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Educational attention to students with disabilities has gone from being an object of study in the philosophical, pedagogical and didactic fields to a demand of contemporary society expressed in legal regulations that claim the right to education without discrimination. The report presented here is the result of the retrospective analysis of the author's own experience as a teacher of Social Sciences, in his attempt to include a visually impaired student in an institutional classroom reality. Based on Max Van Manen's Phenomenology-Hermeneutics, a qualitative, critical and phenomenological methodological design is constructed that allows retrospective analysis and that, with the conversational interview as a research technique, allows the achievement of the proposed objectives. The result is a phenomenological-hermeneutic document, which aspires to be a theoretical understanding of the lived experience and, at the same time, a contribution to the construction of an inclusive didactics of Social Sciences, understood as a science of the construction of meaning.

The study entitled, "Meaning of Afro-descendant youths to their cultural practices in the OEACOR organization; an approach for their identity ratification". The main objective of the study is to analyze the meanings that are inscribed in the cultural practices of the youths of the organization of Afro-Colombian ethnic groups of Córdoba, OEACOR, which ratify their identity. For this purpose, a qualitative approach methodology is used with an ethnographic design with observation technique framed in the categories of Afro-Colombian identity, interpersonal relationships, and cultural practices. The results show that the selfrecognition of the origin, the history of the ancestral is fundamental for the cultural identity. Where, this identity is a matter that transcends skin color and any biological aspect. It is closely related to cultural practices and interpersonal relationships. Based on the above, some conclusions associated with the construction of identity from the plurality of the social as an identity element of the Afro-descendant population who seek to make themselves visible through their own manifestations of young people, these being neither static nor influenced by the colonial context. Rather, they are projected as schools of professional training for the young people of the organization for the identity reconfiguration of their culture, in a different space permeated by other factors, but without losing the Afro-Colombian cultural essence

Las dinámicas sociales y económicas en las que se desarrolla el mundo globalizado actual han llevado a que la educación y los procesos que se desarrollan en las escuelas sean analizados con especial interés. Toda vez que, los resultados educativos existentes presentan evidentes diferencias entre las naciones y entre los territorios que conforman cada país. Es por ello que la categoría de calidad educativa viene siendo observada con significativo empeño por organismos económicos, grupos académicos y gobiernos nacionales; al constituirse como un asunto de implicación general que impacta en la sociedad y en la economía. Colombia y, en especial, Montería es uno de estos casos, puesto que además de presentar diferencias en los desempeños de calidad respecto a otras ciudades capitales, también presenta brechas entre los distintos planteles educativos locales. Ante lo cual, se formularon los cuestionamientos iniciales que fundaron este estudio, procurando dar respuesta a un fenómeno educativo que puede tener explicación por fuera de la órbita cuantitativa utilizada por la política pública (ICFES). Entre los resultados, se presentan tres subcapítulos que describen, inicialmente, el nivel de asociación entre las diferentes formas de acompañamiento familiar con las características socioeconómicas de los hogares. Seguidamente, se aborda la variabilidad de los resultados presentados por cada una de las instituciones durante un plazo de cuatro años, detectándose tendencias claras respecto a tres subgrupos de interés; y, finalmente, se presenta el grado de correlación estadística para los componentes principales de acompañamiento y desempeño escolar conforme a las categorías en las que se clasifican las escuelas que hicieron parte de este estudio.

The general purpose of the research was to interpret the social representations in the students of the academic middle of the Robinson Pitalúa Educational Institution of Montería - Córdoba about the meaning of vocational orientation in the construction of their life projects. The study is framed in a qualitative approach under an interpretative paradigmatic position, in a phenomenological investigation, following the design of the hermeneutic phenomenological method. Direct observation and in-depth interview were used as data collection techniques and instruments, as well as the Focus Group to students of the 10th and 11th grade of secondary education. The categorical structure was classified into three (3) main units: Vocational guidance, social representations and life project. The interpretation of the findings allowed the identification of 10 sub-categories and 54 emerging properties. The discussion of the interpretive context allowed contrasting the emerging with the existing and the investigative experience itself, resulting in the social representations in this regard being linked to a reference trend towards interest in studying university careers, as a personal vocation, and with the influence of the family, implicitly, as well as the socioeconomic situation in which they develop and the cognitive contribution that they have been given at school. They are also associated with the idea that it is necessary to work first in order to save and pay for those university studies. It was found that they understand the role of vocational guidance in the construction of their life project, attributing to it an awareness-raising, driving, guiding, counseling and advisory role in decision-making. Consequently, strategic guidelines are generated for the configuration of the life project in students of the academic middle, as an opening to the domain of the personal, academic and professional future in accordance with an improvement of individual and collective quality of life. It is concluded in the consideration that vocational guidance should guide students in the selection of the profession or occupation, in the respective information and training, in the study of the labor field and in the evolution to reach that goal; all according to their suitability and from the psychological, social, educational and economic point of view.

El propósito de la presente investigación fue interpretar las percepciones que tienen los docentes amenazados en el Departamento de Córdoba de acuerdo a las implicaciones del fenómeno de la violencia armada en el desarrollo de sus capacidades humanas desde la satisfacción de necesidades de protección, afecto, participación, ocio, recreación, identidad y libertad. La metodología comprendió un enfoque cualitativo, se utilizan instrumentos primarios como la entrevista no estructurada y semiestructurada, grupos de discusión, la cartografía social, y la corcha de memoria. La población está compuesta por 5 docentes con experiencias individuales y 5 docentes que comparten una misma experiencia, para una muestra total de 10 docentes. El diseño y metodología de este estudio se fundamentan en la teoría sobre el Desarrollo a Escala Humana propuesto por Manfred Max Neef. Se suman a esto perspectivas conceptuales sobre el territorio y la memoria histórica como forma de representación de vivencias colectivas y su papel en la reconstrucción de sociedades quebrantadas por la violencia. Los resultados, dan cuenta de experiencias dadas en territorios distinguidos por la presencia y accionar de los grupos armados ilegales y problemáticas internas de las escuelas como el mal ambiente laboral. Dichas condiciones, tras la experiencia de amenaza terminan por generar impactos y afectaciones significativas en el ámbito personal, familiar y social, que actúan como limitantes para alcanzar niveles óptimos de desarrollo humano, en particular, la existencia de ambientes inseguros, relaciones sociales deterioradas, vínculos familiares fragmentados, refugio en el silencio y la escasa participación para evitar discrepancias. Además, pocas oportunidades para el disfrute de la vida y evidencias marcadas de un mundo encadenado al miedo y la desesperanza.

El reconocimiento del protagonismo de la mujer como sujeto de la historia se convierte en una tarea apremiante para la investigación histórica y social, particularmente develar los mecanismos por los cuales es subjetivada en distintas épocas. Por tanto, rescatar su voz y su forma de pensarse constituye un ejercicio de inclusión social, especialmente en contextos históricos marcados por una tradición patriarcal de poder y subordinación heredada, asociada generalmente al mundo rural. Creemos que Montería se inscribe en este contexto, máxime cuando es una ciudad provincial cuyo dinamismo económico y social es de reciente data.

This work analyzes the land restitution process in the old Hacienda Santa Paula in the municipality of Montería - Córdoba and its application, progress, effectiveness and / or tensions. This analysis begins with a historical account of the internal armed conflict in this area of the department of Córdoba and the process of dispossession to which the peasants were subjected. Then studying the restitution process that contemplates the return and the post-judgment process. For this, official information from the unit, judicial documents such as sentences, press and all secondary material related to the subject were analyzed, in order to make known whether the implementations of the restitution policy have been fully effective

The present research intends to understand the food culture of the Cristóbal Colón de Cereté educational community, Córdoba, from the point of view of social representations. The methodology used is qualitative-hermeneutical, with an intentional non-probabilistic sample defined by 9 students, 5 teachers and 5 parents. The instruments used for this study are: participant observation, documentary review, interview, questionnaire, mental maps and photographs. The results indicate that the social representations of food are associated with the components of health, nutrition, energy and life, which shows that they are positioned in the paradigm of natural sciences and biomedical discourse, which guide eating behavior, giving it sense and meaning to its social reality.

The present research, “Study on social skills in elementary school students in two rural educational institutions in the department of Córdoba”, is part of an interpretive methodological design with a qualitative approach (Rey and Chica, 2009, p. 39), this being the most appropriate to carry out the development of the study as such, having repercussions on the social agents involved already mentioned in the first lines and focusing on the rural educational institutions Mimbres Centro and Morindó Florida in the department of Córdoba. Therefore, the study facilitates knowing the state of social skills in the boys and girls of these two Institutions, while it seeks to integrate parents, students, and school entities as a practical principle of execution. This study has the clear intention of verifying and interpreting, through direct observation, inquiry, interpretation and analysis, the actions, behaviors, and interpersonal relationships, having as a reference the emotions and of course the management or not of social skills; context and in the school context, of the children of the selected Schools. From what has already been stated, it is intended; show reliable and valid results, which suggest from the conclusions and recommendations, to obtain positive contributions and transformations to the reality found, against the subject under investigation, favoring the comprehensive training of students.

Colombia es un país que ha sufrido los embates de la violencia producida por conflictos armados y otras conflictividades que le son conexas. Construir una paz integral o positiva trasciende la firma de un Acuerdo que, si bien es fundamental el cese de la violencia armada, requiere tanto el abordaje de problemas estructurales como las expectativas y comportamientos cotidianos de las personas.

Este trabajo investigativo tuvo como propósito analizar los elementos fundamentales para la realización de clases incluyentes de la diversidad cultural, mediante estrategias pedagógicas que permitan la preservación de la identidad de los estudiantes de la Institución Educativa Cristóbal Colón de Cereté-Córdoba, Colombia. Para ello, se seleccionó una muestra no probabilística intencional de 89 estudiantes, tomando en cuenta criterios pertinentes como las edades (de 10 a los 17 años), la escolaridad (del grado quinto hasta el décimo) y algunas manifestaciones étnicas que determinan la diversidad etno-cultural de dichos escolares (color de piel, forma del cabello, idiolecto y tendencia folclórica). A partir del método inductivo, se aplicaron los principios de la investigación acción pedagógica, dejando en evidencia a una institución educativa que enfrenta una problemática de escuela tradicional con propuestas pedagógicas homogeneizantes y estandarizadas que desconocen y afectan el valor identitario de su población caracterizada por la diversidad cultural. El análisis permitió concluir que la identidad cultural de los estudiantes constituye un factor determinante en su proceso de enseñanza aprendizaje debe ser tenido en cuenta para el mismo, específicamente, en esta época en la que la diversidad cultural es una realidad inobjetable.

This document is the result of an investigative exercise that sought to understand the pedagogical practices of community-rural mothers enrolled in the Homes of the Colombian Institute of Family Welfare (ICBF) and their impact on the integral development of infants, from zero to five years, from the town of Guacharacal, located in the municipality of San Carlos-Córdoba. The research was approached under a qualitative study of an ethnographic-interpretive type, due to the fact that it was described, explained and interpreted what happens with the practices assumed by community mothers, their profiles, action frames, pedagogical strategies, socialization and their social contribution. All this within a theoretical horizon defined from social pedagogy and rurality. This research made it possible to establish potentialities, successes, limitations and gaps that arise around the dynamics of community homes, especially in the foundations and theoretical reflections on the pedagogical-didactic dimension. This is due to the fact that community mothers focus on the development of the content and activities developed based on the guidelines provided by the ICBF. Also, it is possible to establish that these actions are given in a mechanical and non-reflexive way, they are focused on the development of the contents and activities, a situation that also occurs in the FAMI modality. In this modality, the pillars of early childhood education were identified as state policy and their strategies (games, art, literature and exploration of the environment) and their application to children up to two years of age, and to expectant mothers. But, in the same way, complying only with what is established in the planning.

La investigación titulada el Uso de secuencias didácticas basadas en la comprensión de problemáticas y prácticas sociales en estudiantes de Educación Media, tiene por objetivo fundamental la evaluación del impacto pedagógico del uso de las secuencias didácticas, para lo cual se seleccionó una muestra de 24 estudiantes de décimo grado y 4 docentes del área de Ciencias Sociales, y a partir de la implementación de grupos focales, entrevistas semiestructuradas y guías de observación, se logró realizar un diagnóstico que arrojó dificultades en los estudiantes para correlacionar, interpretar y argumentar a partir de su realidad social, así como en las estrategias de enseñanza utilizadas en los docentes de Ciencias Sociales para potenciar el pensamiento social. Como estrategia para subsanar estas dificultades, se diseñó e implementó una secuencia didáctica que permitiera el análisis de situaciones reales. Este estudio está inscrito en la investigación cualitativa, viabilizando el aprendizaje basado en problemas, y el pensamiento complejo. Además, se configura en un método interpretativo hermenéutico y deductivo, en la medida que permite llevar al estudiante a comprender problemas socialmente relevantes de su contexto mediante el uso de la secuencia y sus respectivas estrategias didácticas.

This work focuses on characterizing the didactic and curricular perspectives of field trips in the Bachelor of Social Sciences of the Colombian Caribbean (University of Córdoba, University of Cartagena and University of the Atlantic), with a view to defining guidelines in the process of Training of the Bachelor of Social Sciences who is being trained in the Colombian Caribbean, attending to the requirements and needs of the context. The qualitative analysis related to (7) seven didactic and curricular perspectives (academic, systemic, 12 formative, integrative, transversal, developing and transforming), originated from the appreciations of the students, teachers and managers in relation to the outputs of field and collected through semi-structured interviews in the Social Sciences programs of the Colombian Caribbean Region. Next, the structure and organization of field trips in the three universities is revealed, in aspects related to the semester in which they take place, places or routes, proposed objectives, integrating areas, didactic resources and forms of evaluation of the field trips. All this, from the documentary review of the internal documents of each program (Master plan of the program, Curricular meshes and pedagogical model of the program). And a curricular and didactic organizational scheme is developed around the improvement of aspects of field trips immersed in the Bachelor of Social Sciences in the Colombian Caribbean as a benchmark of high educational quality for the training of the new Bachelor.

En el corregimiento de Mejor Esquina, ubicado en el municipio de Buenavista Córdoba se produjo una de las primeras masacres de la región Caribe colombiana, donde un grupo de paramilitares asesinó a 28 personas (cifras oficiales) el 3 de abril de 1988. En este escenario muchas familias trastocadas por el dolor de sus muertos fueron configurando sentimientos de apegos y desapegos hacia ciertos lugares, que de acuerdo con Tuan (2007) pueden ser abordados a partir de las nociones de topofilias y topofobias. El amor a su pueblo y el arraigo a su terruño provocaron en la comunidad el deseo de volver a empezar aun en medio del dolor, el miedo y la impunidad. La presente tesis da cuenta de la importancia de los estudios de lugar para la investigación de los escenarios afectados por la violencia y el conflicto armado en Córdoba, apostando además por nuevos enfoques y metodologías que permitan comprender cómo las comunidades reconstruyen su cotidianidad y se arraigan a los espacios sin la existencia de mínimas garantías y con la nula voluntad del Estado para contribuir en materia de verdad, justicia y reparación. La investigación se centra en las percepciones del lugar contenidas en la memoria colectiva de los pobladores de Mejor Esquina a partir de la masacre, evidenciando como este acontecimiento de violencia afectó también las formas perceptivas y vivenciales de los lugares habitados de este corregimiento. De esta manera, los estudios sobre el lugar marcan un nuevo ítem en las investigaciones sociales de memoria, fortaleciendo algunos vacíos metodológicos en los estudios sobre el conflicto armado en Córdoba.

The territory of the municipality of San Carlos, Córdoba has been built from multiple transformations in its swamp landscapes. During the last decades this region has been the object of various anthropic actions, from the channeling and adaptation of land carried out by INCORA - Colombian Institute of Agrarian Reform - within the framework of the Agrarian Reform of 1968; the construction of road infrastructure, massive deforestation and the indiscriminate mining of its basins. Situation that led to the deterioration, desiccation and disappearance of multiple water sources in the municipality (swamps, pipes, wells, puddles, swamps). This research sought to understand the meanings and main effects generated by the drying up of the swampy geosystems in the region, relying on qualitative strategies and methods, such as documentary review and social cartography built through a territory reading workshop, where it was essential the perception and social representation that the natives have of the territory and the existing landscapes in it. Its realization allows us to affirm that the landscape transformations of the wetlands in the municipality of San Carlos are the product of the territorial configuration built from new systems of objects, cultural elements and new systems of actions from human interventions, increasing equipment urban in the municipality, new land uses and with it important changes in the landscape.