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Este libro es evidencia de la respuesta aceptada a la invitación formulada a un grupo de profesores universitarios de distintas procedencias, que permite hoy no solo la presentación de un producto de la integración de ideas, conceptos y reflexiones sino la expresión de posturas alrededor de varios temas clave que surgen de las discusiones al interior de las Facultades de Educación y de los programas de formación de educadores.

La investigación indagó sobre la construcción de la identidad profesional docente a partir de las concepciones de los profesores. Esta identidad resulta influenciada por los pensamientos que se construyen a partir de los múltiples escenarios y desafíos que plantea la labor docente. El objetivo del estudio fue analizar las concepciones sobre la construcción de la identidad docente a partir de las dimensiones personal, social y profesional del ejercicio de la docencia. Se utiliza una metodología cualitativa, con diseño de estudio de caso y técnica de entrevista en profundidad, para recolectar las narraciones de los docentes. En el proceso de análisis de la información se aplica el análisis de contenido y la interpretación de categorías emergentes. Los resultados muestran rasgos comunes y otros antagónicos en las concepciones referidas a la construcción de la identidad profesional, a partir de las experiencias que motivaron la elección de la profesión, los procesos de socialización en contacto con las instituciones de formación y de trabajo, el valor social de la labor y la percepción sobre el desarrollo y futuro del ejercicio docente.

The present research seeks to interpret the curricular conceptions that the teachers of the Centro Educativo El Llano in relation to the teaching, learning and evaluation processes that they carry out with the students. From a methodological perspective, the research study was developed under the qualitative, hermeneutic approach that defined the categories that responded to the objectives set. From these, the semi-structured interview was designed, the discussion group and the learning guides were organized and applied to 7 primary school teachers, whose responses were reviewed and analyzed with the help of Atlas TI software version 9. Procedure that led to the triangulation of the categories of analysis before the answers obtained from the participants and the position of the researchers. Among the main results, it is emphasized that there is no single way of conceiving the curricular conceptions on the part of teachers. This means, meanings are shown on a more traditional and technical level, and others point to an interactive, reflective and integral reality, which responds to the new situations, demands and demands of the formative processes. Besides, the teaching process is focused toward a planning perspective of the learning process, it can be inferred that teachers emphasize the importance to forecasting the activities, resources, and strategies they would use in the classroom with their students; and finally, the evaluation process gained two views, one pre-pandemic and the other pandemic, where it was quantitative and became more qualitative, taking into account attitudes, staging and motivation.

La lectura crítica constituye un eje fundamental en los procesos de formación que orientan los docentes y que buscan mejorar en los estudiantes sus capacidades de aprendizaje en el mundo globalizado en que se vive, asumiendo que esta competencia representa una apertura al intercambio de conocimientos y crecimiento académico que explora la creatividad, la autonomía, el pensamiento crítico y propositivo en el lector. De acuerdo con esto, esta investigación ofrece una comprensión de las concepciones y prácticas de los docentes en torno al proceso de formación en competencias para la lectura crítica en los estudiantes del Colegio La Salle Montería, con el propósito de generar propuesta que permitan fortalecer las habilidades en los estudiantes, relacionadas con el campo de la lectura crítica como habilidad compleja. Con base en un enfoque cualitativo y la orientación de un diseño de investigación-acción, se realizaron entrevistas y observaciones a los docentes de la media académica en la institución. Los resultados evidencian una incongruencia entre las concepciones y prácticas docentes en torno al desarrollo de la lectura crítica; en este sentido, mientras esta se concibe como una habilidad capacidad asociada a una forma de lectura reflexiva que comprende la acción de argumentar y fortalecer el pensamiento crítico, en el desarrollo de las clases se evidencia rastros de un proceso de enseñanza y aprendizaje que refuerza la transferencia de información mediados por los contenidos en los niveles literal e inferencial, sin llegar al nivel crítico-intertextual. A raíz de lo anterior, se recomienda la implementación de una propuesta didáctica que articula al docente mediador, el ambiente de aprendizaje que promueva el diálogo intertextual y el reconocimiento del estudiante como protagonista de su propio aprendizaje.

Esta investigación se llevó a cabo con el objetivo de analizar los cambios generados en las prácticas de enseñanza de la Lectura Crítica de los docentes de grado noveno de educación básica secundaria de la Institución Educativa Camilo Torres, luego de la implementación de un programa interdisciplinar para el desarrollo de la misma, durante el periodo 2020. Para ello se hizo necesario la conformación de un grupo de estudio-trabajo (GET), el cual estuvo integrado por tres docentes de grado noveno de la institución de las áreas de matemáticas, inglés y ciencias naturales. Este trabajo se enmarcó en la metodología de enfoque cualitativo, haciendo uso del diseño investigación-acción para determinar las concepciones de lectura y las prácticas de enseñanza en los docentes que hicieron parte del GET. Para el alcance de los objetivos propuestos se realizó una intervención a partir de la aplicación de una entrevista semiestructurada inicial y final, así como una observación de clase inicial y final. Los resultados de esta investigación se relacionan con el antes y el después del desarrollo del programa interdisciplinar de formación acción para el fortalecimiento de la lectura crítica. Con respecto a las prácticas de enseñanza de la lectura desarrolladas por los docentes, estas pasan de ser unas prácticas empíricas a unas prácticas intencionadas, que se apoyan en unos referentes teóricos para su ejecución, en este mismo sentido, las prácticas de enseñanza de la lectura en los docentes pasaron de un enfoque teórico de enseñanza gramatical a un enfoque psicolingüístico y discursivo , con la cual los docentes asumen una nueva posición con respecto a sus concepciones sobre la lectura y sus prácticas de enseñanza, donde el acto de leer no solo permite acceder al conocimiento, sino que se constituye como una forma de interpretar la realidad y relacionarse con los demás.

The present research aims to determine the contribution of a system of didactic strategies, based on the psychogenetic perspective of Emilia Ferreiro, in the process of construction of the written language in first-grade students of the I. E. Divino Niño la Madera. The problem revolved around the deficiencies in the writing process that students present and that are reflected in the results obtained in internal and external tests. The study was developed in 3 phases using a qualitative approach through a case study with a group of 18 students.. The intervention made it possible to achieve significant advances in the process of acquisition of written language. After the intervention, it was found that, through meaningful learning activities, from a constructivist perspective, 61% of the children began to be in the third moment of writing, that is, the alphabetic level, 39% were in the second moment, the syllabic, with positive results and little time to go to the alphabetic level. This allows us to conclude the effectiveness of the didactic strategies taking into account the psychogenetic perspective of Emilia Ferreiro, for the teaching of writing in the students of the educational institution under study.

Metacognitive and didactic strategies refer to the planning, control and evaluation of cognition by students, allowing the regulation and control of knowledge to achieve specific goals in the learning process. The objective of this research is the application of the Metacognitive and Didactic Strategy (MaP Logbook) focused on the development of the competences of the Natural Sciences area in tenth grade students of the Belén Educational Institution, starting from the problem centered on the low performance of the students regarding the management of the specific competences of the area and the lack of implementation of didactic strategies in the teaching/learning process; For this, it was necessary to apply a qualitative methodological approach framed in a pedagogical action research design. The results show that there is a low performance in terms of managing the competencies in the area of Natural Sciences, and that internal and external factors influence the learning processes. Through the implementation of the didactic sequence through the metacognitive and didactic Strategy "Bitácora Map", it is concluded that the application of this type of strategy is pertinent in terms of the development of specific competences in the area of Natural Sciences, as a didactic tool that focuses attention and motivation in students.

La presente investigación tiene como título desarrollo de la Competencia Científica “Indagación” a partir de la vivencia filosófica en los educandos de básica primaria. Donde se identificó un problema sobre el desempeño académico de los estudiantes de grado 5 en la competencia mencionada. Por tanto, se definió como objetivo general implementar la vivencia filosófica en el aula como estrategia pedagógica-didáctica para el desarrollo de la Competencia Científica “Indagación” en los educandos del grado quinto (5°) de primaria del Colegio La Sagrada Familia de Montería.

La presente investigación tiene como objetivo principal analizar, mediante un método etnográfico, las concepciones de los docentes de la básica primaria frente a la enseñanza de la fluidez lectora en la Institución Educativa Naranjal, perteneciente al municipio de Moñitos, en el departamento de Córdoba. El estudio se llevó a cabo a través de un enfoque cualitativo siguiendo un método etnográfico. Los participantes corresponden a los ocho docentes de la básica primaria del establecimiento educativo. Como técnicas para recolectar la información se utilizó la observación participante, un cuestionario y una entrevista semiestructurada. A partir de la información recolectada se dio paso al diseño de una estrategia didáctica que permeara las concepciones que los docentes tenían sobre la fluidez lectora y sus formas de enseñanza. La estrategia fue evaluada a través de un grupo de discusión, que dejó en evidencia las modificaciones conceptuales sobre el objeto de estudio en los participantes de la investigación, y el impacto positivo para el mejoramiento de las prácticas de aula.

Environmental problems are universal, this type of problems related to the environment occur in all countries, regardless of socioeconomic level, these situations must be assumed by schools and educational systems, forming awareness in new generations to assume care of the environment and resources, through friendly practices related to the conservation of nature. The main objective of this research is to improve the appropriation and development in the teaching and learning processes of Environmental Education, through the implementation of predesigned virtual simulators in ninth grade of the Alfonso Builes Correa school of the Municipality of Planeta Rica. The authors developed a qualitative study, based on the application of surveys, a checklist and semi-structured interviews with teachers of Natural Sciences and Environmental Education at the Alfonso Builes Correa school. The results obtained show appropriation of pre-designed virtual simulators as an important strategy for teaching environmental education in the ninth grade of the Alfonso Builes Correa school, teachers at a general level considered the implementation of simulators as an appropriate and pertinent strategy for teaching environmental education, therefore, its use is recommended at an educational level.

The objective of this work is to implement pedagogical-didactic strategies for the bullerengue teaching in sixth grade students of the Rancho Grande Educational Institution of the city of Montería, since these students do not have a process pedagogical where a musical atmosphere can be generated, in which they participate, that is, that they do not there is an approach to the playful processes of musical initiation and collaterally nor do we have the appropriate tools that truly facilitate the students the power to intervene with the experience and participate in a group focused on the musical and traditional practice of Bullerengue. It can be seen that within the plan of educational development of the Artistic area of the institution there is no pedagogical method and didactic for the teaching of Bullerengue and its three airs or slots. Objectively, this work seeks to be a methodological tool with pedagogical-didactic elements that provide practical resources for the development of the teaching-learning processes of the traditional bullerengue music in sixth grade students, thus generating an atmosphere conducive to musical and artistic expression of students. But due to contingency caused by COVID-19 and the closure of the facilities where the educational institutions, it was not possible to carry out the implementation of this project of research, reason why it could not be possible to obtain results and therefore these cannot be valued through an analysis. However, through the theoretical foundation and the background of this research, it is expected to achieve results favorable when put into practice.

Se presentan los resultados finales de una investigación cuyo objetivo fue comprender la contribución de la práctica de la oratoria, desde el área de Ciencias Sociales, en el desarrollo de habilidades de Pensamiento Crítico en estudiantes de educación media. Teóricamente se apoyó en aportes de Richard Paul y Linda Elder, Van Manen, entre otros. Es un estudio de enfoque cualitativo, con diseño metodológico fenomenológico hermenéutico, apoyado en las técnicas de observación participante, entrevista conversacional y registros anecdóticos de los participantes (ocho estudiantes y tres docentes de grado once). La información se procesó y analizó mediante el Interpretative Phenomenological Analisys de Larkin y Thompson (2012), en correspondencia con el enfoque hermenéutico planteado por Van Manen, y la transcripción por dictado de voz de Google y el registro y organización de datos en diario de campo de las interacciones en Facebook. Se muestran resultados finales del análisis de datos denominado “Del hablar y pensar”, de donde emergieron cinco temas o categorías que dan cuenta de cómo las prácticas de la oratoria, mediante relaciones pedagógicas empáticas entre maestro y estudiante, contribuyen a forjar una conciencia crítica, mediada por el ejercicio libre de la palabra en la escuela.

Por medio de esta investigación se quiso reconocer las concepciones y el concepto que los docentes tienen sobre Competencias, y la transferencia o aplicación de los mismos en el discurso sobre su actuación al enseñar y evaluar el aprendizaje, esto bajo la luz de la teoría fenomenológica de Husserl, y los contrastes entre la teoría del pensamiento de Locke y la teoría de la existencia del Ser de Jaspers, el pensamiento vigotskiano, la postura de Benveniste y la teoría de la deconstrucción de Jaques Derrida. Los conceptos y concepciones sobre enseñanza y aprendizaje por competencias, fundamento u objeto de esta investigación se revelan en la recolección de datos realizada a través de entrevista semiestructurada y cuestionario Likert, aplicadas a un grupo de docentes pertenecientes a instituciones educativas de Montería. Se considera una investigación de orden cualitativa, con diseño etnometodológico. La metodología que se empleó responde a las necesidades investigativas: se realizó bajo el enfoque cualitativo, el cual se basa en la realización de “procedimientos metodológicos que utiliza palabras, textos, discursos dibujos, gráficos e imágenes ‘[…], además al estar directamente relacionada con la línea de creencias y actitudes, necesariamente deben aplicarse elementos cualitativos, en este caso se trata de analizar experiencias, conceptos, creencias de un grupo de personas. Se abordó el estudio con un diseño etnometodológico, asumiéndolo desde la perspectiva de Garfinkel (1967), quien expone que la etnometodología estudia los métodos o procedimientos con los que los integrantes de la sociedad dan sentido a las experiencias vividas. El análisis y la discusión que se planteó a lo largo de la investigación fue asumida, también, para saber las estructuras de pensamiento que priman respecto al desarrollo por competencias y cómo estas brinda, oportunidades de aprendizaje a los estudiantes, ello se ve reflejado en el análisis de resultados.

The objective of this research work was to describe, based on the discursive regularities of the students of the folkloric dance group of the University of Cordoba, Monteria, the human needs that are satisfied with the practice of dance, taking into account the matrix of needs and satisfiers of development on a human scale. The type of research was Reflection Action Research (RAR), and it was located in the context of the qualitative research approach. As for the data collection technique, it was necessary to create conditions for reflection, self-education and participatory and egalitarian social action processes to take place, so the interview, observation and discussion groups were chosen. The study population consisted of 6 members of the dance group of the University of Córdoba. In connection with the results, it is evident the positive transformation of diverse attitudes in the human being due to the corporal and emotional component proposed by dance, through methodical and coherent actions. It should be noted that the interaction of the dance elements significantly influences the physical, mental and communicational control of the dancers; elevating knowledge and feelings to spaces that express from their intrinsic area to poems of life and social transformation, also denoting in their artistic creations and shows, sensations, emotions that awaken human sensitivity. It can be concluded that the contribution of dance is significant in the physical, affective, mental, intellectual and aesthetic dimensions of the dancer, so it is necessary to strengthen cultural events in the educational field, where dance finds in the educational processes spaces where it manages to transcend in the social imaginary as an opportunity of life.

The development of reading comprehension has been a very popular field of study in the last decade, and recent national and international research has shown the importance of this skill for learning a new language and how relevant the implementation of new strategies is in this process (Calderón y Quijano, 2010; D’vera, 2017; Kavlu, 2016). For this reason, the purpose of this study was to determine to what extent the implementation of Project Based Learning (PBL) can enhance the development of reading comprehension in English in undergraduate students at CECAR, in Sincelejo, Colombia. This project followed a quasi-experimental approach, accompanied by Solomon four-group design. The participants for the study were 4 groups of undergraduate students who were taking English 3 course which corresponds to level A2 according to the Common European Framework. The participants were divided into 2 experimental groups and 2 control groups following the provisions of the Solomon design. As instruments for data collection, a pre-test and a post-test were applied, the results were analyzed through the Analysis of Variance technique (ANOVA). These showed that there was not a significant development in students’ reading comprehension in the pre and post-test after the implementation of PBL, however, participants seemed to be satisfied with the lessons and motivated to learn English.

The purpose of this research was to develop a didactic strategy mediated by play focused on the pedagogy of peace for the strengthening, reflexibility, and daily improvement of coexistence in the members of the Los Araujos Educational Institution of the Department of Córdoba, Colombia. The methodological design of the research is assumed from the qualitative approach with a perspective of ethnomethodology, in the sense that it describes and analyzes the behaviors of the people in the aforementioned context, as well as the meanings that these behaviors have on the environment in which they develop. Álvarez Gayou (2003). (Cited by Hernández, Fernández & Baptista, 2006). For the development of the study, a review of different literature has been carried out regarding the categories used from a conceptual, theoretical, and methodological point of view to have a greater understanding and mastery of these categories. The research was carried out in five study phases: Planning of the object of study, application through fieldwork, analysis of findings obtained through the different instruments, interpretation of the phenomenon of study, contrasting, and theorizing to elaborate a proposal. The strategies used for the collection of the information were observation, interviews, surveys, and questionnaires. Among the results found are evidenced by the lack of an institutional strategy that enhances coexistence from a vision based on the components of the pedagogy for peace, exposing the threats of the context and the limited conditions in the institution concerning school coexistence are obstacles that minimize their effective and timely management. These results were triangulated and obtained inputs for the design of a playful proposal from a pedagogical approach to peace of the context and the limited conditions in the institution concerning school coexistence are obstacles that minimize their effective and timely management.

This paper analyzes the contribution of a didactic model with an Educommunicative approach in the relearning and resignification of the social sciences by students of the secondary school of educational institutions of Montería. It embraces a perspective of qualitative research in which an initial stage that involves ethnographic elements is applied, and later mediations come from phenomenology emerge, to influence the analysis with a perspective that integrates hermeneutics, between ethnography and phenomenology based on micro-stories on the experiences that students had in their learning of the social sciences, and the testimonies of teachers and parents as a sample within the summary, with whose testimonies they manage to stage the perceptions regarding communicational dialogue in the teaching process and learning of social sciences in the basic secondary of Montería. The RECISO Project is itself an educommunicative exercise that evidences an intertextual relationship between communication and education, where an express intention and concerned about sharing information is contemplated from an instance led by an educommunicating individual from a teleological action so that the desired state of affairs, choosing within the indicated context the most congruent means for its application, in a communicative act that can be carried out in a face-to-face or de-face-to-face space; virtual, synchronous or asynchronous, in which the host community will focus its experience, without coercion, on overcoming the initial subjectivity and reconfiguring or resignifying its perception of the objective world, with knowledge, to later show it and apply it in their life, on the stage let it unfold. 14 KEYWORDS: Educomm

This research work sought to determine the influence of a strategy that encourages the use of ICT Information and Communication Technologies in the training, production and dissemination of the culture of the Martín Roqueme indigenous council of Puerto Escondido, Córdoba. It was directed in a qualitative approach and an action research method, making use of different qualitative instruments, such as the unstructured interview, participant observation and questionnaire. Two cycles were carried out that consisted of four moments: planning, action, observation and reflection. The data analysis in the first cycle allowed establishing three categories of analysis: "use of information and communication technologies in training activities", "use of ICT in agricultural production" and category "Use of ICT in the diffusion of culture ”, which were contrasted in the second cycle after the design and implementation of the established strategies, which had a high impact since it was shown that after their application to the families of the Martín Roqueme indigenous council, an increase the use of technological tools in different daily activities.