualización se tuvieron en cuenta tres niveles del currículo: Nivel político, nivel institucional y nivel de aula para exponer el proceso del programa en el marco de la política pública desde los análisis de Thomas Dye Top Down. Con base en esto se tuvieron en cuenta documentos públicos, mallas curriculares de las instituciones, así como documentos emitidos por la Secretaria de Educación Distrital los cuales son la base para exponer cómo la política pública afecta la transformación curricular propuesta desde el programa educación media fortalecida.\"","autores":[{"nombre":"Villanueva Páez, Judy Fernanda","slug":"villanueva-paez-judy-fernanda"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Villanueva Páez, J. F. (2017). Tesis de Maestría: Relación entre política pública y currículo en el programa Educación Media Fortalecida 2012-2016. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/62030","fuente":"https://repositorio.unal.edu.co/handle/unal/62030","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":281,"titulo":{"nombre":"Relación universidad-estado-sociedad civil en la formulación de políticas públicas de integración regional","slug":"relacion-universidad-estado-sociedad-civil-en-la-formulacion-de-politicas-publicas-de-integracion-regional"},"resumen":"“Resumen\nColombia es un país de regiones, en el que convergen diferentes y diversas condiciones políticas, económicas y sociales; estas realidades geográficas y socioterritoriales demandan estrategias de desarrollo para construir y contribuir en la competitividad de las regiones. El presente documento señala la pertinencia de la participación de la Universidad y la Sociedad Civil en el acompañamiento del Estado en la formulación de políticas públicas de integración regional de Colombia, evaluando el conocimiento, experiencia y pertinencia que estas instituciones representan en el direccionamiento de los territorios, tomando como caso de estudio la Subregión Alto Occidente del departamento de Caldas (Texto tomado de la fuente)”","autores":[{"nombre":"Ramírez Guapacha, Carlos Mario","slug":"ramirez-guapacha-carlos-mario"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ramírez Guapacha, C. M. (2016). Tesis de Maestría: Relación universidad-estado-sociedad civil en la formulación de políticas públicas de integración regional. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58730","fuente":"https://repositorio.unal.edu.co/handle/unal/58730","dependencias":{"nombre":"Maestría en Administración","slug":"maestria-en-administracion"}},{"id":66,"titulo":{"nombre":"Relaciones intergeneracionales y aprendizaje musical en el sur de los Andes colombianos: ¿socialización y transmisión cultural?","slug":"relaciones-intergeneracionales-y-aprendizaje-musical-en-el-sur-de-los-andes-colombianos-socializacion-y-transmision-cultural"},"resumen":"“Resumen\n El artículo presenta las relaciones intergeneracionales en la práctica musical y en los procesos de aprendizaje de la música de flautas traversas en los Andes del sur de Colombia (departamento del Cauca y sur del Huila). A partir de allí se cuestionan algunos de los presupuestos dualistas en que se basan las teorías de la socialización y transmisión cultural. Recoge un trabajo de campo desde 1980 entre los nasas, ya naconas, campesinos y la población urbana de estas regiones”","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Miñana Blasco, C. (2009). Relaciones intergeneracionales y aprendizaje musical en el sur de los Andes colombianos: ¿socialización y transmisión cultural?. En L. A. al, & M. P. Rojas (Ed.), Música y sociedad en Colombia: Traslaciones, legitimaciones e identificaciones (págs. 217-231). Bogotá: Editorial Universidad del Rosario. Recuperado el 21 de febrero de 2024, de https://d1wqtxts1xzle7.cloudfront.net/37236165/Pardo_ed_Musica_y_sociedad_09-libre.pdf?1428435167=&response-content-disposition=inline%3B+filename%3DMusica_y_Sociedad_en_Colombia_Traslacion.pdf&Expires=1708540074&Signature=IZ3t-4l8vPDrHFhSHHmtABDTqiAXrn0n","fuente":"https://d1wqtxts1xzle7.cloudfront.net/37236165/Pardo_ed_Musica_y_sociedad_09-libre.pdf?1428435167=&response-content-disposition=inline%3B+filename%3DMusica_y_Sociedad_en_Colombia_Traslacion.pdf&Expires=1708540074&Signature=IZ3t-4l8vPDrHFhSHHmtABDTqiAXrn0n ","dependencias":{"nombre":"Libro: Música y sociedad en Colombia: Traslaciones, legitimaciones e identificaciones","slug":"libro-musica-y-sociedad-en-colombia-traslaciones-legitimaciones-e-identificaciones"}},{"id":310,"titulo":{"nombre":"Repensar el campo curricular para la transformación educativa","slug":"repensar-el-campo-curricular-para-la-transformacion-educativa"},"resumen":"\"Sinopsis\nInvitar a la lectura de un libro sobre Currículo en Colombia, resulta ser una tarea de importante responsabilidad, toda vez que implica, a mi juicio, un triple adeudo ético. Por supuesto, en primer lugar, una compromiso con los autores y autoras, para corresponder a su generosa invitación de presentar en este caso su obra, realizando algunos comentarios al texto, introduciendo algunas reacciones frente al mismo y estimulando a la comunidad académica y educativa en general, a la lectura de lo acá se encuentra escrito, por su pertinencia y potencialidad reflexiva, máxime en contextos formativos que están a merced de incertidumbres, desatadas por los últimos acontecimientos de salud pública mundial, que nos tienen distanciados social y físicamente, tanto a discentes como docentes y al personal educativo en general.\"","autores":[{"nombre":"Rojas Monedero, Rosaura. Editora Científica","slug":"rojas-monedero-rosaura-editora-cientifica"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Rojas Monedero, R. E. (Ed.). (2020). Repensar el campo curricular para la transformación educativa. Cali, Colombia: Editorial Universidad Santiago de Cali. doi:https://doi.org/10.35985/9789585147775","fuente":"doi:https://doi.org/10.35985/9789585147775\n\n","dependencias":{"nombre":"Universidad Santiago de Cali","slug":"universidad-santiago-de-cali"}},{"id":170,"titulo":{"nombre":"Representaciones sobre la inteligencia. Los anormales intelectuales en Colombia durante la primera mitad del siglo XX","slug":"representaciones-sobre-la-inteligencia-los-anormales-intelectuales-en-colombia-durante-la-primera-mitad-del-siglo-xx"},"resumen":"“Resumen \nEn nuestra sociedad, los marcos valorativos según los cuales se ha definido lo humano han tomado la inteligencia como un criterio fundamental. La vigencia de esta idea hace que problematizarla sea un asunto relevante. La pregunta que motiva este artículo tiene que ver con las representaciones sobre aquellos que no cumplen con los estándares de la inteligencia normativa. En consecuencia, se centra en las representaciones que se construyeron sobre los llamados anormales intelectuales en Colombia durante la primera mitad del siglo xx desde distintos saberes expertos como la medicina, la psiquiatría, la pedagogía y la jurisprudencia.\n\nEn el primer apartado se aborda el problema de la medición de la inteligencia y la escala jerárquica que de ahí se derivó; en el segundo, se narran las formas en que fueron descritos aquellos diagnosticados como En nuestra sociedad, los marcos valorativos según los cuales se ha definido lo humano han tomado la inteligencia como un criterio fundamental. La vigencia de esta idea hace que problematizarla sea un asunto relevante. La pregunta que motiva este artículo tiene que ver con las representaciones sobre aquellos que no cumplen con los estándares de la inteligencia normativa. En consecuencia, se centra en las representaciones que se construyeron sobre los llamados anormales intelectuales en Colombia durante la primera mitad del siglo xx desde distintos saberes expertos como la medicina, la psiquiatría, la pedagogía y la jurisprudencia.\n\nEn el primer apartado se aborda el problema de la medición de la inteligencia y la escala jerárquica que de ahí se derivó; en el segundo, se narran las formas en que fueron descritos aquellos diagnosticados como anormales intelectuales, haciendo énfasis en la humanidad deteriorada, la inmoralidad, la violencia desmedida, la sexualidad desviada y la improductividad; y en el tercero se introducen algunos tratamientos de normalización a los que fueron sometidos. Para ello se realizó un trabajo de investigación documental donde se rastrearon tesis de medicina, libros, tratados y conferencias publicadas, artículos en revistas especializadas, y la legislación vigente de la época.”","autores":[{"nombre":"Cobo Paz, Natalia","slug":"cobo-paz-natalia"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cobo Paz, N. (2022). Representaciones sobre la inteligencia. Los anormales intelectuales en Colombia durante la primera mitad del siglo XX. Revista Colombiana de Sociología, 45(1), 439-460. doi: https://doi.org/10.15446/rcs.v45n1.87259\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/87259","fuente":"https://doi.org/10.15446/rcs.v45n1.87259\n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/87259","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":153,"titulo":{"nombre":"Representaciones Sociales de Género: Una Construcción Contextual en la Escuela","slug":"representaciones-sociales-de-genero-una-construccion-contextual-en-la-escuela"},"resumen":"“Resumen \nLas Representaciones Sociales (RS) del género: creencias, valores, actitudes y contenido simbólico, afectan comportamiento y relaciones de las personas en la vida social. Las representaciones de género ayudan a explicar la violencia de género en los adolescentes. Este estudio cualitativo exploró las RS de género de docentes y estudiantes de ciudades de Colombia: Bogotá e Ibagué. Mediante una recolección de datos multimétodo, 37 profesores realizaron una tarea de asociación de palabras y 284 estudiantes una tarea colaborativa de construcción de comics en ambas ciudades. Se realizaron análisis temático y de triangulación. Conocimiento y fuentes de información fueron explorados en profundidad entre los participantes. Emergieron puntos de vista tradicionales: representaciones binarias de los roles y las relaciones de género, características físicas, expectativas de comportamiento para hombres y mujeres, con diferencias entre ambos contextos educativos. Hubo escasas referencias a la diversidad sexual. Roles y relaciones de género matizados de tragedia para el género femenino.”","autores":[{"nombre":"Ramírez, Luisa","slug":"ramirez-luisa"},{"nombre":"Palacios-Espinosa, Ximena","slug":"palacios-espinosa-ximena"},{"nombre":"Ferroni, Paolo","slug":"ferroni-paolo"},{"nombre":"Beltran Beltrán","slug":"beltran-beltran"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ramírez, L., Palacios-Espinosa, X., Ferroni, P., & Beltrán, B. (2023). Representaciones Sociales de Género: Una Construcción Contextual en la Escuela. Revista Colombiana de Psicología, 32(2), 65-84. doi: https://doi.org/10.15446/rcp.v32n2.102351\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/102351/88415","fuente":"https://doi.org/10.15446/rcp.v32n2.102351\n\nhttps://revistas.unal.edu.co/index.php/psicologia/article/view/102351/88415 ","dependencias":{"nombre":"Revista Colombiana de Psicología","slug":"revista-colombiana-de-psicologia"}},{"id":160,"titulo":{"nombre":"Resistencia de las escuelas en Colombia: contribución a la paz en medio de la violencia.","slug":"resistencia-de-las-escuelas-en-colombia-contribucion-a-la-paz-en-medio-de-la-violencia"},"resumen":"“Resumen \nEn el presente artículo se realiza una reflexión acerca del rol de las escuelas y los docentes en los territorios mediados por el conflicto armado colombiano; teniendo en cuenta la violencia que sufren los territorios y su impacto en los escenarios educativos, a partir de una presencia diferencial del Estado en términos de la generación de marcos de protección para las comunidades y las instituciones, y la incapacidad de tener el monopolio de las armas, desde esta base la escuela viene asumiendo desde unas prácticas relacionales formas de resistencia y construcción de una cultura de paz en medio de la violencia.\nEn este proceso reflexivo los referentes centrales son las escuelas y los docentes en los territorios mediados por el conflicto armado colombiano y su capacidad de generar procesos de resistencia cultural y resignificación del conflicto armado que incide en las dinámicas escolares. Este documento se construye desde una indagación documental, reconociendo aspectos fundamentales de la crueldad de la violencia que ha vivido el país y la incapacidad del Estado por hacer presencia y brindar condiciones básicas de cuidado a las comunidades, a partir de esta situación, las instituciones escolares desde sus prácticas relacionales han desarrollado mecanismos de resistencia y resignificación, generando dinámicas asociadas al fomento de una cultura de la paz y la no violencia, a pesar del enorme riesgo que ello representa para las comunidades educativas. (…)”","autores":[{"nombre":"Mateus Molina, Camilo Andrés","slug":"mateus-molina-camilo-andres"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mateus Molina, C. A. (2023). Resistencia de las escuelas en Colombia: contribución a la paz en medio de la violencia. Revista Colombiana de Sociología, 46(2). 317-341 doi: https://doi.org/10.15446/rcs.v46n2.96255 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96255","fuente":"https://doi.org/10.15446/rcs.v46n2.96255 \n\nhttps://revistas.unal.edu.co/index.php/recs/article/view/96255","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":220,"titulo":{"nombre":"Resistiendo discursos hegemónicos sobre la relación entre la enseñanza de segundas lenguas y el desarrollo socioeconómico","slug":"resistiendo-discursos-hegemonicos-sobre-la-relacion-entre-la-ensenanza-de-segundas-lenguas-y-el-desarrollo-socioeconomico"},"resumen":"“Resumen \nEste estudio examina, desde la perspectiva de los profesores, los discursos hegemónicos del inglés en relación con el desarrollo socioeconómico. En particular, analizamos los tipos de posicionamientos que toma un grupo de 36 profesores de inglés, francés, italiano, alemán y portugués en un programa de pregrado frente a la narrativa predominante del inglés como lengua de desarrollo y el papel que las lenguas que enseñan pueden desempeñar frente a esta narrativa. Apoyados teóricamente en el posdesarrollo, analizamos las representaciones sociales de los docentes en torno a las lenguas que enseñan. Los resultados sugieren que, aunque existe una tendencia a aceptar acríticamente las visiones instrumentales y anglonormativas del desarrollo, también surgen “pequeñas esperanzas” de interpretaciones plurales, localmente sensibles, menos instrumentales y ecológicas.”","autores":[{"nombre":"Cruz-Arcila, Ferney","slug":"cruz-arcila-ferney"},{"nombre":"Solano-Cohen, Vanessa","slug":"solano-cohen-vanessa"},{"nombre":"Rincón, Ana","slug":"rincon-ana"},{"nombre":"Lobato-Junior, Antonio","slug":"lobato-junior-antonio"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cruz-Arcila, F., Solano-Cohen, V., Briceño-González, M. L., Rincón, A., & Lobato-Junior, A. (2023 Resistiendo discursos hegemónicos sobre la relación entre la enseñanza de segundas lenguas y el desarrollo socioeconómico. Profile: Issues in Teachers' Professional Development, 25(2), 111-127. doi: https://doi.org/10.15446/profile.v25n2.103953\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/103953/89216","fuente":"https://doi.org/10.15446/profile.v25n2.103953\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/103953/89216 \n","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":123,"titulo":{"nombre":"Retos para la reforma del Sistema Nacional de Educación Superior","slug":"retos-para-la-reforma-del-sistema-nacional-de-educacion-superior"},"resumen":"“La voluntad del gobierno nacional para reformar la Ley 30 de 1992 y proponer una ley estatutaria que garantice la educación como derecho fundamental apunta en la dirección de solucionar los problemas estructurales que tiene nuestro sistema educativo. Para aprovechar esta oportunidad es importante avanzar en la discusión sobre la naturaleza y fines del sistema de educación. Será necesario, para ello, que el conjunto de actores y fuerzas del sector podamos construir un horizonte de sentido común y en diálogo con otros sectores respecto al papel transformador de la educación superior.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (29 de julio de 2023). Retos para la reforma del Sistema Nacional de Educación Superior. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1497&cHash=e3166da25f87a9d240cde447558190ba","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1497&cHash=e3166da25f87a9d240cde447558190ba","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":184,"titulo":{"nombre":"Retos y oportunidades contemporáneos del kriol en el archipiélago de San Andrés, Providencia y Santa Catalina, Colombia","slug":"retos-y-oportunidades-contemporaneos-del-kriol-en-el-archipielago-de-san-andres-providencia-y-santa-catalina-colombia"},"resumen":"Reseña \n“El kriol de San Andrés, Providencia y Santa Catalina ha sido objeto de profunda discusión, por cuanto goza de vitalidad en la comunidad étnica raizal de las islas y se ha enarbolado como símbolo identitario por una parte destacada de sus hablantes, pero también porque se han evidenciado tendencias de desplazamiento lingüístico hacia el español, lengua dominante en dominios como la administración y el comercio. Este artículo busca complementar la discusión al exponer algunas reflexiones académicas, esfuerzos investigativos y de trabajo con la comunidad, que han sostenido sus autores desde tres campos de acción fundamentales: educación lingüística, sociolingüística y documentación lingüística. Se concluye que, aunque el apoyo estatal en cuestión de políticas lingüísticas ha sido insuficiente, los mismos miembros de la comunidad han encabezado y participado en acciones para mantener viva su lengua y han logrado avances significativos en este frente, si bien aún es largo el camino por recorrer.”","autores":[{"nombre":"Sanmiguel Ardila, Raquel","slug":"sanmiguel-ardila-raquel"},{"nombre":"Monique Schoch, Angel","slug":"monique-schoch-angel"},{"nombre":"Loaiza-Camacho, Bryan Steven","slug":"loaiza-camacho-bryan-steven"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"San Miguel Ardila, R., Schoch Angel, M., & Loaiza-Camacho, B. S. (2021). Retos y oportunidades contemporáneos del kriol en el archipiélago de San Andrés, Providencia y Santa Catalina, Colombia. Forma y Función, 34(2). https://doi.org/10.15446/fyf.v34n2.88613\n\nhttps://revistas.unal.edu.co/index.php/formayfuncion/issue/view/5697","fuente":"https://doi.org/10.15446/fyf.v34n2.88613\n\nhttps://revistas.unal.edu.co/index.php/formayfuncion/issue/view/5697","dependencias":{"nombre":"Revista Forma y Función","slug":"revista-forma-y-funcion"}},{"id":21,"titulo":{"nombre":"Saberes, sujetos y métodos de enseñanza. Reflexiones sobre la apropiación de la Escuela Nueva en Colombia.","slug":"saberes-sujetos-y-metodos-de-ensenanza-reflexiones-sobre-la-apropiacion-de-la-escuela-nueva-en-colombia"},"resumen":"“Reseña \nRafael Ríos Beltrán y Javier Sáenz Obregón, editores\n\nSe trata de un trabajo pionero en su abordaje de la relación entre pedagogía, ciencias y saberes durante la primera mitad del siglo XX en Colombia, en el escenario de la apropiación de la Escuela Nueva. Se privilegia el examen de fuentes historiográficas poco exploradas en el país, como los tratados pedagógicos, psicológicos y médicos de la época encontrados en las bibliotecas de diversas escuelas normales y facultades de educación, los textos escolares y las tesis de grado de los maestros, lo que les permite develar reflexiones sobre sus prácticas, así como los usos tácticos que estos hacían de discursos internacionales y los de intelectuales y pedagogos Colombianos.”","autores":[{"nombre":"Ríos Beltrán, Rafael","slug":"rios-beltran-rafael"},{"nombre":"Sáenz Obregón,Javier. Editores","slug":"saenz-obregonjavier-editores"}],"años":{"año":2012,"valor":2012},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Ríos Beltrán, R., & Sáenz Obregón, J. (2012) Saberes, sujetos y métodos de enseñanza. Reflexiones sobre la apropiación de la Escuela Nueva en Colombia. Bogotá: Centro Editorial de Ciencias Humanas. Universidad Nacional de Colombia. Recuperado el 28 de octubre de 2023, de https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/saberes-sujetos-y-metodos-de-ensenanza-reflexiones-sobre-la-apropiacion-de-la-escuela-nueva-en-colombia","fuente":"https://www.humanas.unal.edu.co/2017/investigacion/centro-editorial/libros/saberes-sujetos-y-metodos-de-ensenanza-reflexiones-sobre-la-apropiacion-de-la-escuela-nueva-en-colombia","dependencias":{"nombre":"Facultad de Ciencias Humanas","slug":"facultad-de-ciencias-humanas"}},{"id":215,"titulo":{"nombre":"“Se siente como una actuación cuando enseño en línea”: análisis autoetnográfico de las tensiones en la identidad docente.","slug":"se-siente-como-una-actuacion-cuando-enseno-en-linea-analisis-autoetnografico-de-las-tensiones-en-la-identidad-docente"},"resumen":"“Resumen\nEste estudio autoetnográfico examinó las tensiones que afectaron la identidad de un profesor de inglés mientras impartía un módulo virtual de escritura académica durante la pandemia de COVID-19. Con base en la performatividad, se examinaron las reflexiones escritas del participante recopiladas durante un año académico. Así, surgieron tres tipos de tensión: actuar por proximidad, actuar para cumplir con las expectativas de la institución y de los estudiantes y tener que cambiar continuamente de desempeño. Estas tensiones resaltaron la performatividad del participante en el uso de la tecnología —que finalmente configuró su identidad docente— y permitieron observar que las herramientas supuestamente productivas para una clase virtual pueden no ser necesariamente bien recibidas por los estudiantes y pueden terminar siendo una carga para el profesor.”","autores":[{"nombre":"Benjamin Loo, Daron","slug":"benjamin-loo-daron"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Loo, D. B. (julio-diciembre de 2023). “Se siente como una actuación cuando enseño en línea”: análisis autoetnográfico de las tensiones en la identidad docente. Profile: Issues in Teachers' Professional Development, 25(2), 15-28. Recuperado el 31 de octubre de 2023, de https://revistas.unal.edu.co/index.php/profile/article/view/104914/89202","fuente":"https://revistas.unal.edu.co/index.php/profile/article/view/104914/89202 ","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":255,"titulo":{"nombre":"Sentidos de la educación superior y perspectivas críticas sobre el concepto de calidad","slug":"sentidos-de-la-educacion-superior-y-perspectivas-criticas-sobre-el-concepto-de-calidad"},"resumen":"\"Descripción de libro. Este libro reúne reflexiones críticas sobre el concepto de calidad en la educación superior. Entender la calidad como una noción multidimensional, contextual y de poder constituye la premisa de los textos que aquí se reúnen y que han sido elaborados acudiendo a una perspectiva interdisciplinaria que dialoga con la ciencia política, la antropología, las ciencias económicas, la pedagogía y los estudios rurales. Además de presentar una discusión general sobre el concepto de calidad en la educación superior contemporánea, el libro propone una aproximación crítica a las tendencias observadas en el caso colombiano, y plantea cómo la comprensión de la calidad se enriquece y reconfigura cuando se le confronta con los desafíos que surgen desde la interculturalidad, la ruralidad, la construcción de paz, la formación docente y la pedagogía. Hablar de calidad remite a discusiones más amplias sobre los sentidos de la educación superior.\" (Tomado de Libreria Nacional)","autores":[{"nombre":"Mora, Andrés Felipe. Compilador","slug":"mora-andres-felipe-compilador"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Mora, A. F. (2023). Sentidos de la educación superior y perspectivas críticas sobre el concepto de calidad. Bogotá: Universidad Nacional de Colombia. Recuperado el 21 de 05 de 2024, de https://www.librerianacional.com/producto/sentidos-de-la-educacion-superior-y-perspectivas-criticas-sobre-el-concepto-de-calidad","fuente":"https://www.librerianacional.com/producto/sentidos-de-la-educacion-superior-y-perspectivas-criticas-sobre-el-concepto-de-calidad","dependencias":{"nombre":"Grupo de Investigación en Políticas de Educación Superior","slug":"grupo-de-investigacion-en-politicas-de-educacion-superior"}},{"id":256,"titulo":{"nombre":"“Ser pilo no paga”: privatización, desigualdad y desfinanciamiento de la universidad pública en Colombia","slug":"ser-pilo-no-paga-privatizacion-desigualdad-y-desfinanciamiento-de-la-universidad-publica-en-colombia"},"resumen":"“En el segundo gobierno de Juan Manuel Santos, “Ser Pilo Paga” se convirtió en la principal política de acceso de los jóvenes de escasos recursos económicos a la educación universitaria de calidad. El propósito de este documento consiste en exponer los impactos negativos de este programa en materia de privatización, desigualdad y desfinanciamiento de la universidad pública en Colombia. De acuerdo con los objetivos y evolución de “Ser Pilo Paga”, se mostrarán sus límites en términos de (a) la profundización del crédito educativo como dispositivo de financiamiento; (b) la concentración de los recursos en las universidades privadas; (c) el debilitamiento financiero de las universidades públicas; (d) la ineficiencia del programa; (e) la reproducción de las desigualdades regionales y de clase social; (f) los riesgos oligopólicos que produce y (g) su incoherencia con respecto a las prácticas de los países que integran la Organización para la Cooperación y el Desarrollo Económico (OCDE). Se concluye insistiendo en la necesidad de establecer un modelo de financiamiento que, atendiendo a principios de universalidad, incondicionalidad e individualidad, se comprometa con la defensa de la educación superior como un derecho y bien común.” (Tomado de la fuente)","autores":[{"nombre":"Mora, Andrés Felipe","slug":"mora-andres-felipe"},{"nombre":"Múnera, Leopoldo","slug":"munera-leopoldo"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mora, A. F., & Múnera, L. (2018). “Ser pilo no paga”: privatización, desigualdad y desfinanciamiento de la universidad pública en Colombia. Revista Ciencia Política, 14(27), 115-142. Recuperado el 21 de 05 de 2024, de https://revistas.unal.edu.co/index.php/cienciapol/article/view/73369","fuente":"https://revistas.unal.edu.co/index.php/cienciapol/article/view/73369","dependencias":{"nombre":"Revista Ciencia Política","slug":"revista-ciencia-politica"}},{"id":76,"titulo":{"nombre":"SER tocado: Juego e imitación con la guitarra","slug":"ser-tocado-juego-e-imitacion-con-la-guitarra"},"resumen":"“Summary\nEl presente trabajo de grado está escrito en varias partes agrupadas en tres capítulos y dos secciones, siendo los tres primeros, “El Ser Tocado”, “El Juego” y la “Imitación”, el resultado de haber problematizado la desmotivación en el aprendizaje con la guitarra, que entendí como el desánimo y desaliento que algunos estudiantes sienten cuando están aprendiendo guitarra. En la parte final de la tesis hay dos secciones que permiten una mirada que complementaria de la totalidad del trabajo. Inicia con “Lo que nos pasa”, frase “re-significada” de la autoría del filósofo Jorge Larrosa (2006) en la que resume magistralmente lo que es experiencia, es una sección escrita a manera de cuento, desde diversas tensiones que como profesores y músicos considero vivimos, y que nos motivan o desmotivan de diferentes maneras, pero cuyo génesis es la contingencia, que nos lleva como profesores, estudiantes y músicos (sin importar tiempos y épocas diferentes alrededor del mundo), a encontrarnos con frecuencia en condiciones y preguntas similares. En otras palabras, atender a la llamada de la contingencia es una cuestión que no solo pertenece a la esfera de la vocación, sino que es además una reunión que nos encuentra con preguntas que han trascendido el tiempo y que suceden de manera similar en los procesos de enseñanza y aprendizaje. Finalmente, con el título de “Tesis”, esta sección busca dar un aspecto de cierre a mi trabajo, sección conclusiva pero no final, pues el conocimiento logrado en la Maestría en Educación Artística es un conocimiento no estático, en movimiento y ajuste en mi vida cotidiana. Dentro de estas cinco secciones hay diversas categorías que se basan en el estímulo como primer impulso, que puede transformar la energía potencial de la persona en energías del hacer. Esto es fundamental para alentar o socavar el interés de la persona que se acerca a aprender con la guitarra, pues este primer impulso por un lado es seminal ya que contiene el potencial para dar continuidad a la experiencia (Dewey, J. 2010) iniciada con la guitarra, y por otro, es el que logrará desarrollar interés, o incluso más importante: mostrarnos el camino que la persona puede empezar con este instrumento musical para aprender según sus deseos y expectativas, y según estos, desarrollar su propio método de aprendizaje, desarrollando así, su talento con la guitarra. Cada una de las secciones interactúan entre sí desde el laboratorio de mi experiencia, que es la guitarra. Este punto de encuentro es un lugar de comunidad y de comunión, pero también de tensiones, opuestos, búsqueda de conocimiento, contingencias que atañen al profesor, estudiante y músico”","autores":[{"nombre":"Rodríguez Velásquez, Daniel","slug":"rodriguez-velasquez-daniel"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Velásquez, D. (2018). Tesis de Maestría: SER tocado: Juego e imitación con la guitarra. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69149","fuente":"https://repositorio.unal.edu.co/handle/unal/69149","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"}},{"id":103,"titulo":{"nombre":"“Si acabamos los rankings de universidades promovemos la honestidad en el sistema”","slug":"si-acabamos-los-rankings-de-universidades-promovemos-la-honestidad-en-el-sistema"},"resumen":"“La rectora de la Universidad Nacional, Dolly Montoya, habló sobre la propuesta marco que tienen para reformar la educación superior en Colombia. \n\nDolly Montoya, rectora de la Universidad Nacional, está cerca de acabar su periodo e indicó cuál es el procedimiento para elegir a su sucesor. Entre otros puntos, en Inside con La República, Montoya explicó la propuesta de ley marco para reformar la educación superior. Resaltó, también, cómo está el país en los programas de posgrado, así como el papel de las universidades en la investigación, pues solo en la Universidad Nacional se publica un libro a diario. De acuerdo con Montoya, se deben acabar los rankings internacionales.”","autores":[{"nombre":"Loaiza Bran, José Fernando","slug":"loaiza-bran-jose-fernando"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Bran, J. F. (24 de octubre de 2023). “Si acabamos los rankings de universidades promovemos la honestidad en el sistema”. Periódico virtual La República. Recuperado el 14 de febrero de 2024, de https://www.larepublica.co/economia/entrevista-con-dolly-montoya-rectora-de-la-universidad-nacional-sobre-reforma-educacion-3734615","fuente":"https://www.larepublica.co/economia/entrevista-con-dolly-montoya-rectora-de-la-universidad-nacional-sobre-reforma-educacion-3734615 ","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":242,"titulo":{"nombre":"Significación de práctica pedagógica por estudiantes y docentes en tiempo de aislamiento","slug":"significacion-de-practica-pedagogica-por-estudiantes-y-docentes-en-tiempo-de-aislamiento"},"resumen":"La investigación analiza la práctica pedagógica durante el aislamiento en el periodo 2020-2021 en el Colegio Técnico Tomás Rueda Vargas IED. Se empleó un enfoque cualitativo exploratorio con método fenomenológico hermenéutico, utilizando encuestas y entrevistas semiestructuradas. Se concluyó que hubo cambios de hábitos y dificultades tecnológicas, limitando la interacción estudiante-docente. Se destacan aprendizajes autodirigidos, familiares y socioemocionales.","autores":[{"nombre":"Riaño Alba, Mauricio","slug":"riano-alba-mauricio"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Riaño Alba, M. (2023). Significación de práctica pedagógica por estudiantes y docentes en tiempo de aislamiento. Recuperado el 31 de marzo de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/bitstream/handle/unal/85072/1018414734.2023.pdf?sequence=2","fuente":"https://repositorio.unal.edu.co/bitstream/handle/unal/85072/1018414734.2023.pdf?sequence=2 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":293,"titulo":{"nombre":"Síndrome Burnout en docentes de educación básica en Bogotá: una mirada cualitativa de sus causas, consecuencias y posibles soluciones","slug":"sindrome-burnout-en-docentes-de-educacion-basica-en-bogota-una-mirada-cualitativa-de-sus-causas-consecuencias-y-posibles-soluciones"},"resumen":"\"Resumen\nEl síndrome Burnout en docentes es un fenómeno que ha venido despertando el interés de los investigadores durante las últimas dos décadas debido a que cada vez toma mayor fuerza y se alimenta de las dinámicas y retos que presenta la educación hoy en día. Un grupo especialmente afectado por este padecimiento es los docentes de Educación básica primaria y secundaria quienes se enfrentan a una serie de factores que contribuyen a la generación del mismo. El presente es un estudio de caso cualitativo de corte descriptivo que indagó por las percepciones de nueve docentes de educación básica primaria y secundaria acerca de los factores que más influyen en la generación del síndrome Burnout. Entre estos, se encuentran: la sobrecarga laboral, las condiciones laborales en el contexto colombiano, el trato con padres de familia, el sistema educativo, etc. El estudio reflejó la compleja situación que viven los docentes en el desarrollo de su labor y cómo esto afecta su salud tanto física como mental, asimismo, nos plantea diferentes interrogantes respecto a la forma en que se concibe la educación en Colombia y a los propios maestros. (Texto tomado de la fuente)\"","autores":[{"nombre":"Díaz Cortés, Nathalia Rocío","slug":"diaz-cortes-nathalia-rocio"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Díaz Cortés, N. R. (2022). Tesis de Maestría: Síndrome Burnout en docentes de educación básica en Bogotá: una mirada cualitativa de sus causas, consecuencias y posibles soluciones. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84804","fuente":"https://repositorio.unal.edu.co/handle/unal/84804","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":97,"titulo":{"nombre":"Sistema multi-agente para la gestión de objetos de aprendizaje en FROAC","slug":"sistema-multi-agente-para-la-gestion-de-objetos-de-aprendizaje-en-froac"},"resumen":"“Summary\nLos Objetos de Aprendizaje (OA) son recursos educativos digitales orientados a la educación, se almacenan en repositorios que disponen de características que posibilitan su etiquetado, almacenamiento y posterior recuperación. Poder determinar la calidad de estos recursos educativos, en la mayoría de los casos, en una tarea difícil y en muchos casos ausente. Esto puede verse reflejado en la entrega al usuario de OA donde sólo algunos cubren sus necesidades. Las causas son variadas y se puede deber a problemas en las búsquedas, al etiquetado de los metadatos o al contenido del material educativo y, en parte, a que no se cuenta con modelos generalizados que permitan evaluar la calidad de estos recursos educacionales almacenados. El trabajo presentado expone el desarrollo de una aplicación orientada a la gestión de OA, aprovechando las ventajas ofrecidas por los Sistemas Multi-agente, que facilitan tareas distribuidas y autónomas.”","autores":[{"nombre":"Tavares Morales, Valentina","slug":"tavares-morales-valentina"},{"nombre":"Cortés Reyes, Juan Carlos","slug":"cortes-reyes-juan-carlos"},{"nombre":"Duque, Néstor Darío","slug":"duque-nestor-dario"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Tabares Morales, V., Cortes Reyes, J. C., & Duque Méndez, N. D. (2015). Sistema multi-agente para la gestión de objetos de aprendizaje en FROAC. NOVUM: Revista de Ciencias Sociales Aplicadas, 5, 36-48. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/66998","fuente":"https://repositorio.unal.edu.co/handle/unal/66998 ","dependencias":{"nombre":"NOVUM: Revista de Ciencias Sociales Aplicadas","slug":"novum-revista-de-ciencias-sociales-aplicadas"}},{"id":144,"titulo":{"nombre":"Sistema simulador para el examen de egreso del técnico superior universitario","slug":"sistema-simulador-para-el-examen-de-egreso-del-tecnico-superior-universitario"},"resumen":"“Summary\nEn México los estudiantes de Universidades Tecnológicas, al concluir sus estudios tienen que presentar un examen general de egreso, donde se evalúa el conocimiento teórico – técnico adquirido durante su estancia en el programa educativo al que pertenecen. Este examen es realizado por el Centro Nacional de Evaluación para la Educación Superior (CENEVAL) [1]. En este artículo se presenta la propuesta de un simulador del Examen General de Egreso de Técnico Superior Universitario (EGETSU) cuya finalidad es entrenar a los estudiantes en la realización de exámenes en línea. El simulador está formado por un conjunto de programas diseñados para simular exámenes con el mismo formato que proporciona CENEVAL en el EGETSU. El sistema trabaja dentro de una red local o Intranet, y puede evaluar a varios alumnos de forma simultánea. Al finalizar la prueba, la herramienta presenta informes detallados que incluyen tiempo de finalización, puntuación y preguntas falladas; además de realizar estadísticas grupales que permiten al evaluador determinar el nivel de habilidad de los estudiantes y establecer acciones correctivas, individuales o grupales. Los primeros resultados de la utilización de este simulador son satisfactorios, toda vez que el número de alumnos con resultados aprobatorios en la prueba del CENEVAL se ha incrementado en un 20% con respecto a lo obtenido el año anterior. Palabras clave Evaluación en línea, evaluación formativa, simulador de evaluación interactivo”","autores":[{"nombre":"Saldaña Gonzáles, Griselda","slug":"saldana-gonzales-griselda"},{"nombre":"Cerezo Sánchez, Jorge","slug":"cerezo-sanchez-jorge"}],"años":{"año":2009,"valor":2009},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Saldaña Gonzáles, G. &. (2009). Sistema simulador para el examen de egreso del técnico superior universitario. E-mail Educativo. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/28065","fuente":"https://repositorio.unal.edu.co/handle/unal/28065","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":47,"titulo":{"nombre":"Sobre Héroes anónimos. El PEAA le abrió el camino al PEAMA","slug":"sobre-heroes-anonimos-el-peaa-le-abrio-el-camino-al-peama"},"resumen":"“... Junto con los compañeros de Arauca y San Andrés, los jóvenes amazónicos organizaron el grupo de trabajo en defensa del PEAA* y las sedes de frontera. En la segunda marcha salieron todos juntos con carteleras sobre la calle 26 hasta el Ministerio de Educación, invitando a la comunidad académica y a la sociedad colombiana a defender y respaldar las sedes de frontera. Inicialmente eran 20 personas y al finalizar la marcha los acompañaban 150 estudiantes de departamentos fronterizos respaldando la solicitud. Fue allí donde los profesores y estudiantes conocieron el PEAA, y los fronterizos fuimos más visibles en una comunidad académica mayoritariamente Andina, lo que representaba la misión de la universidad frecuentemente incumplida, de educar a todo el país y no solo al centro Andino. Las movilizaciones hicieron evidente que el PEAA sí era un proyecto que podría ser nacional y viable. Cuando se graduaron en el año 2008, ese mismo año se dio apertura al Programa Especial de Admisión y Movilidad por Áreas, PEAMA, como un programa ya institucionalizado y mejorado, que daba continuidad a lo que los estudiantes del PEAA ayudaron a forjar para las regiones fronterizas.\n\n*PEAA: Programa Especial de Admisión por Áreas","autores":[{"nombre":"Pantevis Girón, Johana","slug":"pantevis-giron-johana"},{"nombre":"Palacio Castañeda, Germán","slug":"palacio-castaneda-german"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"German, P. J. (2018). Sobre Héroes anónimos. El PEAA le abrió el camino al PEAMA. Revista NOTIMANI. Informativo de la Universidad Nacional de Colombia sede Amazonía/ Instituto IMANI (39), 03-05. Recuperado el 23 de octubre de 2023, de https://issuu.com/notimani/docs/notimani_39_final_impresi_n_29_de_agosto_2018","fuente":"https://issuu.com/notimani/docs/notimani_39_final_impresi_n_29_de_agosto_2018","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":186,"titulo":{"nombre":"Sujetos y orden social en la política educativa de las primeras décadas del siglo XX","slug":"sujetos-y-orden-social-en-la-politica-educativa-de-las-primeras-decadas-del-siglo-xx"},"resumen":"“Summary\nEl interés del presente artículo es mostrar algunos rasgos definitorios de las estrategias de formación y control de la subjetividad que pusieron en marcha los gobiernos nacionales, en el ámbito escolar, durante las primeras décadas del siglo XX. La reflexión mostrará cómo a partir de tales estrategias político-pedagógicas se intentó definir un orden social favorable a los intereses de las élites nacionales y un modelo de subjetividad acorde con dicho orden social.”","autores":[{"nombre":"Pinilla Díaz, Alexis Vladimir","slug":"pinilla-diaz-alexis-vladimir"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Díaz, A. V. (Julio- diciembre de 2015). Sujetos y orden social en la política educativa de las primeras décadas del siglo XX. Historia y Sociedad (29), 43-60. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/68061","fuente":"https://repositorio.unal.edu.co/handle/unal/68061","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"}},{"id":309,"titulo":{"nombre":"Sujetos y orden social en la política educativa de las primeras décadas del siglo XX","slug":"sujetos-y-orden-social-en-la-politica-educativa-de-las-primeras-decadas-del-siglo-xx"},"resumen":"\"Resumen\nEl interés del presente artículo es mostrar algunos rasgos definitorios de las estrategias de formación y control de la subjetividad que pusieron en marcha los gobiernos nacionales, en el ámbito escolar, durante las primeras décadas del siglo XX. La reflexión mostrará cómo a partir de tales estrategias político-pedagógicas se intentó definir un orden social favorable a los intereses de las élites nacionales y un modelo de subjetividad acorde con dicho orden social.\"","autores":[{"nombre":"Pinilla Díaz, Alexis Vladimir","slug":"pinilla-diaz-alexis-vladimir"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Pinilla Díaz, A. V. (2015). Sujetos y orden social en la política educativa de las primeras décadas del siglo XX. Revista Historia y Sociedad (29), 43-60. doi:https://doi.org/10.15446/hys.n29.50414","fuente":"https://doi.org/10.15446/hys.n29.50414","dependencias":{"nombre":"Revista Historia y Sociedad","slug":"revista-historia-y-sociedad"}},{"id":221,"titulo":{"nombre":"Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective","slug":"teaching-practicums-during-the-pandemic-in-an-initial-english-teacher-education-program-the-preservice-teachers-perspective"},"resumen":"“Resumen \nLas prácticas tempranas y profesionales de un programa de formación inicial de profesores de inglés en una universidad chilena fueron reinventadas durante la pandemia de Covid-19 para dar continuidad al proceso de formación. Se analizaron el contexto y las condiciones en que dichas prácticas se desarrollaron y cómo influyeron en el conocimiento pedagógico y profesional de los profesores de inglés en formación. 42 participantes que realizaron su práctica pedagógica en el periodo 2020–2021 respondieron una encuesta en línea cuyos datos se analizaron mediante estadística descriptiva y análisis de contenido. Se identificaron problemas, fortalezas, debilidades y desafíos en la interacción de los participantes con estudiantes, profesores colaboradores y supervisores, y el desarrollo parcial de un conocimiento pedagógico y profesional. Los resultados pueden orientar adaptaciones a contextos educativos cada vez más desafiantes.”","autores":[{"nombre":"Ormeño, Veronica","slug":"ormeno-veronica"},{"nombre":"Rosas, Minerva","slug":"rosas-minerva"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Ormeño, V., & Rosas, M. (2023). Teaching Practicums During the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers’ Perspective. Profile: Issues in Teachers' Professional Development, 25(2). doi: https://doi.org/10.15446/profile.v25n2.102959\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102959","fuente":"https://doi.org/10.15446/profile.v25n2.102959\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/102959","dependencias":{"nombre":"Revista Profile: Issues in Teachers' Professional Development","slug":"revista-profile-issues-in-teachers-professional-development"}},{"id":180,"titulo":{"nombre":"Teoría para la práctica: desarrollo de las representaciones auditivas musicales en el marco de las asignaturas teóricas","slug":"teoria-para-la-practica-desarrollo-de-las-representaciones-auditivas-musicales-en-el-marco-de-las-asignaturas-teoricas"},"resumen":"“Summary\nEl artículo plantea una propuesta pedagógica para los programas de educación musical profesional que pretende integrar el componente auditivo, conceptual y motriz, mediante el estudio de la armonía del estilo clásico europeo en el NÚCLEO INTERDISCIPLINARIO DE ESTUDIOS SOBRE EL LENGUAJE. La metodología se fundamenta en los aspectos psicológicos y educativos, y consiste en combinar las actividades específicas de carácter analítico-conceptual y práctico-interpretativo.\nKeywords\nEducación musical ; psicología de la percepción musical ; representaciones auditivas musicales ; armonía ; estilo clásico europeo ; piano.”","autores":[{"nombre":"Krasutskaya, Alena","slug":"krasutskaya-alena"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Krasutskaya, A. (2013). Teoría para la práctica: desarrollo de las representaciones auditivas musicales en el marco de las asignaturas teóricas. Ensayos: Historia y teoría del arte, XVII (25), 7-20. Recuperado el 28 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/64333","fuente":"https://repositorio.unal.edu.co/handle/unal/64333","dependencias":{"nombre":"Revista Ensayos: Historia y Teoría del arte","slug":"revista-ensayos-historia-y-teoria-del-arte"}},{"id":230,"titulo":{"nombre":"Terapeuta de terapeutas en formación","slug":"terapeuta-de-terapeutas-en-formacion"},"resumen":"“15 años de ejercicio profesional, dan la posibilidad de diferenciar dos tipos de docencia: una, la originada en la enciclopedia y formación teórica que revierten en la cátedra, supervisión, el hablar de tratamientos, estrategias, psicopatologías y aplicar el DSM-IV-RT, de manera brillante, como legado del conocimiento inveterado, aunque fuera de las aulas las leyes de habilitación del ejercicio profesional del psicólogo Colombia-no disponen atenerse a parámetros de registro sistematizado, con CIE 10 incorporado. La otra docencia, originada en una praxis donde la reflexión entre la práctica real -el país mismo- y el conocimiento existente instan a recrear estilos y desarrollos más acordes y contextualizados que den pie a edificar permanentemente otro conocimiento”","autores":[{"nombre":"Jiménez, Ana Isabel","slug":"jimenez-ana-isabel"}],"años":{"año":2004,"valor":2004},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Jiménez, A. I. (2004). Terapeuta de terapeutas en formación. Revista Colombiana de Psicología (13), 29-32. Obtenido de : https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones","fuente":"https://www.humanas.unal.edu.co/2017/extension/servicio-de-atencion-psicologica/investigaciones/publicaciones","dependencias":{"nombre":"Servicio de Atención psicológica -SAP-","slug":"servicio-de-atencion-psicologica-sap"}},{"id":39,"titulo":{"nombre":"Terapia ocupacional en educación: un enfoque sensorial en la escuela","slug":"terapia-ocupacional-en-educacion-un-enfoque-sensorial-en-la-escuela"},"resumen":"\"Contenido: 1. Bienestar escolar (BIES): un modelo humanista que promueve la interacción -- 2. Desempeño ocupacional del escolar (DOE). Terreno conceptual y modelos para la práctica en educación -- 3. Evaluación en terapia ocupacional: del concepto a la concreción -- 4. Programa de intervención educativa a partir del modelo de desempeño ocupacional escolar (DOE) -- 5. Comunidad educativa y transformación de la escuela -- 6. Gestión y calidad en el modelo desempeño ocupacional escolar (DOE) -- 7. Fundamentación y praxis de fonoaudiología en el sector educativo\n\nMateria - Otra Bienestar estudiantil\n Terapia ocupacional -- Educación\n Rendimiento académico -- Atención médica\n Salud escolar\n Servicios de salud ocupacional -- Educación -- Programas\n Fonoaudiología -- Métodos\n Orientación estudiantil\"","autores":[{"nombre":"Álvarez de Bello, Laura Elisa","slug":"alvarez-de-bello-laura-elisa"}],"años":{"año":2010,"valor":2010},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Álvarez de Bello, L. E. (2010). Terapia ocupacional en educación: un enfoque sensorial en la escuela. Bogotá, Colombia: Universidad Nacional de Colombia. Recuperado el 12 de octubre de 2023, de http://168.176.5.96/F/AK6X761XHQ2GJ5P33RMEGR18CGRMRQUT8FDEBI8U34N6H42XM2-20367?func=full-set-set&set_number=365129&set_entry=000003&format=999","fuente":"http://168.176.5.96/F/AK6X761XHQ2GJ5P33RMEGR18CGRMRQUT8FDEBI8U34N6H42XM2-20367?func=full-set-set&set_number=365129&set_entry=000003&format=999","dependencias":{"nombre":"Facultad de Medicina","slug":"facultad-de-medicina"}},{"id":292,"titulo":{"nombre":"Tesis de Maestría: El patio de juegos en la escuela: una experiencia de descansos lúdicos en la IED Carlos Albán Holguín hacia la autonomía, la democracia y la participación","slug":"tesis-de-maestria-el-patio-de-juegos-en-la-escuela-una-experiencia-de-descansos-ludicos-en-la-ied-carlos-alban-holguin-hacia-la-autonomia-la-democracia-y-la-participacion"},"resumen":"\"Resumen\nLos niños, niñas y adolescentes son sujeto de derechos desde una generación muy reciente de la jurisprudencia internacional. Cada vez más, la escuela y las entidades relacionadas con la educación tienen que adaptarse a las nuevas subjetividades políticas que surgen de estos grandes cambios globales, proveyendo materiales, recursos, asesoría y políticas públicas, entre otras estrategias, para que sea posible construir un tejido social donde los niños, niñas y adolescentes puedan formarse con herramientas para la vida social. Esto pone a prueba lugares comunes sobre la educación como práctica profesional, pues implica asumir el reto crítico en la educación. Esta investigación se enfoca en las relaciones sociales en la escuela, toma el patio de juegos como territorio a observar, al juego y a las experiencias extracurriculares como catalizadores que develan las formas en las que los jóvenes desarrollan lazos sociales y reconocen las posibilidades propias y colectivas, para incidir en el territorio escolar. Con este fin, se realizó la Feria Albanista Estudiantil, una experiencia desarrollada en el IED Carlos Albán Holguín, en 2019, con cerca de 700 estudiantes. En ella se implementó un proyecto colectivo de actividades lúdicas y culturales que, desde la metodología de investigación acción educativa, dieron como resultado los hallazgos que en esta tesis se analizan. Principalmente, se confirmó la importancia del juego y lo extracurricular en el desarrollo de habilidades sociales y la necesidad de espacios de autonomía estudiantil para la participación política, al igual que nuevas formas de concebir los derechos políticos, culturales y educativos de los niños, niñas y adolescentes. (Texto tomado de la fuente)\"","autores":[{"nombre":"Unda Vergara, Luis Miguel","slug":"unda-vergara-luis-miguel"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Unda Vergara, L. M. (2021). Tesis de Maestría: El patio de juegos en la escuela: una experiencia de descansos lúdicos en la IED Carlos Albán Holguín hacia la autonomía, la democracia y la participación. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/79697","fuente":"https://repositorio.unal.edu.co/handle/unal/79697","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":291,"titulo":{"nombre":"Tesis de Maestría: Factores psicológicos y sociales relevantes para la educación, el ecoturismo y la conservación ambiental en el Parque Nacional Natural Chingaza (2020)","slug":"tesis-de-maestria-factores-psicologicos-y-sociales-relevantes-para-la-educacion-el-ecoturismo-y-la-conservacion-ambiental-en-el-parque-nacional-natural-chingaza-2020"},"resumen":"“Resumen\nEsta investigación surge a partir de la necesidad de encontrar rutas para optimizar y mejorar la articulación de los procesos de educación ambiental, ecoturismo y conservación ambiental, en el Parque Nacional Natural (PNN) Chingaza. Se realizó un estudio exploratorio-descriptivo, para identificar las principales dinámicas y problemáticas asociadas al territorio de Chingaza, es decir, el PNN Chingaza y su zona de influencia. El método incluyó evaluaciones cualitativas y cuantitativas que involucraron a los actores del territorio, a partir de un ejercicio de investigación acción-participación y de gestión del conocimiento. El análisis de contenido de las respuestas de los actores en las diferentes etapas, permitió identificar los principales factores psicológicos y sociales, presentes en las dinámicas que se dan en la educación ambiental, el ecoturismo y la conservación en el PNN Chingaza. Los resultados de las diferentes etapas del estudio, mostraron ser compatibles y complementarios, guardando además similitud con diversas investigaciones previas realizadas en áreas protegidas, así como coherencia y soporte desde el marco teórico. Finalmente, se presentan algunas propuestas de optimización e integración de procesos estratégicos, orientadas a alcanzar un turismo sustentable en el territorio. (Texto tomado de la fuente)”","autores":[{"nombre":"Ortiz Dávila, Laura Carolina","slug":"ortiz-davila-laura-carolina"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Ortiz Dávila, L. C. (2021). Tesis de Maestría: Factores psicológicos y sociales relevantes para la educación, el ecoturismo y la conservación ambiental en el Parque Nacional Natural Chingaza (2020). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/80387","fuente":"https://repositorio.unal.edu.co/handle/unal/80387","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":299,"titulo":{"nombre":"Tesis de Maestría: La segregación digital en la educacion \"media\" pública de Bogotá. (2007-2016)","slug":"tesis-de-maestria-la-segregacion-digital-en-la-educacion-media-publica-de-bogota-2007-2016"},"resumen":"\"Resumen\nA diferentes escalas se viene debatiendo las incidencias de las Tecnologías Digitales (TD) en el desarrollo de las ciudades. Discurso que tiene como eje el conjunto de competencias validadas y reconocidas institucionalmente (Bourdieu, 1987 pp. 4-5; UNESCO, 2017, pp. 9; ICFES, 2016; pp. 9-10) que conforman los alcances, el logro y las dificultades educativas en la educación media; y el importante efecto cuna propio de los vínculos lingüísticos, emocionales y socio-económicos de los hogares (Brunner, 2010 pp. 19-24). Los cuales caracterizan el proceso educativo institucional; asuntos directamente relacionados con la consolidación de la Sociedad de la Información y del Conocimiento (SIC). No obstante, en el caso colombiano, la inserción de las TD en el territorio está ligada a la tercerización de la economía y, aunque se dice que Colombia ha superado la meta universal de acceso a las TD y ha aumentado su conectividad en Internet (Conpes, 3918, 2018 pp. 22), es probable que las condiciones de acceso, uso y apropiación de las mismas se encuentre en un estado de vulnerabilidad respecto a los demás países de América Latina, (CEPAL, 2013 pp. 195) derivado de un proceso de dependencia tecnológica progresiva (Chaparro, 2007). Bajo este marco, la investigación se centra en indagar los elementos discursivos y teóricos acerca del estado de la segregación digital presente en la educación media pública de Bogotá entre los años 2007 al 2016. Se inicia con la espacialización de las dinámicas cuantitativas de los desempeños por competencias de las pruebas SABER 11 de las 19 localidades urbanas de la ciudad, correspondientes a las áreas del núcleo común de las pruebas aplicadas en cortes de tiempo 2007, 2011 y 2016; para luego, confrontar la dinámica territorial de los recursos comprometidos discriminados por proyectos de inversión a escala local y su incidencia en los resultados de las pruebas. En esta primera fase de la investigación se hace emplea ArcGis 10.5. A su vez, la investigación se complementa con el análisis de las condiciones de acceso, uso y apropiación o significantes construidos en torno a las TD por parte de los estudiantes y docentes de ocho Instituciones Educativas Distritales (IED). La investigación obedece a un enfoque metodológico de carácter mixto. Finalmente, se hace una caracterización de los impactos de la segregación digital en la educación media pública de Bogotá.\"","autores":[{"nombre":"Pinilla Guerrero, Kharen Viviana","slug":"pinilla-guerrero-kharen-viviana"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Pinilla Guerrero, K. V. (2019). Tesis de Maestría: La segregación digital en la educacion \"media\" pública de Bogotá. (2007-2016). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/77021","fuente":"https://repositorio.unal.edu.co/handle/unal/77021","dependencias":{"nombre":"Maestría en Geografía","slug":"maestria-en-geografia"}},{"id":300,"titulo":{"nombre":"Tesis de Maestría: Mediaciones digitales en educación superior: análisis en el pregrado de Trabajo Social de UNIMINUTO sede Soacha (2015)","slug":"tesis-de-maestria-mediaciones-digitales-en-educacion-superior-analisis-en-el-pregrado-de-trabajo-social-de-uniminuto-sede-soacha-2015"},"resumen":"\"Resumen\nEsta investigación presenta los principales hallazgos del estudio, cuyo objeto se centró en la comprensión y análisis de las implicaciones que tienen las mediaciones digitales en los procesos de educación superior en el pregrado de Trabajo Social de la Corporación Universitaria Minuto de Dios (UNIMINUTO), con sede en Soacha, durante el año 2015. El capítulo 1 introduce los elementos generales que guían la investigación, desde su problematización, objetivos y preguntas, hasta el método de abordaje para las anteriores cuestiones, el cual parte de una estructura de enfoque cualitativo, con aportes desde el ámbito cuantitativo, tomando algunas contribuciones metodológicas desde la etnografía, el análisis de la segregación digital y la estadística descriptiva. La recopilación de información se hizo a través de la observación participante, entrevistas semiestructuradas, grupos focales y encuesta en línea. En el capítulo 2 se exponen las principales perspectivas teóricas y normativas que sirvieron de soporte al ejercicio investigativo. El abordaje de resultados y análisis es presentado en los capítulos 3 y 4, develando la complejidad de los procesos educativos superiores mediados por tecnologías digitales, a partir de las representaciones de los actores -profesores y estudiantes- y los retos que esto les plantea en sus diferentes prácticas -educativas, profesionales e investigativas-. Se exponen además los desafíos a los que se enfrentan las instituciones de educación superior en el contexto tecnológico contemporáneo, frente a lo cual se elabora una propuesta que sirve como punto de partida para la discusión sobre la integración curricular de las mediaciones digitales.\"","autores":[{"nombre":"Gómez Muñoz, Edison Alejandro","slug":"gomez-munoz-edison-alejandro"}],"años":{"año":2016,"valor":2016},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Gómez Muñoz, E. A. (2016). Tesis de Maestría: Mediaciones digitales en educación superior: análisis en el pregrado de Trabajo Social de UNIMINUTO sede Soacha (2015). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/58013","fuente":"https://repositorio.unal.edu.co/handle/unal/58013","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":278,"titulo":{"nombre":"Tesis de Maestría: Trayectorias, encuentros y desencuentros en la aspiración a la UN: ¿Cómo van las desigualdades de género?","slug":"tesis-de-maestria-trayectorias-encuentros-y-desencuentros-en-la-aspiracion-a-la-un-como-van-las-desigualdades-de-genero"},"resumen":"“Resumen\nLa presente investigación parte de un panorama actual de desigualdad en el acceso y en la composición de género en nivel de pregrado en la Universidad Nacional de Colombia, en el que casi dos terceras partes de la institución están conformadas por varones. Esta es una preocupación que impulsa a indagar por la forma en la que el género interviene en las trayectorias estudiantiles y la experiencia de aspiración a la universidad, con el propósito de aportar a la explicación de esta situación de acceso diferencial desde una perspectiva metodológica cualitativa. En ese sentido, se analizan los relatos de 30 participantes-aspirantes a la UN. La búsqueda parte del desempeño académico previo en entornos escolares formales, las expectativas subjetivas que pueden surgir en relación con el entorno familiar de las y los aspirantes, y las trayectorias educativas puntuales en torno a la aspiración a la Universidad Nacional de Colombia. Se tendrá en cuenta que existen unas vivencias diferenciales de acuerdo al género y a la circunstancia de haber logrado ingresar o no a este centro educativo. En las familias se les da un gran peso a elementos como los mandatos de género imperantes y la posición social, fundamentales en la generación de las expectativas y estrategias escolares futuras de las mujeres y los hombres. Luego, en un panorama educativo de grandes heterogeneidades y desigualdades, la escuela aparece como un escenario en el que se configuran dichas expectativas y estrategias. Allí, los órdenes de género recrean una división sexual inequitativa y con importantes alcances en las expectativas futuras y el rendimiento académico en algunas asignaturas. En dichos recorridos, la preparación para un examen parece ser más un balance estratégico entre capitales adquiridos y heredados, y mandatos de género, que una carrera basada en méritos individuales y desconectados de la posición social (texto tomado de la fuente)”","autores":[{"nombre":"Cruz Pérez, Ana María","slug":"cruz-perez-ana-maria"}],"años":{"año":2021,"valor":2021},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Cruz Pérez, A. M. (2021). Tesis de Maestría: Trayectorias, encuentros y desencuentros en la aspiración a la UN: ¿Cómo van las desigualdades de género? Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/80263","fuente":"https://repositorio.unal.edu.co/handle/unal/80263","dependencias":{"nombre":"Maestría en Estudios de Género","slug":"maestria-en-estudios-de-genero"}},{"id":158,"titulo":{"nombre":"Tesis y trabajos finales de la Maestría en Sociología de la Universidad Nacional de Colombia, 2020 y 2021","slug":"tesis-y-trabajos-finales-de-la-maestria-en-sociologia-de-la-universidad-nacional-de-colombia-2020-y-2021"},"resumen":"“(…) Nuestro propósito con la publicación de los resúmenes de las tesis y trabajos finales de la Maestría en Sociología es dar a conocer el trabajo de nuestros estudiantes, ahora egresados, y hacer más visibles los resultados del programa. Presentamos en este número la mayoría de los resúmenes de los trabajos culminados y aprobados en los años de la pandemia, que muestran la resiliencia de nuestros estudiantes para culminar satisfacto-riamente sus estudios en medio de las difíciles circunstancias que hemos vivido en estos tiempos.\nDos grandes temas dominan casi la mitad de los trabajos finales y tesis de los años 2020 y 2021. Cinco tesis y trabajos finales están relacionados con la memoria del conflicto o con fenómenos propios del posconflicto tras la firma de los acuerdos de paz del año 2016. Estos trabajos incluyen indagaciones sobre los lugares de memoria, violencia contra periodistas, mujeres guerrilleras, procesos de reparación en comunidades y la reincorporación económica de excombatientes. Otros cinco trabajos se enmarcan en pesquisas sobre la educación, principalmente en los niveles de educación media. Los temas incluyen la meritocracia y las representaciones del futuro, las competencias, el modelo de la Escuela Nueva, el fracaso escolar, la formación docente y los factores socioeconómicos en la educación de infantes en la escuela temprana.”","autores":[{"nombre":"Salazar Arenas, Oscar Iván","slug":"salazar-arenas-oscar-ivan"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Salazar Arenas, O. I. (julio-diciembre de 2022). Tesis y trabajos finales de la Maestría en Sociología de la Universidad Nacional de Colombia, 2020 y 2021. Revista Colombiana de Sociología, 45(02), 385-397. Recuperado el 02 de noviembre de 2023, de https://revistas.unal.edu.co/index.php/recs/article/view/103478/83848","fuente":"https://revistas.unal.edu.co/index.php/recs/article/view/103478/83848","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}},{"id":223,"titulo":{"nombre":"\"Tiempo para el aprendizaje\": reformas educativas en Colombia y reconfiguración espacio-temporal de las escuelas","slug":"tiempo-para-el-aprendizaje-reformas-educativas-en-colombia-y-reconfiguracion-espacio-temporal-de-las-escuelas"},"resumen":"Este artículo analiza la reforma educativa en Colombia, destacando la influencia de políticas neoliberales en la educación pública y la importancia del \"tiempo para el aprendizaje\". Se menciona la reconfiguración del tiempo escolar, la Ley 115 de 1994 y el regreso a la jornada única en escuelas de Bogotá, con implicaciones positivas y negativas. Se discuten las jornadas escolares complementarias, nuevas regulaciones sobre el tiempo escolar y la centralización de su regulación a nivel nacional. Se aborda cómo estas reformas han afectado a docentes y directivos, generando resistencia y sentimientos de sobrecarga laboral. Se destaca la importancia de la lucha por el control del tiempo laboral y los horarios escolares en la gobernabilidad del sector educativo.","autores":[{"nombre":"Miñana Blasco, Carlos","slug":"minana-blasco-carlos"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Miñana Blasco, C. (junio de 2008). \"Tiempo para el aprendizaje\": reformas educativas en Colombia y reconfiguración espacio-temporal de las escuelas. Revista Propuesta Educativa (29) 41-50. Recuperado el 20 de febrero de 2024, de https://www.redalyc.org/pdf/4030/403041701006.pdf","fuente":"https://www.redalyc.org/pdf/4030/403041701006.pdf ","dependencias":{"nombre":"Revista Propuesta Educativa","slug":"revista-propuesta-educativa"}},{"id":101,"titulo":{"nombre":"Tolerancia y justicia social","slug":"tolerancia-y-justicia-social"},"resumen":"“RESUMEN\nEn este trabajo se defienden las siguientes tesis: 1) En las actuales sociedades plurales los actos de tolerancia deben estar insertos en un sistema de normas, instituciones y prácticas que tiendan a establecer relaciones sociales justas. 2) Una condición necesaria para la convivencia armoniosa y cooperativa entre grupos sociales con culturas diferentes es el ejercicio generalizado, por parte de los miembros de los diferentes grupos, de la tolerancia “horizontal”, es decir, de una tolerancia sensata entre grupos que no tienen relaciones de subordinación. 3) Cuando no se cumplen las dos condiciones anteriores, el discurso sobre la tolerancia suele jugar un papel ideológico, encubriendo relaciones de dominación y de injusticia. \nPALABRAS CLAVE: tolerancia, justicia social, necesidades\nbásicas, multiculturalismo, pluralismo.”","autores":[{"nombre":"Olivé, León","slug":"olive-leon"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Olivé, L. (enero de 2015). Tolerancia y justicia social. Palimpsestvs: Revista de la Facultad de Ciencias Humanas, 16 - 25. Recuperado el 18 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/23199","fuente":"https://repositorio.unal.edu.co/handle/unal/23199","dependencias":{"nombre":"Palimpsestvs: Revista de la Facultad de Ciencias Humanas","slug":"palimpsestvs-revista-de-la-facultad-de-ciencias-humanas"}},{"id":16,"titulo":{"nombre":"Tome una buena decisión profesional: Cinco consejos para escoger un programa académico","slug":"tome-una-buena-decision-profesional-cinco-consejos-para-escoger-un-programa-academico"},"resumen":"“Escoger una carrera profesional es una gran responsabilidad, pues de esto depende el buen desempeño tanto personal como académico de quien está estudiando. La meta es escoger y obtener un título que le permitirá obtener satisfacciones durante el transcurso de la vida en diferentes ámbitos.”","autores":[{"nombre":"Programa En Plural","slug":"programa-en-plural"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"En Plural. Bienestar Universitario. (05 de agosto de 2019). Tome una buena decisión profesional: Cinco consejos para escoger un programa académico. Revista En Plural. Sección: Para estar bien (64). Recuperado el 14 de diciembre de 2023, de http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=106&id_sec=5","fuente":"http://bienestar.bogota.unal.edu.co/enplural_para_estar_bien.php?id_art=106&id_sec=5 ","dependencias":{"nombre":"Bienestar Universitario","slug":"bienestar-universitario"}},{"id":32,"titulo":{"nombre":"Transformación digital en el aula para la gestión del riesgo en la seguridad del paciente: una experiencia práctica de auditoría en la Universidad Nacional de Colombia. En: Experiencias innovadoras en la educación superior colombiana","slug":"transformacion-digital-en-el-aula-para-la-gestion-del-riesgo-en-la-seguridad-del-paciente-una-experiencia-practica-de-auditoria-en-la-universidad-nacional-de-colombia-en-experiencias-innovadoras-en-la-educacion-superior-colombiana"},"resumen":"“¿Cómo enfrentar los desafíos de la educación en tiempos de pandemia? ¿Qué herramientas y estrategias pueden utilizar las instituciones educativas para garantizar la calidad y la equidad en el aprendizaje? ¿Qué experiencias exitosas se han desarrollado en Colombia para innovar en la educación superior con el apoyo de la tecnología? Estas son algunas de las preguntas que se responden en el libro Experiencias innovadoras en la educación superior colombiana. Esta publicación es el resultado de una investigación que recoge diez casos de universidades colombianas que han logrado transformar sus prácticas pedagógicas y adaptarse a la nueva realidad. En sus tres secciones, se ofrece un panorama amplio y diverso de las posibilidades que da la tecnología para mejorar la enseñanza y el aprendizaje. Aquí el lector encontrará ejemplos y casos de cómo los docentes han logrado modificar sus estrategias didácticas, cómo las instituciones han adoptado soluciones tecnológicas y educativas, y de qué forma los estudiantes han desarrollado competencias profesionales y habilidades para el mundo laboral, gracias a la apropiación y uso adecuado de nuevas herramientas que les permiten interactuar y comprender las temáticas de manera más profunda y contextualizada. Este libro funciona como fuente de inspiración y orientación para todas aquellas personas e instituciones interesadas en innovar en la educación con el uso de la tecnología. Es una apuesta por dar a conocer las experiencias más relevantes y exitosas de la educación superior colombiana en tiempos de pandemia.\n\nPalabras clave: educación superior, tecnologías de la información y la comunicación, diseño didáctico, entornos remotos, pandemia”","autores":[{"nombre":"Díaz Álvarez, Juan Carlos","slug":"diaz-alvarez-juan-carlos"},{"nombre":"Guevara Núñez, Sandra Patricia","slug":"guevara-nunez-sandra-patricia"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Capitulo de libro","slug":"capitulo-de-libro"},"referencia":"Álvarez, J. C., & Núñez, S. P. (2023). Transformación digital en el aula para la gestión del riesgo en la seguridad del paciente: una experiencia práctica de auditoría en la Universidad Nacional de Colombia. En C. M. Corredor, & L. S. Ferreira (Edits.), Experiencias innovadoras en la educación superior colombiana (págs. 232-256). Bogotá: Ediciones Universidad Cooperativa de Colombia. Recuperado el 13 de diciembre de 2023, de https://ediciones.ucc.edu.co/index.php/ucc/catalog/book/367","fuente":"https://ediciones.ucc.edu.co/index.php/ucc/catalog/book/367","dependencias":{"nombre":"Otros","slug":"otros"}},{"id":232,"titulo":{"nombre":"Transformación Digital: Experiencias Colectivas.","slug":"transformacion-digital-experiencias-colectivas"},"resumen":"“Reseña\nPara la Universidad Nacional de Colombia, la educación, la ciencia y la tecnología son los pilares que permiten afrontar los cambios y retos que necesita Colombia. En esa medida, hemos aunado esfuerzos y habilidades hacia la articulación inteligente de capacidades en el ecosistema UNAL. Como resultado de este trabajo, presentamos el libro Transformación Digital: experiencias colectivas, una serie de artículos narrados por expertos en Transformación Digital de organizaciones del sector público y privado colombianos. Aquí encontrarán abordajes teóricos, reflexiones y casos reales de instituciones de gran trayectoria abocados a los retos y problemáticas de sus sectores para asumir la Transformación Digital como un camino hacia el cambio cultural. Estas trayectorias toman como base el abanico de posibilidades que brindan las herramientas de la Cuarta Revolución Industrial.”","autores":[{"nombre":"Vicerrectoría de Investigación Universidad Nacional de Colombia","slug":"vicerrectoria-de-investigacion-universidad-nacional-de-colombia"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Vicerrectoría de Investigación. Universidad Nacional de Colombia. (2023). Transformación Digital: Experiencias Colectivas. Bogotá: Editorial Universidad Nacional de Colombia. Recuperado el 14 de Diciembre de 2023, de https://bookdown.org/edicioneditorial_nal/transformaciondigital/","fuente":"https://bookdown.org/edicioneditorial_nal/transformaciondigital/","dependencias":{"nombre":"Vicerrectoría de Investigación","slug":"vicerrectoria-de-investigacion"}},{"id":130,"titulo":{"nombre":"Transformación digital: una revolución cultural.","slug":"transformacion-digital-una-revolucion-cultural"},"resumen":"“El mundo contemporáneo cambia de forma acelerada, las innovaciones científico-técnicas, producto de la aplicación y convergencia de la nanotecnología, biotecnología, tecnologías digitales emergentes y neurotecnología, están revolucionando la industria, las comunicaciones, el transporte y el intercambio de bienes y servicios en general. Las transformaciones no son exclusivamente técnicas, sino que permean el conjunto de la vida, determinando nuevas formas de relacionamiento a todo nivel y provocando profundos cambios sociales y culturales. El Foro Económico Mundial ha denominado esta transformación tecnológica como la cuarta revolución industrial. (…)”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (23 de junio de 2019). Transformación digital: una revolución cultural. El Espectador. Recuperado el 18 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=628&cHash=c60244e720297160ca5552c9058d746a","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=628&cHash=c60244e720297160ca5552c9058d746a","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":181,"titulo":{"nombre":"Transformaciones legislativas, evaluación docente y regulación laboral en la educación básica. Reflexiones sobre el caso colombiano. RELACSO","slug":"transformaciones-legislativas-evaluacion-docente-y-regulacion-laboral-en-la-educacion-basica-reflexiones-sobre-el-caso-colombiano-relacso"},"resumen":"“En este texto se reflexiona sobre el papel de las reformas legislativas y económicas en la regulación del trabajo de los maestros al servicio del Estado colombiano en los niveles preescolar, primaria y básica secundaria; se basa en el análisis de las lógicas de mercado como la competencia, la cualificación y la calificación de desempeños que instauraron la evaluación docente como un instrumento que reglamenta, regulariza la labor y determina los parámetros de inserción, permanencia, ascenso y salarios. Su importancia reside en las particularidades de este instrumento, ya que no se aplica a todos los docentes estatales, corresponde a una reforma de orden fiscal, determina la relación contractual de los docentes con el Estado e incide en la construcción del campo educativo en el país.”","autores":[{"nombre":"Cifuentes Cubillos, Carolina","slug":"cifuentes-cubillos-carolina"}],"años":{"año":2017,"valor":2017},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Cifuentes Cubillos, C. (2017). Transformaciones legislativas, evaluación docente y regulación laboral en la educación básica. Reflexiones sobre el caso colombiano. RELACSO. Revista Estudiantil Latinoamericana de Ciencias Sociales. doi:10.18504/rl0110-002-201 \n\nDocumento alojado en:\nhttps://scholar.google.es/citations?view_op=view_citation&hl=es&user=RoR114cAAAAJ&citation_for_view=RoR114cAAAAJ:u-x6o8ySG0sC","fuente":"https://scholar.google.es/citations?view_op=view_citation&hl=es&user=RoR114cAAAAJ&citation_for_view=RoR114cAAAAJ:u-x6o8ySG0sC ","dependencias":{"nombre":"Revista Estudiantil Latinoamericana de Ciencias Sociales","slug":"revista-estudiantil-latinoamericana-de-ciencias-sociales"}},{"id":105,"titulo":{"nombre":"Trazando mejores futuros: una mirada de adentro hacia afuera de las necesidades y prácticas de los docentes de inglés en Colombia","slug":"trazando-mejores-futuros-una-mirada-de-adentro-hacia-afuera-de-las-necesidades-y-practicas-de-los-docentes-de-ingles-en-colombia"},"resumen":"“Resumen \nEste estudio cualitativo-exploratorio reporta los hallazgos sobre las brechas existentes en la formación docente y el desarrollo profesional de quince profesores de inglés en una universidad pública colombiana. Se usó la teoría fundamentada para analizar, triangular y validar los datos recolectados mediante un grupo focal y un cuestionario. Los resultados muestran marcadas deficiencias docentes, clasificadas en tres ejes: dominio del idioma, conciencia docente y desafíos docentes. Estas tensiones revelan desequilibrios entre teoría y práctica, ineficiente mentoría durante la práctica docente, la falta de habilidades de manejo del aula, y una necesidad de la revitalización y apropiación de las tecnologías de la información y las comunicaciones en el aula de clase contemporánea. Se ofrece además una discusión para re-conceptualizar la formación docente.”","autores":[{"nombre":"Díaz, Ingrit Juliana","slug":"diaz-ingrit-juliana"},{"nombre":"Ipia Salinas, Catalina","slug":"ipia-salinas-catalina"},{"nombre":"Cuesta Medina, Liliana","slug":"cuesta-medina-liliana"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Díaz, I J., Ipia Salinas, C., & Cuesta Medina, L. (2023). Shaping Better Futures: Inside-Out Colombian English Language Teachers’ Gaps and Practices. Trazando mejores futuros: una mirada de adentro hacia afuera de las necesidades y prácticas de los docentes de inglés en Colombia. Profile: Issues in Teachers' Professional Development, 25(2), 65-79. Doi: https://doi.org/10.15446/profile.v25n2.95969\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/95969","fuente":"https://doi.org/10.15446/profile.v25n2.95969\n\nhttps://revistas.unal.edu.co/index.php/profile/article/view/95969","dependencias":{"nombre":"Profile: Issues in Teachers' Professional Development","slug":"profile-issues-in-teachers-professional-development"}},{"id":134,"titulo":{"nombre":"Un modelo para el diseño de cursos virtuales de aprendizaje por competencias y basados en estándares de calidad","slug":"un-modelo-para-el-diseno-de-cursos-virtuales-de-aprendizaje-por-competencias-y-basados-en-estandares-de-calidad"},"resumen":"“Summary\nLa organización de un curso basado en nuevas tecnologías requiere mayor importancia en los entornos virtuales de aprendizaje, exigiendo altos grados de flexibilidad, accesibilidad, usabilidad y amigabilidad, para favorecer el desarrollo de las actividades de aprendizaje, evaluación y seguimiento que se originas tras la planificación curricular de un curso. Para esto, es imprescindible adoptar métodos de diseño, modelos, herramientas y estándares para la creación y organización de escenarios virtuales de aprendizaje de calidad que garantice el cumplimiento de los propósitos de formación definidos en un curso virtual. En este artículo, presentamos una estructura como modelo para el diseño y organización de cursos virtuales de aprendizaje, en el marco del proyecto de educación virtual que se está llevando a cabo en la Fundación Universitaria tecnológico Comfenalco.”","autores":[{"nombre":"Puello Beltrán, Juan José","slug":"puello-beltran-juan-jose"},{"nombre":"Barragán Bohórquez, Ramiro","slug":"barragan-bohorquez-ramiro"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Bohórquez, R. B., & Beltrán, J. J. (2008). Un modelo para el diseño de cursos virtuales de aprendizaje por competencias y basados en estándares de calidad. E-mail Educativo. Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48150","fuente":"https://repositorio.unal.edu.co/handle/unal/48150 ","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":121,"titulo":{"nombre":"Un nuevo Sistema de Educación Superior para la nación colombiana","slug":"un-nuevo-sistema-de-educacion-superior-para-la-nacion-colombiana"},"resumen":"“En el marco de la reforma a la ley de educación superior, la Universidad Nacional de Colombia (UNAL), como principal proyecto cultural, científico y colectivo de la nación, adelantó una serie de esfuerzos institucionales para recoger los diagnósticos de nuestra comunidad académica sobre las necesidades de reforma que tiene la ley y elaboró nuevas propuestas como aporte colectivo a los esfuerzos que el Ministerio de Educación Nacional y demás actores del Sistema de Educación Superior han venido adelantado.”","autores":[{"nombre":"Montoya, Dolly","slug":"montoya-dolly"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Publicación en Portal web","slug":"publicacion-en-portal-web"},"referencia":"Montoya, D. (03 de noviembre de 2023). Un nuevo Sistema de Educación Superior para la nación Colombiana. El Espectador. Recuperado el 15 de diciembre de 2023, de Columnas de Opinión. Rectoría. Universidad Nacional de Colombia https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1524&cHash=e2bbc5920bb3f873e0007ff9f81d0045","fuente":"https://rectoria.unal.edu.co/columnas-de-opinion?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=1524&cHash=e2bbc5920bb3f873e0007ff9f81d0045 ","dependencias":{"nombre":"Rectoría","slug":"rectoria"}},{"id":78,"titulo":{"nombre":"Un sonido, un movimiento: rastros de un oficio musical","slug":"un-sonido-un-movimiento-rastros-de-un-oficio-musical"},"resumen":"“Summary\nEl fin de este texto es generar conciencia y pensamiento sobre el lenguaje del cuerpo, en el que se genere confianza de transmitir una imagen, de lograr plasmar en un sonido la manera de cómo nos movemos en nuestro quehacer cotidiano, basándonos en experiencias pasadas y presentes, y en el que dejamos que la imagen sea la base fundamental para nuestro quehacer pedagógico.”","autores":[{"nombre":"Mosquera Romero, Erica Milena","slug":"mosquera-romero-erica-milena"}],"años":{"año":2019,"valor":2019},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Mosquera Romero, E. (2019). Tesis de maestría: Un sonido, un movimiento: rastros de un oficio musical. Recuperado el 23 de noviembre de 2023, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/69165","fuente":"https://repositorio.unal.edu.co/handle/unal/69165 ","dependencias":{"nombre":"Maestría en Educación Artística","slug":"maestria-en-educacion-artistica"}},{"id":54,"titulo":{"nombre":"Una academia que se orienta al ser humano: Apoyo Humanitario y Voluntario en tiempos de Pandemia","slug":"una-academia-que-se-orienta-al-ser-humano-apoyo-humanitario-y-voluntario-en-tiempos-de-pandemia"},"resumen":"“No alcanzamos a llegar a la tercera semana de clases cuando se declaró la suspensión de actividades presenciales por causa de la propagación del Covid-19 en el país y desde ese momento iniciamos un recorrido que pocos esperaban caminar. La toma de decisiones en principio parecía errática consolidar el tejido de comunicaciones al interior de la sede, la universidad y entre instituciones, en principio no fue tarea fácil.”","autores":[{"nombre":"Mancipe Moreno, Julio Cesar","slug":"mancipe-moreno-julio-cesar"}],"años":{"año":2020,"valor":2020},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Mancipe Moreno, J. C. (2020). Una academia que se orienta al ser humano: Apoyo Humanitario y Voluntario en tiempos de Pandemia. NOTIMANI. Instituto amazónico de Investigaciones IMANI (46), 15-18. Recuperado el 23 de octubre de 2023, de https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman","fuente":"https://issuu.com/dcchicov/docs/revista_informativa_de_la_un_sede_amazonia_notiman","dependencias":{"nombre":"Instituto Amazónico de investigaciones -IMANI- ; Revista NOTIMANI","slug":"instituto-amazonico-de-investigaciones-imani-revista-notimani"}},{"id":305,"titulo":{"nombre":"Una experiencia educativa en el campo del pensamiento histórico orientada por proyectos de trabajo. El caso de los estudiantes de primaria en el colegio Gustavo Restrepo, Bogotá, durante el año 2011","slug":"una-experiencia-educativa-en-el-campo-del-pensamiento-historico-orientada-por-proyectos-de-trabajo-el-caso-de-los-estudiantes-de-primaria-en-el-colegio-gustavo-restrepo-bogota-durante-el-ano-2011"},"resumen":"\"Resumen\nCon la experiencia adquirida a través de los años como maestra, de quien más he aprendido es de los estudiantes. De ahí que, sea pertinente revisar de forma responsable y reflexiva, el trabajo que se viene realizando en relación con la enseñanza de las ciencias sociales en la institución educativa distrital Gustavo Restrepo para transformar la práctica con los niños y niñas de primaria, a través de una experiencia educativa orientada por proyectos de trabajo. De esta manera, se ha de señalar que la investigación se organizó en cinco capítulos, de forma tal que tuvieran una consecución coherente y progresiva para entender el proceso general llevado a cabo. En la primera parte, el lector encontrará la introducción: el problema de investigación, los objetivos, el contexto y los participantes, los antecedentes, la hipótesis y la justificación. Al llegar al segundo capítulo se encuentran los lineamientos teóricos y hacia la tercera parte aparece el método. En la cuarta parte se descubren los procesos en el campo del pensamiento histórico, las formas de evaluación y para finalizar las conclusiones\"","autores":[{"nombre":"Rodríguez Hernández, Nasly Niyiret","slug":"rodriguez-hernandez-nasly-niyiret"}],"años":{"año":2013,"valor":2013},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Rodríguez Hernández, N. N. (2013). Tesis de Maestría: Una experiencia educativa en el campo del pensamiento histórico orientada por proyectos de trabajo. El caso de los estudiantes de primaria en el colegio Gustavo Restrepo, Bogotá, durante el año 2011. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/20762","fuente":"https://repositorio.unal.edu.co/handle/unal/20762","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":253,"titulo":{"nombre":"Una historia sin palabras: leyendo el mundo de la discapacidad desde el área de Educación Física","slug":"una-historia-sin-palabras-leyendo-el-mundo-de-la-discapacidad-desde-el-area-de-educacion-fisica"},"resumen":"\"Resumen\nEste proyecto de investigación pretende enriquecer los procesos de inclusión educativa de la población con discapacidad, mediante el diseño de una estrategia pedagógica en el área de educación física, que brinde los apoyos y fortalezca la articulación con las habilidades sociales, al favorecer el entretejido de estas competencias y aportar mayor solidez a los proyectos de vida de los estudiantes con discapacidad cognitiva. Uno de los hallazgos más interesantes de esta investigación fue el fortalecimiento desde el área de educación física, no solo de las habilidades sociales, si no, de las habilidades para la vida y la comunicación funcional, las cuales se ven reflejadas a la par en los resultados de cada momento de la estrategia pedagógica Es importante resaltar que en los estudiantes con discapacidad se identifica mayor necesidad en el desarrollo del pensamiento, la interpretación de acciones, el manejo de elementos del entorno y la comprensión del lenguaje en contexto. De aquí nace la necesidad de una flexibilización curricular, una articulación pedagógica de las competencias sociales, que permita transformar la experiencia académica de los estudiantes con discapacidad cognitiva de grado noveno, en el Colegio Bolivia.\" (Texto tomado de la fuente)","autores":[{"nombre":"Abella Niño, Arturo","slug":"abella-nino-arturo"}],"años":{"año":2023,"valor":2023},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Abella Niño, A. (2023). Tesis de Maestría: Una historia sin palabras: leyendo el mundo de la discapacidad desde el área de Educación Física. Recuperado el 20 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/84058","fuente":"https://repositorio.unal.edu.co/handle/unal/84058","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":137,"titulo":{"nombre":"Una mirada crítica al papel de las Tic en la educación superior en Colombia","slug":"una-mirada-critica-al-papel-de-las-tic-en-la-educacion-superior-en-colombia"},"resumen":"“Summary\nCon este trabajo se pretende hacer una reflexión crítica sobre el papel de las Tecnologías de la Información y la Comunicación en la Educación Superior en Colombia. Este análisis incluye entre otros: Perspectivas de uso de las TIC, sus implicaciones en el proceso de enseñanza – aprendizaje y los retos que deben asumir las personas encargadas de tomar las decisiones en torno a estas al interior de las universidades. Se plantean algunos puntos de vista acerca del discurso educativo en torno al cual giran las Tecnologías de la Información y la Comunicación (TIC). Se discuten algunas ideas básicas sobre las TIC, incluyendo la virtualización y sus posibles perspectivas de aplicación en el ámbito educativo.”","autores":[{"nombre":"Velásquez Mosquera, Andrés Felipe","slug":"velasquez-mosquera-andres-felipe"},{"nombre":"López Ramírez, Eduardo Augusto","slug":"lopez-ramirez-eduardo-augusto"}],"años":{"año":2008,"valor":2008},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Velásquez, A. F., & López Ramírez, E. A. (2008). Una mirada crítica al papel de las Tic en la educación superior en Colombia. E-mail Educativo, 1(1). Recuperado el 19 de octubre de 2023, de https://repositorio.unal.edu.co/handle/unal/48149","fuente":"https://repositorio.unal.edu.co/handle/unal/48149","dependencias":{"nombre":"Revista E-mail Educativo","slug":"revista-e-mail-educativo"}},{"id":85,"titulo":{"nombre":"Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020","slug":"una-mirada-de-inequidad-desde-los-mecanismos-de-financiacion-a-la-demanda-de-educacion-superior-caso-de-estudio-usme-y-ciudad-bolivar-periodo-2016-2020"},"resumen":"“Resumen\nEn la actualidad es cada vez más notoria la movilización de la población joven que exige su derecho a la Educación bajo slogans que solicitan el acceso a la Educación Superior Pública y de calidad, para lo cual los gobiernos han generado estrategias de financiación como “matrícula cero” e incentivos de pago y condonación de deudas bajo esquemas del ICETEX. En ese sentido, la población joven Bogotana, no es indiferente a esta realidad Nacional y más cuando las estadísticas indican que cada 4 de cada 10 jóvenes bogotanos lograban su tránsito inmediato a la educación superior en 2019, es decir menos del 50%. A nivel discriminado en las localidades en la que se configura el Distrito Capital existen localidades que presentan brechas en el acceso de su población a la educación posmedia, que se perpetúa por los mecanismos y criterios de focalización de algunos programas de financiación de las políticas públicas, cuyos requisitos mínimos y puntuables dejan por fuera a la población más vulnerable o no son lo suficientemente parciales para generar una oportunidad de selección o elegibilidad a tal población, aun cuando el diseño y propósito de la política pública formulada desde el Gobierno Distrital tenga claro y definido a qué población desea llegar con la oferta de este servicio a la ciudadanía. En ese sentido, a partir del caso de estudio de dos localidades: Usme y Ciudad Bolívar se identifica que estos criterios de focalización para la adjudicación del beneficio se centran en variables como el rendimiento académico o su condición socioeconómica, bajo las cuales se configura una barrera inequitativa para el acceso de los jóvenes, en donde los egresados bachilleres no tienen las competencias académicas suficientes para competir por el beneficio. De allí la importancia de generar políticas y recursos con una focalización territorial que permita acceder a la población en condiciones de equidad. (Texto tomado de la fuente)”","autores":[{"nombre":"Reyes Benavides, Claudia Milena","slug":"reyes-benavides-claudia-milena"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Reyes Benavides, C. M. (2022). Tesis de Maestría: Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/83186","fuente":"https://repositorio.unal.edu.co/handle/unal/83186","dependencias":{"nombre":"Maestría en Gobierno Urbano","slug":"maestria-en-gobierno-urbano"}},{"id":286,"titulo":{"nombre":"Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020","slug":"una-mirada-de-inequidad-desde-los-mecanismos-de-financiacion-a-la-demanda-de-educacion-superior-caso-de-estudio-usme-y-ciudad-bolivar-periodo-2016-2020"},"resumen":"\"Resumen\nEn la actualidad es cada vez más notoria la movilización de la población joven que exige su derecho a la Educación bajo slogans que solicitan el acceso a la Educación Superior Pública y de calidad, para lo cual los gobiernos han generado estrategias de financiación como “matrícula cero” e incentivos de pago y condonación de deudas bajo esquemas del ICETEX. En ese sentido, la población joven Bogotana, no es indiferente a esta realidad Nacional y más cuando las estadísticas indican que cada 4 de cada 10 jóvenes bogotanos lograban su tránsito inmediato a la educación superior en 2019, es decir menos del 50%. A nivel discriminado en las localidades en la que se configura el Distrito Capital existen localidades que presentan brechas en el acceso de su población a la educación posmedia, que se perpetúa por los mecanismos y criterios de focalización de algunos programas de financiación de las políticas públicas, cuyos requisitos mínimos y puntuables dejan por fuera a la población más vulnerable o no son lo suficientemente parciales para generar una oportunidad de selección o elegibilidad a tal población, aun cuando el diseño y propósito de la política pública formulada desde el Gobierno Distrital tenga claro y definido a qué población desea llegar con la oferta de este servicio a la ciudadanía. En ese sentido, a partir del caso de estudio de dos localidades: Usme y Ciudad Bolívar se identifica que estos criterios de focalización para la adjudicación del beneficio se centran en variables como el rendimiento académico o su condición socioeconómica, bajo las cuales se configura una barrera inequitativa para el acceso de los jóvenes, en donde los egresados bachilleres no tienen las competencias académicas suficientes para competir por el beneficio. De allí la importancia de generar políticas y recursos con una focalización territorial que permita acceder a la población en condiciones de equidad. (Texto tomado de la fuente)\"","autores":[{"nombre":"Reyes Benavides, Claudia Milena","slug":"reyes-benavides-claudia-milena"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Reyes Benavides, C. M. (2022). Tesis de Maestría: Una mirada de inequidad desde los mecanismos de financiación a la demanda de educación superior: caso de estudio Usme y Ciudad Bolívar período 2016 - 2020. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/83186","fuente":"https://repositorio.unal.edu.co/handle/unal/83186","dependencias":{"nombre":"Maestría en Gobierno Urbano","slug":"maestria-en-gobierno-urbano"}},{"id":306,"titulo":{"nombre":"Una mirada desde la educación física a las políticas publicas: el consejo local de deportes de la localidad de Kennedy, Bogotá (2006-2016)","slug":"una-mirada-desde-la-educacion-fisica-a-las-politicas-publicas-el-consejo-local-de-deportes-de-la-localidad-de-kennedy-bogota-2006-2016"},"resumen":"\"Resumen\nLa presente investigación examina la relación entre la política pública, la educación física, la recreación y el deporte en la localidad de Kennedy de la ciudad de Bogotá, en el periodo comprendido entre 2006 a 2016, el cual cuenta con un órgano de participación ciudadana, denominado Consejo Local de Deportes y Recreación. Se identifican los elementos favorables y desfavorables para el ejercicio de la participación ciudadana, partiendo de las experiencias, contextos e imaginarios de los profesores del sector público y los consejeros locales del sector deportivo y recreativo. Se utilizó el método cualitativo, dentro del cual encontramos conceptos de la etnográfica, el modelo fenomenológico y la investigación acción. Las técnicas de recolección de datos fueron: la observación, entrevistas estructuradas en formato video, análisis de los documentos, toda esta información permite organizar, reflexionar y discutir cual es la posibilidad de la escuela para mejorar el funcionar del consejo local. Procurando o sugiriendo como mejorar los estilos y ambientes de aprendizaje, en beneficio de la participación ciudadana, los consejos locales, el deporte y la recreación, en el micro territorios obteniendo un reconocimiento social, comunitario, educativo e institucional.\"","autores":[{"nombre":"Vergara Riveros, Fabián Adolfo","slug":"vergara-riveros-fabian-adolfo"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Vergara Riveros, F. A. (2018). Tesis de Maestría: Una mirada desde la educación física a las políticas publicas: el consejo local de deportes de la localidad de Kennedy, Bogotá (2006-2016). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/63751","fuente":"https://repositorio.unal.edu.co/handle/unal/63751","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":69,"titulo":{"nombre":"Usos de las TIC en preescolar: hacia la integración curricular","slug":"usos-de-las-tic-en-preescolar-hacia-la-integracion-curricular"},"resumen":"“Resumen\nEl propósito de esta investigación fue comprender los usos de las Tecnologías de la Información y la Comunicación (TIC) en el grado transición en una institución educativa distrital, a través de la identificación de los saberes y prácticas de las docentes, los intereses de los niños y las expectativas de sus familias. La investigación se realizó como estudio de caso, enmarcado en el paradigma cualitativo; se utilizaron grupos de discusión, encuestas y entrevistas para obtener la información. Participaron 5 docentes del grado transición de una institución educativa distrital y 25 estudiantes de preescolar con sus respectivas familias. Las reflexiones y hallazgos realizados buscan servir de referente para la definición de estrategias para la integración curricular de las TIC en preescolar en los colegios públicos.”","autores":[{"nombre":"Briceño Pira, Bertha Lilia","slug":"briceno-pira-bertha-lilia"}],"años":{"año":2015,"valor":2015},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Briceño Pira, B. L. (2015). Tesis de Maestría: Usos de las TIC en preescolar: hacia la integración curricular. Recuperado el 01 de abril de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/54479","fuente":"https://repositorio.unal.edu.co/handle/unal/54479 ","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":231,"titulo":{"nombre":"V Sesión: ¿Hacia dónde va la universidad pública? Tendencias globales en política pública para la educación superior","slug":"v-sesion-hacia-donde-va-la-universidad-publica-tendencias-globales-en-politica-publica-para-la-educacion-superior"},"resumen":"“En los últimos diez años, las universidades latinoamericanas, tanto las públicas como las privadas, han sido sometidas a diferentes reformas académicas y administrativas, sin que tales transformaciones hayan estado precedidas por un amplio debate público sobre el sentido que las anima. El rumbo de la educación superior en la región todavía es incierto, pues depende de los proyectos culturales de cada una de las naciones ue la conforman y de la respuesta de sus comunidades académicas a los desafíos que enfrentan a comienzos del Siglo XXI. Sin embargo, los perfiles de las políticas públicas para el sector ya tienen tendencias precisas y empiezan a señalar un derrotero claro, definido por un nuevo discurso modernizador, que se presenta a sí mismo como el sentido común y único para garantizar una adecuada inserción en la economía global. A partir de los años noventa del siglo pasado, tres tendencias generales han ido delineando las políticas públicas en educación superior: la desnacionalización de su diseño institucional; la adaptación funcional al proceso de globalización económica preponderante en el mundo; y la articulación de sus principales ejes a la política fiscal, dentro de programas de ajuste estructural acordados o negociados por los gobiernos de turno con la banca transnacional, o impuestos por última.”","autores":[{"nombre":"Múnera Ruíz, Leopoldo","slug":"munera-ruiz-leopoldo"}],"años":{"año":2006,"valor":2006},"tipos":{"nombre":"Cátedra","slug":"catedra"},"referencia":"Múnera Ruíz, L. (2006.). V Sesión: ¿Hacia dónde va la universidad pública? Tendencias globales en política pública para la educación superior. Recuperado el 14 de febrero de 2024, de Catedra abierta Estanislao Zuleta. Univalle: https://catedraestanislao.univalle.edu.co/","fuente":"https://catedraestanislao.univalle.edu.co/ ","dependencias":{"nombre":"Universidad del Valle","slug":"universidad-del-valle"}},{"id":295,"titulo":{"nombre":"Viaje por el mundo: lo que se construye con una mochila. Experiencias educativas y aprendizaje significativo en entornos no escolares","slug":"viaje-por-el-mundo-lo-que-se-construye-con-una-mochila-experiencias-educativas-y-aprendizaje-significativo-en-entornos-no-escolares"},"resumen":"\"Resumen\nEn la presente investigación se pretende realizar un proceso de sistematización y análisis de caso, basado en las experiencias de aprendizaje y de los conocimientos que se construyen individual y colectivamente, durante los viajes por tierra alrededor del mundo, en personas conocidas como mochileros; con el propósito de demostrar la importancia del aprendizaje por fuera del aula poniendo esto en discusión con el sistema educativo colombiano, con especial énfasis en el nivel de educación superior. (Texto tomado de la fuente)\"","autores":[{"nombre":"Guevara Laverde, Jesús Daniel","slug":"guevara-laverde-jesus-daniel"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Guevara Laverde, J. D. (2022). Tesis de Maestría: Viaje por el mundo: lo que se construye con una mochila. Experiencias educativas y aprendizaje significativo en entornos no escolares. Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/81456","fuente":"https://repositorio.unal.edu.co/handle/unal/81456","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":267,"titulo":{"nombre":"Viejos y nuevos caminos hacia la privatización de la educación pública básica y media en Colombia política educativa y neoliberalismo","slug":"viejos-y-nuevos-caminos-hacia-la-privatizacion-de-la-educacion-publica-basica-y-media-en-colombia-politica-educativa-y-neoliberalismo"},"resumen":"Temas: Política educativa -- Colombia -- COLOMBIA EDUCACION Y ESTADO -- COLOMBIA PRIVATIZACION DE LA EDUCACION -- COLOMBIA Neoliberalismo Educación pública -- Colombia -- COLOMBIA","autores":[{"nombre":"Estrada Álvarez, Jairo","slug":"estrada-alvarez-jairo"}],"años":{"año":2002,"valor":2002},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Estrada Álvarez, J. (2002). Viejos y nuevos caminos hacia la privatización de la educación pública básica y media en Colombia política educativa y neoliberalismo. Bogotá: Universidad Nacional de Colombia Facultad de Derecho Ciencias Políticas y Sociales. Recuperado el 22 de 05 de 2024","fuente":"","dependencias":{"nombre":"Facultad de Derecho Ciencias Políticas y Sociales","slug":"facultad-de-derecho-ciencias-politicas-y-sociales"}},{"id":289,"titulo":{"nombre":"Violencia escolar en las aulas, las calles y el ciberespacio: indagación en la Institución Educativa Gabriel García Márquez de Soacha (2019-2021)","slug":"violencia-escolar-en-las-aulas-las-calles-y-el-ciberespacio-indagacion-en-la-institucion-educativa-gabriel-garcia-marquez-de-soacha-2019-2021"},"resumen":"“ Resumen\nLa presente investigación tiene como objetivo establecer los niveles tanto de victimización como de agresión por violencias escolares, en su diversas manifestaciones presenciales y virtuales, a los que se encuentran expuestos los estudiantes de bachillerato de la Institución Educativa Gabriel García Márquez, ubicada en la comuna 4, Altos de Cazucá, Soacha. Se incluyen, junto a estas estadísticas, percepciones y sentires de los estudiantes respecto a la violencia escolar. La investigación es de tipo mixta concurrente y tiene como marco temporal de análisis el periodo comprendido entre los años 2019 a 2021. Con el fin de obtener los datos necesarios para su desarrollo, se aplicó una encuesta autoadministrada a la que respondieron 189 estudiantes de la institución educativa y se conformaron 4 grupos focales, donde participaron entre 3 y 4 personas. Los principales resultados indican que la violencia física entre los estudiantes de la institución analizada no es un instrumento para la dominación, sino más bien para dirimir conflictos, pues elementos propios del acoso como las amenazas y la persecución son poco frecuentes. Por otro lado, se descubrió que la violencia verbal es la más ejercida por los estudiantes en todas las dimensiones analizadas, es decir en la escuela presencial, el campo virtual y en los espacios físicos externos a la institución educativa. Frente a las ciberviolencias se estableció que estas tienen un índice bajo de ocurrencia, respecto a las violencias presenciales, en cuanto existe una significativa limitación material de la población para el acceso a dispositivos digitales y al servicio de Internet. También se constató la idea concebida durante el periodo de observación, de que las ciberviolencias son una prolongación de la convivencia y los conflictos presenciales, por esto es lógico que durante la cuarentena por pandemia de Covid -19 los índices de victimización por aquellas hayan disminuido. (Texto tomado de la fuente)”","autores":[{"nombre":"Pinzón Osorio, Nilson Arbey","slug":"pinzon-osorio-nilson-arbey"}],"años":{"año":2022,"valor":2022},"tipos":{"nombre":"Tesis de Maestría","slug":"tesis-de-maestria"},"referencia":"Pinzón Osorio, N. A. (2022). Tesis de Maestría: Violencia escolar en las aulas, las calles y el ciberespacio: indagación en la Institución Educativa Gabriel García Márquez de Soacha (2019-2021). Recuperado el 22 de 05 de 2024, de Repositorio Institucional UN. Biblioteca Digital: https://repositorio.unal.edu.co/handle/unal/82269","fuente":"https://repositorio.unal.edu.co/handle/unal/82269","dependencias":{"nombre":"Maestría en Educación","slug":"maestria-en-educacion"}},{"id":264,"titulo":{"nombre":"Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 1)","slug":"vision-2034-aportes-para-la-construccion-de-la-vision-y-el-plan-prospectivo-de-la-universidad-nacional-de-colombia-al-ano-2034-vol-1"},"resumen":"Este primer volumen de la serie \"Visión 2034\" busca fomentar la reflexión y el debate sobre el pasado, presente y futuro de la Universidad Nacional de Colombia. Liderado por la Dirección Nacional de Planeación y Estadística, el proyecto promueve un ejercicio académico y participativo que acepta la incertidumbre del futuro y se enfoca en analizar posibles escenarios. A través de la colaboración de la comunidad universitaria y expertos en educación superior, \"Visión 2034\" pretende que la universidad asuma un rol de liderazgo en la educación superior, establezca mecanismos de proyección a largo plazo y fortalezca su autonomía institucional. Los documentos incluidos, disponibles en www.vision2034.unal.edu.co, están organizados en torno a ejes temáticos, respetando la diversidad de perspectivas y estilos de los autores, y sirven como una base inicial para enriquecer el diálogo sobre el futuro de la educación superior en Colombia.","autores":[{"nombre":"Miñana, Carlos, & Bernal, Elizabeth","slug":"minana-carlos-bernal-elizabeth"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Miñana, C., & Bernal, E. (Edits.). (2014). Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 1) Bogotá: Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","fuente":"https://drive.google.com/file/d/0B0j8nnWUGODGTGRIWDMzR0t0clE/view?resourcekey=0-qdeZSbJxp6p1KXe7XnweaQ","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"}},{"id":265,"titulo":{"nombre":"Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 2)","slug":"vision-2034-aportes-para-la-construccion-de-la-vision-y-el-plan-prospectivo-de-la-universidad-nacional-de-colombia-al-ano-2034-vol-2"},"resumen":"El proyecto Visión 2034, liderado por la Dirección Nacional de Planeación y Estadística (DNPE), es un esfuerzo académico, participativo, político y técnico para definir la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034. Este segundo volumen aporta a la reflexión sobre el rol de la universidad en el contexto local, nacional e internacional. Aceptando la incertidumbre del futuro, Visión 2034 propone una planificación flexible y participativa, centrada en la creación de escenarios posibles y acciones viables. El proyecto, que se desarrolla en tres fases entre 2014 y 2017, busca fortalecer la autonomía universitaria, promover el liderazgo en educación superior y establecer mecanismos para la proyección a largo plazo, con documentos y materiales disponibles en www.vision2034.unal.edu.co.","autores":[{"nombre":"Miñana, Carlos, & Bernal, Elizabeth","slug":"minana-carlos-bernal-elizabeth"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Miñana, C., & Bernal, E. (Edits.). (2014). Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 2). Bogotá: Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B0j8nnWUGODGN0h3RnBiUzg5OTA/view?resourcekey=0-EwzTfnhlyLn6reMyOQgTiA","fuente":"https://drive.google.com/file/d/0B0j8nnWUGODGN0h3RnBiUzg5OTA/view?resourcekey=0-EwzTfnhlyLn6reMyOQgTiA\n","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"}},{"id":266,"titulo":{"nombre":"Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (vol. 3)","slug":"vision-2034-aportes-para-la-construccion-de-la-vision-y-el-plan-prospectivo-de-la-universidad-nacional-de-colombia-al-ano-2034-vol-3"},"resumen":"El proyecto Visión 2034, liderado por la Dirección Nacional de Planeación y Estadística (DNPE), es un ejercicio académico, participativo, político y técnico para construir la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034. Este documento constituye el tercer volumen de una serie, destacando la reflexión sobre el papel de la universidad en los ámbitos local, nacional e internacional. A diferencia de los volúmenes anteriores, este se enfoca en la formación, lo nacional y lo público, la democracia y gobernanza, y resultados de talleres prospectivos en distintas sedes. El proyecto acepta la incertidumbre del futuro y promueve una planificación flexible y participativa, desarrollándose en tres fases entre 2014 y 2017, con la participación de la comunidad universitaria y expertos en educación superior, fortaleciendo la autonomía universitaria y proyectando la Universidad a largo plazo.","autores":[{"nombre":"Miñana, Carlos, & Bernal, Elizabeth","slug":"minana-carlos-bernal-elizabeth"}],"años":{"año":2014,"valor":2014},"tipos":{"nombre":"Libro","slug":"libro"},"referencia":"Miñana, C., & Bernal, E. (Edits.). (2014). Visión 2034. Aportes para la construcción de la visión y el plan prospectivo de la Universidad Nacional de Colombia al año 2034 (Vol. 3). Bogotá: Universidad Nacional de Colombia. Recuperado el 22 de 05 de 2024, de https://drive.google.com/file/d/0B_kQaNaFrsfWNUJNaGpwVFh4UFpLMExwNnlhZzZCdEZRSnZ3/view?resourcekey=0-xWzfkUBGZvTgjugtK0FPYw","fuente":"https://drive.google.com/file/d/0B_kQaNaFrsfWNUJNaGpwVFh4UFpLMExwNnlhZzZCdEZRSnZ3/view?resourcekey=0-xWzfkUBGZvTgjugtK0FPYw","dependencias":{"nombre":"Dirección Nacional de Planeación y Estadística","slug":"direccion-nacional-de-planeacion-y-estadistica"}},{"id":154,"titulo":{"nombre":"Visualidad y escritura como acción: Investigación Acción Participativa en la Costa Caribe colombiana","slug":"visualidad-y-escritura-como-accion-investigacion-accion-participativa-en-la-costa-caribe-colombiana"},"resumen":"“Este artículo lleva a cabo un proyecto de reconstrucción de la metodología de Investigación Acción Participativa (IAP) que Orlando Fals Borda y la Fundación del Caribe ensamblaron a principios de la década de los setenta en los departamentos de Córdoba y Sucre, Colombia, en colaboración con la Asociación Nacional de Usuarios Campesinos (ANUC). A partir de una lectura paralela del archivo personal de Orlando Fals Borda y de los folletos ilustrados que su equipo produjo para diseminar una historia campesina narrada “desde abajo”, se arguye que la elaboración de cómics para esos folletos constituía un escenario en el cual se redefinía el significado de investigación. En vez de una secuencia tradicional que desde la elaboración de un marco teórico transita por la recolección de datos y su posterior análisis, se transformó la investigación en un ejercicio de colectivo de construcción de conocimiento. En el centro de este proceso estaba Ulianov Chalarka, el artista monteriano que, durante dos años, dibujó las cuatro historietas producidas por el proyecto. De esa forma, se analiza el acto de mirar del artista: cómo Chalarka crea una imagen icónica para representar las historias de lucha narradas por los campesinos, usando como caso ejemplar el cómic Tinajones, sobre las luchas campesinas de la región de San Antero y San Bernardo del Viento. Además, se comparan las historias elaboradas por el equipo en diferentes medios —prosa y cómics— para comprender la contribución de Chalarka al proyecto.\nSe interpreta, con la ayuda de un grupo de dibujantes de cómics, el montaje de las viñetas de los folletos, procedimiento que comenzó con la presencia del artista en las entrevistas y su producción de lo que se podría llamar “apuntes dibujados”, que resaltan ciertos eventos de la narración. Luego, se analiza la creación de los paneles por el equipo investigador, mostrando cómo se colocaban los apuntes dibujados dentro de viñetas que contenían más información. Finalmente, se subraya que a través de los errores de perspectiva en las viñetas se puede identificar el proceso colectivo de montaje de los cómics y que el papel de Chalarka evidencia la importancia de tener en cuenta a todos los participantes en un proyecto de IAP.”","autores":[{"nombre":"Rappaport, Joanne","slug":"rappaport-joanne"}],"años":{"año":2018,"valor":2018},"tipos":{"nombre":"Artículo","slug":"articulo"},"referencia":"Rappaport, J. (2018). Visualidad y escritura como acción: Investigación Acción Participativa en la Costa Caribe colombiana. Revista Colombiana de Sociología, 41(1), 133-156. doi: https://doi.org/10.15446/rcs.v41n1.66272","fuente":"https://doi.org/10.15446/rcs.v41n1.66272","dependencias":{"nombre":"Revista Colombiana de Sociología","slug":"revista-colombiana-de-sociologia"}}] \ No newline at end of file diff --git a/aplicaciones/www/estaticos/datos/subIndicadores-produccionAcademica.json b/aplicaciones/www/estaticos/datos/subIndicadores-produccionAcademica.json index fc50184..5dcbc54 100644 --- a/aplicaciones/www/estaticos/datos/subIndicadores-produccionAcademica.json +++ b/aplicaciones/www/estaticos/datos/subIndicadores-produccionAcademica.json @@ -1 +1 @@ -[{"id":1,"nombre":"GESTIÓN","slug":"gestion","indicadorMadre":3},{"id":2,"nombre":"EMOCIONAL","slug":"emocional","indicadorMadre":3},{"id":3,"nombre":"COMUNITARIO","slug":"comunitario","indicadorMadre":6},{"id":4,"nombre":"CARGA ACADÉMICA","slug":"carga-academica","indicadorMadre":7},{"id":5,"nombre":"INTERDISCIPLINARIEDAD","slug":"interdisciplinariedad","indicadorMadre":7},{"id":6,"nombre":"INGLÉS","slug":"ingles","indicadorMadre":9},{"id":7,"nombre":"BURNT OUT","slug":"burnt-out","indicadorMadre":10},{"id":8,"nombre":"CALIDAD DOCENTE","slug":"calidad-docente","indicadorMadre":10},{"id":9,"nombre":"DESARROLLO PROFESIONAL","slug":"desarrollo-profesional","indicadorMadre":10},{"id":10,"nombre":"DESIGUALDAD SOCIAL","slug":"desigualdad-social","indicadorMadre":10},{"id":11,"nombre":"DISCURSO DOCENTE","slug":"discurso-docente","indicadorMadre":10},{"id":12,"nombre":"EVALUACIÓN","slug":"evaluacion","indicadorMadre":10},{"id":13,"nombre":"EXPERIENCIAS","slug":"experiencias","indicadorMadre":10},{"id":14,"nombre":"FEMINIZACIÓN DE LA DOCENCIA","slug":"feminizacion-de-la-docencia","indicadorMadre":10},{"id":15,"nombre":"FORMACIÓN","slug":"formacion","indicadorMadre":10},{"id":16,"nombre":"NECESIDADES DOCENTES","slug":"necesidades-docentes","indicadorMadre":10},{"id":17,"nombre":"AMBIENTAL","slug":"ambiental","indicadorMadre":11},{"id":18,"nombre":"ARQUITECTURA","slug":"arquitectura","indicadorMadre":11},{"id":19,"nombre":"ARTES","slug":"artes","indicadorMadre":11},{"id":20,"nombre":"CIENCIAS NATURALES Y AMBIENTALES","slug":"ciencias-naturales-y-ambientales","indicadorMadre":11},{"id":21,"nombre":"CONSTRUCCIÓN DE LO PÚBLICO","slug":"construccion-de-lo-publico","indicadorMadre":11},{"id":22,"nombre":"DESARROLLO RURAL","slug":"desarrollo-rural","indicadorMadre":11},{"id":23,"nombre":"DISCUSO ACADÉMICO","slug":"discuso-academico","indicadorMadre":11},{"id":24,"nombre":"ESCUELA","slug":"escuela","indicadorMadre":11},{"id":25,"nombre":"EXPERIENCIAS EDUCATIVAS","slug":"experiencias-educativas","indicadorMadre":11},{"id":26,"nombre":"FEMENINA","slug":"femenina","indicadorMadre":11},{"id":27,"nombre":"GÉNERO","slug":"genero","indicadorMadre":11},{"id":28,"nombre":"INCLUSIÓN","slug":"inclusion","indicadorMadre":11},{"id":29,"nombre":"INVESTIGACIÓN","slug":"investigacion","indicadorMadre":11},{"id":30,"nombre":"JUSTICIA SOCIAL","slug":"justicia-social","indicadorMadre":11},{"id":31,"nombre":"PARA LA PAZ","slug":"para-la-paz","indicadorMadre":11},{"id":32,"nombre":"POLÍTICA","slug":"politica","indicadorMadre":11},{"id":33,"nombre":"POPULAR","slug":"popular","indicadorMadre":11},{"id":34,"nombre":"POST COVID-19","slug":"post-covid-19","indicadorMadre":11},{"id":35,"nombre":"PROPIA","slug":"propia","indicadorMadre":11},{"id":36,"nombre":"PÚBLICA","slug":"publica","indicadorMadre":11},{"id":37,"nombre":"RECONOCIMIENTO SOCIAL Y CULTURA DEL 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DIGITALES","slug":"mediaciones-digitales","indicadorMadre":29},{"id":89,"nombre":"GOBERNANZA","slug":"gobernanza","indicadorMadre":30}] \ No newline at end of file +[{"id":1,"nombre":"GESTIÓN","slug":"gestion","indicadorMadre":3},{"id":2,"nombre":"EMOCIONAL","slug":"emocional","indicadorMadre":3},{"id":3,"nombre":"COMUNITARIO","slug":"comunitario","indicadorMadre":6},{"id":4,"nombre":"CARGA ACADÉMICA","slug":"carga-academica","indicadorMadre":7},{"id":5,"nombre":"INTERDISCIPLINARIEDAD","slug":"interdisciplinariedad","indicadorMadre":7},{"id":6,"nombre":"INGLÉS","slug":"ingles","indicadorMadre":9},{"id":7,"nombre":"BURNT OUT","slug":"burnt-out","indicadorMadre":10},{"id":8,"nombre":"CALIDAD DOCENTE","slug":"calidad-docente","indicadorMadre":10},{"id":9,"nombre":"DESARROLLO PROFESIONAL","slug":"desarrollo-profesional","indicadorMadre":10},{"id":10,"nombre":"DESIGUALDAD SOCIAL","slug":"desigualdad-social","indicadorMadre":10},{"id":11,"nombre":"DISCURSO 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PEDAGÓGICA","slug":"innovacion-pedagogica","indicadorMadre":25},{"id":60,"nombre":"MEMORIA HISTÓRICA","slug":"memoria-historica","indicadorMadre":25},{"id":61,"nombre":"MUSICAL","slug":"musical","indicadorMadre":25},{"id":62,"nombre":"ORALIDAD","slug":"oralidad","indicadorMadre":25},{"id":63,"nombre":"PRÁCTICAS PEDAGOGÍCAS","slug":"practicas-pedagogicas","indicadorMadre":25},{"id":64,"nombre":"DEMOCRACIA","slug":"democracia","indicadorMadre":27},{"id":65,"nombre":"ESTUDIOS COMPARADOS","slug":"estudios-comparados","indicadorMadre":27},{"id":66,"nombre":"NEOLIBERALISMO","slug":"neoliberalismo","indicadorMadre":27},{"id":67,"nombre":"PROFESIONALIZACIÓN DOCENTE","slug":"profesionalizacion-docente","indicadorMadre":27},{"id":68,"nombre":"REFORMAS EDUCATIVAS","slug":"reformas-educativas","indicadorMadre":27},{"id":69,"nombre":"SISTEMA EDUCATIVO","slug":"sistema-educativo","indicadorMadre":27},{"id":70,"nombre":"EDUCACIÓN BÁSICA","slug":"educacion-basica","indicadorMadre":27},{"id":71,"nombre":"ACOMPAÑAMIENTO INTEGRAL","slug":"acompanamiento-integral","indicadorMadre":28},{"id":72,"nombre":"DESARROLLO REGIONAL","slug":"desarrollo-regional","indicadorMadre":28},{"id":73,"nombre":"EDUCACIÓN EN AMÉRICA LATINA Y EL CARIBE","slug":"educacion-en-america-latina-y-el-caribe","indicadorMadre":28},{"id":74,"nombre":"FORMACIÓN INTEGRAL","slug":"formacion-integral","indicadorMadre":28},{"id":75,"nombre":"ALFABETIZACIÓN DIGITAL","slug":"alfabetizacion-digital","indicadorMadre":29},{"id":76,"nombre":"AULA 2.0","slug":"aula-20","indicadorMadre":29},{"id":77,"nombre":"CONTENIDOS PARA NIÑOS Y NIÑAS","slug":"contenidos-para-ninos-y-ninas","indicadorMadre":29},{"id":78,"nombre":"LENGUA DE SEÑAS","slug":"lengua-de-senas","indicadorMadre":29},{"id":79,"nombre":"GESTIÓN DE RECURSOS DIGITALES","slug":"gestion-de-recursos-digitales","indicadorMadre":29},{"id":80,"nombre":"MEDIACIONES DIGITALES","slug":"mediaciones-digitales","indicadorMadre":29},{"id":81,"nombre":"GOBERNANZA","slug":"gobernanza","indicadorMadre":30}] \ No newline at end of file From 3a47500b630c603ac946206483b31d50041a5637 Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Mon, 16 Sep 2024 22:19:23 -0500 Subject: [PATCH 2/8] =?UTF-8?q?=E2=9C=8F=EF=B8=8F=20cambiar=20descripcion?= =?UTF-8?q?=20por=20definicion?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- aplicaciones/procesador/fuente/tipos.ts | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/aplicaciones/procesador/fuente/tipos.ts b/aplicaciones/procesador/fuente/tipos.ts index c5cd0ce..1a962d0 100644 --- a/aplicaciones/procesador/fuente/tipos.ts +++ b/aplicaciones/procesador/fuente/tipos.ts @@ -22,7 +22,7 @@ export interface Indicador { id: number; nombre: string; slug: string; - descripcion?: string; + definicion?: string; subindicadores?: number[]; } From 322b6d531e506dbadcb6e53c1053151144c81edc Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Wed, 18 Sep 2024 09:45:11 -0500 Subject: [PATCH 3/8] =?UTF-8?q?=F0=9F=94=A7=20Separar=20tipos=20compartido?= =?UTF-8?q?s=20entre=20aplicaciones=20y=20espec=C3=ADficos?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- aplicaciones/procesador/fuente/indicadores.ts | 2 +- .../procesador/fuente/procesadorColectivos.ts | 13 +-- .../fuente/procesadorPublicaciones.ts | 10 +- aplicaciones/procesador/fuente/tipos.ts | 107 +----------------- aplicaciones/procesador/tsconfig.json | 11 +- tipos/compartidos.ts | 103 +++++++++++++++++ 6 files changed, 125 insertions(+), 121 deletions(-) create mode 100644 tipos/compartidos.ts diff --git a/aplicaciones/procesador/fuente/indicadores.ts b/aplicaciones/procesador/fuente/indicadores.ts index e183107..518a58b 100644 --- a/aplicaciones/procesador/fuente/indicadores.ts +++ b/aplicaciones/procesador/fuente/indicadores.ts @@ -1,6 +1,6 @@ import slugificar from 'slug'; -import { Indicador, Subindicador } from 'tipos.js'; import { getXlsxStream } from 'xlstream'; +import type { Indicador, Subindicador } from '@/tipos/compartidos'; type FilaIdicador = [id: string, nombre: string, descripcion: string, subindicadores?: Subindicador[]]; type FilaSubindicador = [id: string, nombre: string, idIndicadorMadre: string]; diff --git a/aplicaciones/procesador/fuente/procesadorColectivos.ts b/aplicaciones/procesador/fuente/procesadorColectivos.ts index 8fcfe0f..b0192eb 100644 --- a/aplicaciones/procesador/fuente/procesadorColectivos.ts +++ b/aplicaciones/procesador/fuente/procesadorColectivos.ts @@ -2,16 +2,15 @@ import { getXlsxStream } from 'xlstream'; import slugificar from 'slug'; //import { emojify } from 'node-emoji'; import { ordenarListaObjetos, guardarJSON, logAviso, chulo, procesarLista } from './ayudas'; -import { - ElementoLista, - ListasColectivos, - DefinicionSimple, +import type { + CamposColectivos, Colectivo, + DefinicionSimple, + ElementoListaIndicadores, Indicador, + ListasColectivos, Subindicador, - ElementoListaIndicadores, - CamposColectivos, -} from './tipos'; +} from '@/tipos/compartidos'; const archivoColectivos = './datos/base_colectivos_y_ambitos_anonimizado20240902.xlsx'; const hojaCol = 'Diccionario Indicadores'; diff --git a/aplicaciones/procesador/fuente/procesadorPublicaciones.ts b/aplicaciones/procesador/fuente/procesadorPublicaciones.ts index 3293952..fb7a585 100644 --- a/aplicaciones/procesador/fuente/procesadorPublicaciones.ts +++ b/aplicaciones/procesador/fuente/procesadorPublicaciones.ts @@ -1,15 +1,15 @@ import { getXlsxStream } from 'xlstream'; import slugificar from 'slug'; import { separarPartes, ordenarListaObjetos, guardarJSON, procesarLista } from './ayudas'; -import { - ListasPublicaciones, +import type { CamposPA, DefinicionSimple, - Publicacion, + ElementoListaIndicadores, Indicador, + ListasPublicaciones, + Publicacion, Subindicador, - ElementoListaIndicadores, -} from './tipos'; +} from '@/tipos/compartidos'; type FilaProduccionAcademica = [ id: number, diff --git a/aplicaciones/procesador/fuente/tipos.ts b/aplicaciones/procesador/fuente/tipos.ts index 1a962d0..85e7f2e 100644 --- a/aplicaciones/procesador/fuente/tipos.ts +++ b/aplicaciones/procesador/fuente/tipos.ts @@ -1,105 +1,4 @@ -// Este archivo debería estar en www, creo, pero no supe cómo importarlo hasta acá - -export interface ElementoLista { - nombre: string; - descripcion?: string; - slug: string; - conteo: number; - relaciones?: { - tipo: keyof ListasPublicaciones | keyof ListasColectivos | string; - conteo: number; - indice: number; - slug: string; - }[]; - publicaciones?: number[]; +export interface Errata { + fila: number; + error: string; } - -export interface ElementoListaIndicadores extends ElementoLista { - //subindicadores: ElementoLista[]; -} - -export interface Indicador { - id: number; - nombre: string; - slug: string; - definicion?: string; - subindicadores?: number[]; -} - -export interface Subindicador { - id: number; - nombre: string; - slug: string; - indicadorMadre: number; -} - -export type DefinicionSimple = { nombre: string; slug: string }; -export type Año = { año: number; valor: string }; - -export type ListasPublicaciones = { - autores: ElementoLista[]; - años: ElementoLista[]; - tipos: ElementoLista[]; - dependencias: ElementoLista[]; - indicadores: ElementoListaIndicadores[]; - subindicadores: ElementoLista[]; -}; - -export type ListasColectivos = { - años: ElementoLista[]; - estados: ElementoLista[]; - tipos: ElementoLista[]; - responsables: ElementoLista[]; - sedes: ElementoLista[]; - dependencias: ElementoLista[]; - modalidades: ElementoLista[]; - indicadores: ElementoListaIndicadores[]; - subindicadores: ElementoLista[]; -}; - -export type LlavesPA = 'autores' | 'años' | 'tipos' | 'dependencias' | 'indicadores' | 'subindicadores'; -export type LlavesColectivos = - | 'responsables' - | 'tipos' - | 'años' - | 'sedes' - | 'dependencias' - | 'modalidades' - | 'indicadores' - | 'subindicadores'; - -export type CamposPA = { llave: LlavesPA; indice: number }[]; -export type CamposColectivos = { llave: LlavesColectivos; indice: number }[]; - -export type Publicacion = { - id: number; - titulo: DefinicionSimple; - resumen?: string; - autores?: DefinicionSimple[]; - años?: Año; - tipos?: DefinicionSimple; - referencia?: string; - fuente?: string; - dependencias?: DefinicionSimple; - indicadores?: Indicador; - subindicadores?: Subindicador; -}; - -// POR HACER: Completar -export type Colectivo = { - id: number; - nombre: DefinicionSimple; - tipos?: DefinicionSimple; - descripcion?: string; - años?: Año; - estados?: string; - fuente?: string; - enlaceFuente?: string; - responsables?: DefinicionSimple; - contacto?: string; - sedes?: DefinicionSimple; - dependencias?: DefinicionSimple; - modalidades?: DefinicionSimple; - indicadores?: Indicador; - subindicadores?: Subindicador; -}; diff --git a/aplicaciones/procesador/tsconfig.json b/aplicaciones/procesador/tsconfig.json index 3b8fa5e..d641490 100644 --- a/aplicaciones/procesador/tsconfig.json +++ b/aplicaciones/procesador/tsconfig.json @@ -1,15 +1,18 @@ { "compilerOptions": { - "composite": true, + "module": "CommonJS", + "target": "es2016", "esModuleInterop": true, "forceConsistentCasingInFileNames": true, - "allowImportingTsExtensions": true, - "noEmit": true, "strict": true, "skipLibCheck": true, "moduleResolution": "node", "outDir": "./publico", - "baseUrl": "./fuente" + "baseUrl": ".", + "paths": { + "@/*": ["fuente/*"], + "@/tipos/*": ["../../tipos/*"] + } }, "include": ["./fuente/**/*"], "exclude": ["node_modules"] diff --git a/tipos/compartidos.ts b/tipos/compartidos.ts new file mode 100644 index 0000000..80bf46b --- /dev/null +++ b/tipos/compartidos.ts @@ -0,0 +1,103 @@ +export interface ElementoLista { + nombre: string; + descripcion?: string; + slug: string; + conteo: number; + relaciones?: { + tipo: keyof ListasPublicaciones | keyof ListasColectivos | string; + conteo: number; + indice: number; + slug: string; + }[]; + publicaciones?: number[]; +} + +export interface ElementoListaIndicadores extends ElementoLista { + //subindicadores: ElementoLista[]; +} + +export interface Indicador { + id: number; + nombre: string; + slug: string; + definicion?: string; + subindicadores?: number[]; +} + +export interface Subindicador { + id: number; + nombre: string; + slug: string; + indicadorMadre: number; +} + +export type DefinicionSimple = { nombre: string; slug: string }; +export type Año = { año: number; valor: string }; + +export type ListasPublicaciones = { + autores: ElementoLista[]; + años: ElementoLista[]; + tipos: ElementoLista[]; + dependencias: ElementoLista[]; + indicadores: ElementoListaIndicadores[]; + subindicadores: ElementoLista[]; +}; + +export type ListasColectivos = { + años: ElementoLista[]; + estados: ElementoLista[]; + tipos: ElementoLista[]; + responsables: ElementoLista[]; + sedes: ElementoLista[]; + dependencias: ElementoLista[]; + modalidades: ElementoLista[]; + indicadores: ElementoListaIndicadores[]; + subindicadores: ElementoLista[]; +}; + +export type LlavesPA = 'autores' | 'años' | 'tipos' | 'dependencias' | 'indicadores' | 'subindicadores'; +export type LlavesColectivos = + | 'responsables' + | 'tipos' + | 'años' + | 'sedes' + | 'dependencias' + | 'modalidades' + | 'indicadores' + | 'subindicadores'; + +export type CamposPA = { llave: LlavesPA; indice: number }[]; +export type CamposColectivos = { llave: LlavesColectivos; indice: number }[]; + +export type Publicacion = { + id: number; + titulo: DefinicionSimple; + resumen?: string; + autores?: DefinicionSimple[]; + años?: Año; + tipos?: DefinicionSimple; + referencia?: string; + fuente?: string; + dependencias?: DefinicionSimple; + indicadores?: Indicador; + subindicadores?: Subindicador; +}; + +// POR HACER: Completar +export type Colectivo = { + id: number; + nombre: DefinicionSimple; + tipos?: DefinicionSimple; + descripcion?: string; + años?: Año; + estados?: string; + fuente?: string; + enlaceFuente?: string; + responsables?: DefinicionSimple; + contacto?: string; + sedes?: DefinicionSimple; + dependencias?: DefinicionSimple; + modalidades?: DefinicionSimple; + indicadores?: Indicador; + subindicadores?: Subindicador; +}; From ad3b4a4a97ae9110367b77485a56c5682bd6093a Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Wed, 18 Sep 2024 15:26:03 -0500 Subject: [PATCH 4/8] =?UTF-8?q?=F0=9F=8C=90=20Descolonizada=20peque=C3=B1a?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- aplicaciones/www/README.md | 40 +------------------ aplicaciones/www/index.html | 4 +- .../www/src/{App.vue => Aplicacion.vue} | 0 aplicaciones/www/src/main.ts | 10 ++--- .../www/src/{router => rutas}/index.ts | 0 5 files changed, 8 insertions(+), 46 deletions(-) rename aplicaciones/www/src/{App.vue => Aplicacion.vue} (100%) rename aplicaciones/www/src/{router => rutas}/index.ts (100%) diff --git a/aplicaciones/www/README.md b/aplicaciones/www/README.md index a32da5a..7c90274 100644 --- a/aplicaciones/www/README.md +++ b/aplicaciones/www/README.md @@ -1,39 +1 @@ -# cuenco-unal - -This template should help get you started developing with Vue 3 in Vite. - -## Recommended IDE Setup - -[VSCode](https://code.visualstudio.com/) + [Volar](https://marketplace.visualstudio.com/items?itemName=Vue.volar) (and disable Vetur). - -## Type Support for `.vue` Imports in TS - -TypeScript cannot handle type information for `.vue` imports by default, so we replace the `tsc` CLI with `vue-tsc` for type checking. In editors, we need [Volar](https://marketplace.visualstudio.com/items?itemName=Vue.volar) to make the TypeScript language service aware of `.vue` types. - -## Customize configuration - -See [Vite Configuration Reference](https://vitejs.dev/config/). - -## Project Setup - -```sh -yarn -``` - -### Compile and Hot-Reload for Development - -```sh -yarn dev -``` - -### Type-Check, Compile and Minify for Production - -```sh -yarn build -``` - -### Lint with [ESLint](https://eslint.org/) - -```sh -yarn lint -``` +# Sitio del proyecto en Vue diff --git a/aplicaciones/www/index.html b/aplicaciones/www/index.html index d360541..330b3c4 100644 --- a/aplicaciones/www/index.html +++ b/aplicaciones/www/index.html @@ -1,5 +1,5 @@ - + @@ -7,7 +7,7 @@ Cuenco - UNAL -

+
diff --git a/aplicaciones/www/src/App.vue b/aplicaciones/www/src/Aplicacion.vue similarity index 100% rename from aplicaciones/www/src/App.vue rename to aplicaciones/www/src/Aplicacion.vue diff --git a/aplicaciones/www/src/main.ts b/aplicaciones/www/src/main.ts index 334e6b1..9ee4471 100644 --- a/aplicaciones/www/src/main.ts +++ b/aplicaciones/www/src/main.ts @@ -3,12 +3,12 @@ import './scss/estilos.scss'; import { createApp } from 'vue'; import { createPinia } from 'pinia'; -import App from './App.vue'; -import router from './router'; +import Aplicacion from './Aplicacion.vue'; +import rutas from './rutas'; -const app = createApp(App); +const app = createApp(Aplicacion); app.use(createPinia()); -app.use(router); +app.use(rutas); -app.mount('#app'); +app.mount('#aplicacion'); diff --git a/aplicaciones/www/src/router/index.ts b/aplicaciones/www/src/rutas/index.ts similarity index 100% rename from aplicaciones/www/src/router/index.ts rename to aplicaciones/www/src/rutas/index.ts From 7c775a4100cdddcae7d80ab242f887f3eb253b2b Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Wed, 18 Sep 2024 15:26:57 -0500 Subject: [PATCH 5/8] =?UTF-8?q?=F0=9F=97=91=EF=B8=8F=20Borrar=20archivos?= =?UTF-8?q?=20viejos?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- .../base_colectivos_y_ambitos_100724.xlsx | Bin 242056 -> 0 bytes .../base_produccion_ academica_100724.xlsx | Bin 210772 -> 0 bytes 2 files changed, 0 insertions(+), 0 deletions(-) delete mode 100644 aplicaciones/procesador/datos/base_colectivos_y_ambitos_100724.xlsx delete mode 100644 aplicaciones/procesador/datos/base_produccion_ academica_100724.xlsx diff --git a/aplicaciones/procesador/datos/base_colectivos_y_ambitos_100724.xlsx b/aplicaciones/procesador/datos/base_colectivos_y_ambitos_100724.xlsx deleted file mode 100644 index 288dd0e3cb4e6653af616391fc618da455969ad2..0000000000000000000000000000000000000000 GIT binary patch literal 0 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z-%~IHfqIp8h8|g7wpIOQ%RhE{($vl3`-*}o>af^wS!gpQSS+Y?Fo5wTB@}f#H)Tp9 z27C6)i`tN%*6%#$$Pdbmjt?pAe0ym6I6_3s3U#U^kBw=$aoM-tb~0o!@plGJXemmDjKCnb?zbGt+6iS_{4J;Ug`S$`j znA!&u$?Jp5Emr7*ozDkxjp;p^jm1Vp(BaN*fKu@24Yw<@JLtWc^p<+g6*_!JbbEN4 zjPD^}ys>*TbmpTBXigJGs}0T!45}h0fDCBIj$dK;PY$&3REgAOAop4KaR!ES|CJBz zUqy(At+OXcmEJ|Eu@kDct_m{Qo3!`^SzT z66b1LPcbks-DO}n$^!SFAARos75JB^`~TFeL)NWBdnN{k;(-5^0v7m3DdPVm#Y4bY zXbNb6GB64^{?ibkbYA8!DgWxxQI@*@KeYeYCm8h0f(tMWGr$C0`kNd{Sq26hSL>%9 zu5O+nYgZ53e`-dLTLKk+O76elmTqqUgq|8=_%j(mtpUF*e?#9?_%F1z zx2Kn@%RdR&f0dRI2viL{{l5Y>00Cwyt}riKm>0yr-_6$3;-3Wkcgnvje`^6s>91k* zw72xIwR!I4;Q+JyM=kqrlli++Otu241fBmmQQ%W8MnI8{RQdvg1u%tE;=l{T{{#4} B_YwdA From 417141aedcaaef83e646817bba8d0bb41237fc7e Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Wed, 18 Sep 2024 15:28:18 -0500 Subject: [PATCH 6/8] =?UTF-8?q?=F0=9F=93=9D=20Limpiar=20tipos?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- aplicaciones/procesador/fuente/autores.ts | 3 ++- aplicaciones/procesador/fuente/tipos.ts | 15 +++++++++++++++ aplicaciones/www/src/tipos.ts | 2 -- 3 files changed, 17 insertions(+), 3 deletions(-) diff --git a/aplicaciones/procesador/fuente/autores.ts b/aplicaciones/procesador/fuente/autores.ts index 366ac1c..3de1479 100644 --- a/aplicaciones/procesador/fuente/autores.ts +++ b/aplicaciones/procesador/fuente/autores.ts @@ -1,6 +1,7 @@ import slugificar from 'slug'; +import type { DefinicionSimple, ElementoLista } from '@/tipos/compartidos'; + //import { separarPartes } from './ayudas.js'; -import { DefinicionSimple, ElementoLista } from 'tipos.js'; export function procesarNombresAutores( apellidoNombreSinProcesar: string, diff --git a/aplicaciones/procesador/fuente/tipos.ts b/aplicaciones/procesador/fuente/tipos.ts index 85e7f2e..fbbc010 100644 --- a/aplicaciones/procesador/fuente/tipos.ts +++ b/aplicaciones/procesador/fuente/tipos.ts @@ -2,3 +2,18 @@ export interface Errata { fila: number; error: string; } + +export type FilaProduccionAcademica = [ + id: number, + /** Nombre de los autores separados por ; y apellido nombre separado por , */ + autores: string | undefined, + resumen: string, + años: string, + tipos: string, + titulo: string, + referencia: string, + fuente: string, + dependencia: string, + indicador: string, + subindicador: string, +]; diff --git a/aplicaciones/www/src/tipos.ts b/aplicaciones/www/src/tipos.ts index 19d2d2c..54fa3cc 100644 --- a/aplicaciones/www/src/tipos.ts +++ b/aplicaciones/www/src/tipos.ts @@ -14,8 +14,6 @@ export interface Indicador { subindicadores?: []; } -export type DefinicionSimple = { nombre: string; slug: string }; - // Listas Producción Académica export type Listas = { autores?: ElementoLista[]; From 22fd95e6c7568cd6e6b64ed3b10018e2349c1f78 Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Wed, 18 Sep 2024 15:29:50 -0500 Subject: [PATCH 7/8] =?UTF-8?q?=E2=9C=A8=20Implementar=20errata=20y=20mejo?= =?UTF-8?q?rar=20avisos=20al=20exportar?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- aplicaciones/procesador/fuente/indicadores.ts | 34 ++-- aplicaciones/procesador/fuente/procesador.ts | 37 +++- .../fuente/procesadorPublicaciones.ts | 177 ++++++++---------- .../estaticos/datos/errataSubIndicadores.json | 1 + 4 files changed, 133 insertions(+), 116 deletions(-) create mode 100644 aplicaciones/www/estaticos/datos/errataSubIndicadores.json diff --git a/aplicaciones/procesador/fuente/indicadores.ts b/aplicaciones/procesador/fuente/indicadores.ts index 518a58b..7a95310 100644 --- a/aplicaciones/procesador/fuente/indicadores.ts +++ b/aplicaciones/procesador/fuente/indicadores.ts @@ -1,13 +1,15 @@ import slugificar from 'slug'; import { getXlsxStream } from 'xlstream'; import type { Indicador, Subindicador } from '@/tipos/compartidos'; +import type { Errata } from './tipos'; +import { limpiarTextoSimple } from './ayudas'; type FilaIdicador = [id: string, nombre: string, descripcion: string, subindicadores?: Subindicador[]]; type FilaSubindicador = [id: string, nombre: string, idIndicadorMadre: string]; const archivo = './datos/base_produccion_ academica_anonimizado_V25_090924.xlsx'; -export async function procesarIndicadores(): Promise { +export async function procesarIndicadores(): Promise<{ datos: Indicador[]; errata: Errata[] }> { const flujo = await getXlsxStream({ filePath: archivo, sheet: 'Diccionario de Indicadores', @@ -19,12 +21,13 @@ export async function procesarIndicadores(): Promise { let numeroFila = 1; let contadorIds = 1; const lista: Indicador[] = []; + const errata: Errata[] = []; flujo.on('data', async ({ raw }) => { const [nombre, definicion] = raw.arr as FilaIdicador; if (nombre) { - const nombreProcesado = nombre.trim().replace(/[\n\r\s\t]+/g, ' '); + const nombreProcesado = limpiarTextoSimple(nombre); const slug = slugificar(nombreProcesado); const existe = lista.find((elemento) => elemento.slug === slug); @@ -38,7 +41,10 @@ export async function procesarIndicadores(): Promise { contadorIds++; } else { - console.log(`En fila ${numeroFila} hay indicador con nombre ${nombre} que ya existe con ID ${existe.id}`); + errata.push({ + fila: numeroFila, + error: `Hay indicador con nombre ${nombre} que ya existe con ID ${existe.id}`, + }); } } @@ -46,7 +52,7 @@ export async function procesarIndicadores(): Promise { }); flujo.on('close', () => { - resolver(lista); + resolver({ datos: lista, errata }); }); flujo.on('error', (error) => { @@ -55,7 +61,9 @@ export async function procesarIndicadores(): Promise { }); } -export async function procesarSubindicadores(indicadores: Indicador[]): Promise { +export async function procesarSubindicadores( + indicadores: Indicador[] +): Promise<{ datos: Subindicador[]; errata: Errata[] }> { const flujo = await getXlsxStream({ filePath: archivo, sheet: 'Contenidos P.A', @@ -67,6 +75,7 @@ export async function procesarSubindicadores(indicadores: Indicador[]): Promise< let numeroFila = 1; let contadorIds = 1; const lista: Subindicador[] = []; + const errata: Errata[] = []; flujo.on('data', async ({ raw }) => { const fila = raw.arr as FilaSubindicador; @@ -76,7 +85,7 @@ export async function procesarSubindicadores(indicadores: Indicador[]): Promise< const slug = slugificar(nombre); if (!fila[0] || !fila[0].length) { - console.log(`En la fila ${numeroFila} no hay indicador`); + errata.push({ fila: numeroFila, error: 'No hay indicador' }); return; } @@ -100,12 +109,13 @@ export async function procesarSubindicadores(indicadores: Indicador[]): Promise< lista.push(respuesta); } else { - console.log( - `El subindicador ${nombre} con indicador ${existeIndicador.nombre} en fila ${numeroFila} ya existe con nombre ${existeSubIndicador.nombre} e indicador ${indicadores.find((obj) => obj.id === existeSubIndicador.indicadorMadre)?.nombre}` - ); + errata.push({ + fila: numeroFila, + error: `El subindicador ${nombre} con indicador ${existeIndicador.nombre} en fila ${numeroFila} ya existe con nombre ${existeSubIndicador.nombre} e indicador ${indicadores.find((obj) => obj.id === existeSubIndicador.indicadorMadre)?.nombre}`, + }); } } else { - console.log(`No se puede encontrar el indicador ${indicadorMadre}`); + errata.push({ fila: numeroFila, error: `No se puede encontrar el indicador ${indicadorMadre}` }); } } @@ -124,11 +134,11 @@ export async function procesarSubindicadores(indicadores: Indicador[]): Promise< indicadores[indicadorI].subindicadores?.push(subI.id); } else { - console.log(`No existe el indicador con ID ${subI.indicadorMadre}!`); + errata.push({ fila: 0, error: `No existe el indicador con ID ${subI.indicadorMadre}!` }); } }); - resolver(lista); + resolver({ datos: lista, errata }); }); flujo.on('error', (error) => { diff --git a/aplicaciones/procesador/fuente/procesador.ts b/aplicaciones/procesador/fuente/procesador.ts index 4668b99..949afb3 100644 --- a/aplicaciones/procesador/fuente/procesador.ts +++ b/aplicaciones/procesador/fuente/procesador.ts @@ -1,4 +1,4 @@ -import { chulo, guardarJSON, logAviso } from './ayudas'; +import { alerta, chulo, guardarJSON, logAviso, logNaranjaPulso } from './ayudas'; import { procesarIndicadores, procesarSubindicadores } from './indicadores'; import procesadorColectivos from './procesadorColectivos'; import procesadorPublicaciones from './procesadorPublicaciones'; @@ -7,15 +7,36 @@ async function inicio() { /** Extraer diccionario de indicadores */ const indicadores = await procesarIndicadores(); /** Extraer subindicadores y crear relaciones con indicadores */ - const subindicadores = await procesarSubindicadores(indicadores); + const subindicadores = await procesarSubindicadores(indicadores.datos); + const publicaciones = await procesadorPublicaciones(indicadores.datos, subindicadores.datos); - guardarJSON(indicadores, `indicadores-produccionAcademica`); - console.log(chulo, logAviso('Procesados indicadores')); - guardarJSON(subindicadores, `subIndicadores-produccionAcademica`); - console.log(chulo, logAviso('Procesados subindicadores')); + if (indicadores.errata.length) { + guardarJSON(indicadores.datos, `indicadores-produccionAcademica`); + console.log( + alerta, + logNaranjaPulso( + `Procesados indicadores (con ${indicadores.errata.length} errores, ver archivo: errataIndicadores.json)` + ) + ); + guardarJSON(indicadores.errata, 'errataIndicadores'); + } else { + guardarJSON(indicadores.datos, `indicadores-produccionAcademica`); + console.log(chulo, logAviso('Procesados indicadores')); + } - // const publicaciones = await procesadorPublicaciones(); - // await procesadorColectivos(); + if (subindicadores.errata.length) { + guardarJSON(subindicadores.datos, `subIndicadores-produccionAcademica`); + console.log( + alerta, + logNaranjaPulso( + `Procesados subindicadores (con ${subindicadores.errata.length} errores, ver archivo: errataSubIndicadores.json)` + ) + ); + guardarJSON(subindicadores.errata, 'errataSubIndicadores'); + } else { + guardarJSON(subindicadores.datos, `subIndicadores-produccionAcademica`); + console.log(chulo, logAviso('Procesados subindicadores')); + } } inicio().catch(console.error); diff --git a/aplicaciones/procesador/fuente/procesadorPublicaciones.ts b/aplicaciones/procesador/fuente/procesadorPublicaciones.ts index fb7a585..a5df0ed 100644 --- a/aplicaciones/procesador/fuente/procesadorPublicaciones.ts +++ b/aplicaciones/procesador/fuente/procesadorPublicaciones.ts @@ -1,6 +1,6 @@ import { getXlsxStream } from 'xlstream'; import slugificar from 'slug'; -import { separarPartes, ordenarListaObjetos, guardarJSON, procesarLista } from './ayudas'; +import { separarPartes, ordenarListaObjetos, guardarJSON, procesarLista, limpiarTextoSimple } from './ayudas'; import type { CamposPA, DefinicionSimple, @@ -10,21 +10,7 @@ import type { Publicacion, Subindicador, } from '@/tipos/compartidos'; - -type FilaProduccionAcademica = [ - id: number, - /** Nombre de los autores separados por ; y apellido nombre separado por , */ - autores: string | undefined, - resumen: string, - años: string, - tipos: string, - titulo: string, - referencia: string, - fuente: string, - dependencia: string, - indicador: string, - subindicador: string, -]; +import type { Errata, FilaProduccionAcademica } from './tipos'; const campos: CamposPA = [ { llave: 'autores', indice: 1 }, @@ -35,9 +21,6 @@ const campos: CamposPA = [ { llave: 'subindicadores', indice: 10 }, ]; -let indicadoresProcesados: Indicador[] = []; -let subindicadoresProcesados: Subindicador[] = []; - const listas: ListasPublicaciones = { autores: [], años: [], @@ -47,7 +30,10 @@ const listas: ListasPublicaciones = { subindicadores: [], }; -export default async (): Promise => { +export default async ( + indicadores: Indicador[], + subindicadores: Subindicador[] +): Promise<{ datos: Publicacion[]; errata: Errata[] }> => { const archivo = './datos/base_produccion_ academica_anonimizado_V25_090924.xlsx'; const flujo = await getXlsxStream({ filePath: archivo, @@ -55,9 +41,8 @@ export default async (): Promise => { withHeader: true, ignoreEmpty: true, }); - + const errata: Errata[] = []; let numeroFila = 2; - let datosEmpiezanEnFila = 0; return new Promise((resolver) => { const publicaciones: Publicacion[] = []; @@ -105,97 +90,97 @@ export default async (): Promise => { guardarJSON(publicaciones, 'publicaciones'); guardarJSON(listas, 'listas'); - resolver(); + resolver({ datos: publicaciones, errata }); }); flujo.on('error', (error) => { throw new Error(JSON.stringify(error, null, 2)); }); }); -}; -function procesarFila(fila: FilaProduccionAcademica, numeroFila: number): Publicacion { - const tituloPublicacion = fila[5] ? fila[5].trim() : ''; - const autores = fila[1]?.includes(';') ? separarPartes(fila[1], ';') : [fila[1]?.trim()]; - const subindicador = fila[10] ? fila[10].trim() : ''; + function procesarFila(fila: FilaProduccionAcademica, numeroFila: number): Publicacion { + const tituloPublicacion = fila[5] ? limpiarTextoSimple(fila[5]) : ''; + const autores = fila[1]?.includes(';') ? separarPartes(fila[1], ';') : [fila[1]?.trim()]; + const subindicador = fila[10] ? fila[10].trim() : ''; - if (!subindicador) { - console.log(`No hay subindicador en ${numeroFila}`); - } + if (!subindicador) { + console.log(`No hay subindicador en ${numeroFila}`); + } - const subindicadorProcesado = subindicadoresProcesados.find((obj) => { - return obj.slug === slugificar(subindicador); - }); + const subindicadorProcesado = subindicadores.find((obj) => { + return obj.slug === slugificar(subindicador); + }); - if (!subindicadorProcesado) { - console.log(`No existe el subindicador ${subindicador} en la lista de subindicadores procesados`); - } + if (!subindicadorProcesado) { + console.log(`No existe el subindicador ${subindicador} en la lista de subindicadores procesados`); + } - // Convertir autores en tipo DefinicionSimple - const autoresProcesados = autores.map((autor) => { - return { nombre: autor, slug: autor ? slugificar(autor) : '' }; - }); + // Convertir autores en tipo DefinicionSimple + const autoresProcesados = autores.map((autor) => { + return { nombre: autor ? autor : '', slug: autor ? slugificar(autor) : '' }; + }); - const indicador = indicadoresProcesados.find((obj) => { - return slugificar(fila[9].trim()) === obj.slug; - }); + const indicador = indicadores.find((obj) => { + return slugificar(fila[9].trim()) === obj.slug; + }); - // En la tabla todas las publicaciones parecen tener subindicador pero muchos son el mismo indicador repetido. - // Aquí estoy borrando el campo subindicador si es el mismo indicador y no un subindicador - const respuesta: Publicacion = { - id: +fila[0], - titulo: { nombre: tituloPublicacion, slug: slugificar(tituloPublicacion) }, - resumen: fila[2] ? fila[2].trim() : '', - autores: autoresProcesados, - años: { año: +fila[3], valor: fila[3] }, - tipos: { nombre: fila[4].trim(), slug: slugificar(fila[4].trim()) }, - referencia: fila[6] ? fila[6].trim() : '', - fuente: fila[7] ? fila[7] : '', - dependencias: { nombre: fila[8] ? fila[8].trim() : '', slug: fila[8] ? slugificar(fila[8].trim()) : '' }, - indicadores: indicador, - subindicadores: subindicadorProcesado - ? { - id: subindicadorProcesado.id, - nombre: subindicadorProcesado.nombre, - slug: subindicadorProcesado.slug, - indicadorMadre: subindicadorProcesado.indicadorMadre, - } - : undefined, - }; - - // ¿Esto qué hace? - /* campos.forEach((campo) => { - const validacion = validarValorMultiple(fila[campo.indice], listas[campo.llave], campo.llave); - if (validacion) respuesta[campo.llave] = validacion; - }); */ - return respuesta; -} + // En la tabla todas las publicaciones parecen tener subindicador pero muchos son el mismo indicador repetido. + // Aquí estoy borrando el campo subindicador si es el mismo indicador y no un subindicador + const respuesta: Publicacion = { + id: +fila[0], + titulo: { nombre: tituloPublicacion, slug: slugificar(tituloPublicacion) }, + resumen: fila[2] ? fila[2].trim() : '', + autores: autoresProcesados, + años: { año: +fila[3], valor: fila[3] }, + tipos: { nombre: fila[4].trim(), slug: slugificar(fila[4].trim()) }, + referencia: fila[6] ? fila[6].trim() : '', + fuente: fila[7] ? fila[7] : '', + dependencias: { nombre: fila[8] ? fila[8].trim() : '', slug: fila[8] ? slugificar(fila[8].trim()) : '' }, + indicadores: indicador, + subindicadores: subindicadorProcesado + ? { + id: subindicadorProcesado.id, + nombre: subindicadorProcesado.nombre, + slug: subindicadorProcesado.slug, + indicadorMadre: subindicadorProcesado.indicadorMadre, + } + : undefined, + }; + + // ¿Esto qué hace? + /* campos.forEach((campo) => { + const validacion = validarValorMultiple(fila[campo.indice], listas[campo.llave], campo.llave); + if (validacion) respuesta[campo.llave] = validacion; + }); */ + return respuesta; + } -function procesarListaIndicadores(indicador: string) { - const slug = indicador ? slugificar(indicador) : ''; - const existe = listas.indicadores.find((obj) => obj.slug === slug); + function procesarListaIndicadores(indicador: string) { + const slug = indicador ? slugificar(indicador) : ''; + const existe = listas.indicadores.find((obj) => obj.slug === slug); - if (!indicadoresProcesados.length) { - console.log('No hay indicadores procesados'); - } - const existeEnIndicadoresProcesados = indicadoresProcesados.find((obj) => obj.slug === slug); - - if (existeEnIndicadoresProcesados) { - const nombre = existeEnIndicadoresProcesados.nombre; - if (!existe) { - const objeto: ElementoListaIndicadores = { - nombre: nombre, - conteo: 1, - slug: slug, - relaciones: [], - publicaciones: [], - }; - listas.indicadores.push(objeto); - } else { - existe.conteo++; + if (!indicadores.length) { + console.log('No hay indicadores procesados'); + } + const existeEnIndicadoresProcesados = indicadores.find((obj) => obj.slug === slug); + + if (existeEnIndicadoresProcesados) { + const nombre = existeEnIndicadoresProcesados.nombre; + if (!existe) { + const objeto: ElementoListaIndicadores = { + nombre: nombre, + conteo: 1, + slug: slug, + relaciones: [], + publicaciones: [], + }; + listas.indicadores.push(objeto); + } else { + existe.conteo++; + } } } -} +}; function imprimirErratas( autores: (string | undefined)[], diff --git a/aplicaciones/www/estaticos/datos/errataSubIndicadores.json b/aplicaciones/www/estaticos/datos/errataSubIndicadores.json new file mode 100644 index 0000000..99c4d5d --- /dev/null +++ b/aplicaciones/www/estaticos/datos/errataSubIndicadores.json @@ -0,0 +1 @@ +[{"fila":55,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":56,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":57,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":58,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":59,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":60,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":61,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":62,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":63,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":64,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":65,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":66,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":67,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":68,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":69,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":70,"error":"No se puede encontrar el indicador ensenanza-y-aprendizaje"},{"fila":75,"error":"El subindicador ARTES con indicador FORMACIÓN en fila 75 ya existe con nombre ARTES e indicador EDUCACIÓN"},{"fila":78,"error":"El subindicador INVESTIGACIÓN con indicador FORMACIÓN en fila 78 ya existe con nombre INVESTIGACIÓN e indicador EDUCACIÓN"},{"fila":81,"error":"El subindicador POLÍTICA con indicador FORMACIÓN en fila 81 ya existe con nombre POLÍTICA e indicador EDUCACIÓN"},{"fila":82,"error":"El subindicador SOCIOLOGÍA con indicador FORMACIÓN en fila 82 ya existe con nombre SOCIOLOGÍA e indicador EDUCACIÓN"},{"fila":94,"error":"El subindicador EVALUACIÓN con indicador POLÍTICAS EDUCATIVAS en fila 94 ya existe con nombre EVALUACIÓN e indicador DOCENCIA"},{"fila":106,"error":"El subindicador INCLUSIÓN con indicador PROYECCIÓN en fila 106 ya existe con nombre INCLUSIÓN e indicador EDUCACIÓN"}] \ No newline at end of file From b116922506a01138d0dfc923337601f9488e1b85 Mon Sep 17 00:00:00 2001 From: =?UTF-8?q?Juan=20Camilo=20Gonz=C3=A1lez?= Date: Wed, 18 Sep 2024 15:30:24 -0500 Subject: [PATCH 8/8] =?UTF-8?q?=F0=9F=92=A5=20Ayuda=20para=20limpiar=20tex?= =?UTF-8?q?tos=20simples=20como=20t=C3=ADtulos?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- aplicaciones/procesador/fuente/ayudas.ts | 11 ++++++++++- 1 file changed, 10 insertions(+), 1 deletion(-) diff --git a/aplicaciones/procesador/fuente/ayudas.ts b/aplicaciones/procesador/fuente/ayudas.ts index 296a9d9..9349892 100644 --- a/aplicaciones/procesador/fuente/ayudas.ts +++ b/aplicaciones/procesador/fuente/ayudas.ts @@ -1,8 +1,8 @@ import { writeFileSync } from 'fs'; import colores from 'cli-color'; import { emojify } from 'node-emoji'; -import { ElementoLista } from 'tipos'; import slugificar from 'slug'; +import type { ElementoLista } from '@/tipos/compartidos'; export const logError = colores.red.bold; export const logAviso = colores.bold.xterm(214); @@ -16,11 +16,20 @@ export const cadena = emojify(':link:'); export const conector = emojify(':electric_plug:'); export const gorila = emojify(':gorilla:'); export const chulo = emojify(':white_check_mark:'); +export const alerta = emojify(':warning:'); export const guardarJSON = (json: any, nombre: string) => { writeFileSync(`../www/estaticos/datos/${nombre}.json`, JSON.stringify(json)); }; +/** + * Limpia un texto para borrar espacio al principio y final, le quita cortes de línea como `\n`. + * + * @param texto Texto que se quiere limpiar + * @returns texto procesado + */ +export const limpiarTextoSimple = (texto: string) => texto.trim().replace(/[\n\r\s\t]+/g, ' '); + export function procesarLista(valor: string, lista: ElementoLista[]) { if (!valor) return; const slug = valor ? slugificar(`${valor}`) : '';