INVESTIGACIÓN Y POSTGRADO

WOJTYLIAN PHENOMENOLOGICAL EXPERIENCE AROUND RESEARCH CONTRIBUTIONS FOR MEANINGFUL LEARNING OF EPISTEMOLOGICAL ASPECTS OF THE NATURE OF SCIENCE

Julia L. Flores-Espejo — Fri, 28 Feb 2025 00:00:00 +0000

A phenomenological research was developed through the method of Karol Wojtyla's integral experience, focused on two structures that make up the dynamic ontic unit of the person: "the man acts" and "something happens in the man". The research articulates six publications related to the nature of science (NOS) that include field research, documentaries and critical essays. Conferences, papers and other related articles are included. The stages of the Wojtylian method were used to present the research actions and interpret the researcher's experience: experience, comprehension and expression. Intersubjectivity was carried out with four fellow researchers who responded to an open instrument. Simultaneously, the research line titled Epistemology in science teacher formation was created. The interpreted results allow us to strengthen the line of research created and enrich the applicability of the personalistic and realistic Wojtylian method, practically unknown in our educational environment.

CONCEPTIONS ABOUT MATHEMATICS, ITS TEACHING AND LEARNING IN UNIVERSITY MATHEMATICS TEACHERS

Sara Marcela Henao-Saldarriaga, Johnny Alfredo Vanegas-Diaz — Fri, 28 Feb 2025 00:00:00 +0000

University teaching requires permanent research in the different disciplines that make up the broad spectrum of higher education. The purpose of this article is to present some findings from a broader investigation, whose objective is to characterize the conceptions that university mathematics teachers have regarding mathematics, its teaching and its learning. A descriptive qualitative methodology was used, with a questionnaire to identify and analyze these conceptions in the participating teachers. The responses were analyzed through careful interpretation and theoretical discussion. The results suggest that in the subjects who made up the research unit, there is no single or radical position regarding mathematics, teaching and learning, but rather the coexistence of various approaches is observed. Additionally, some differences were observed in mathematical conceptions between teachers, while the evaluations corresponding to teaching and learning are similar.

SOCIAL REPRESENTATIONS OF COLOMBIAN TEACHERS ON INTERCULTURAL CLASSROOM AND PEDAGOGY BY PROJECTS WITH VENEZUELAN STUDENTS

Yamileth Palomeque Quiñonez, Carlos Eduardo Pérez Corredor — Tue, 04 Mar 2025 00:00:00 +0000

The migration of the Venezuelan population has resulted in numerous groups of children and teens joining the Colombian school system. In order to explore this fact, a research was undertaken under an interpretative and critical paradigm, to analyze the social interpretation of Colombian teachers working in institutions that host Venezuelan students. This research portrays a qualitative-based focus, with a phenomenological-hermeneutic design, to provide interpretation to the subjectivity of the 152 participants from the Yumbo municipality, Valle del Cauca, who were interviewed. From this population group, 69 key subjects were selected for their responses to be processed in relation to pedagogical practices in classrooms characterized by interculturalism. In this article, some of the results are reported in one of the semantic units, which showcase the social representations on three fundamental concepts: intercultural classrooms, project-based pedagogy and educational success linked to challenges, acceptance, rejection and the need for training.

CAUSAL, ELABORATIVE AND MACRO-STRUCTURAL INFERENCES IN THE READING OF NARRATIVE AND EXPOSITORY TEXTS IN PRIMARY EDUCATION

Mirian García de Díaz — Sun, 06 Apr 2025 00:00:00 +0000

The objective of this study was to evaluate the causal, elaborative, and macrostructural inferences of narrative and expository texts in children in the first, second, and third grades of primary education. It is a descriptive work that used the survey as a technique by means of a questionnaire containing one text of each type followed by questions of causal, elaborative, and macrostructural inference (León, 2003; García, 2006; van, 1978), whose grades were averaged. The results allow us to conclude that there is a greater ease for causal inferences in both texts, a decrease in elaborative inferences compared to the expository text, and a greater difficulty for macrostructural inferences. The differences between the averages showed that, as the school grade advances, the greater initial causal inferential ease in the reading of narrative texts gives way in favor of the expository text, favoring the processing of local textual information (causal inferences) to the detriment of creativity (elaborative inferences).

ORALITY AND RESISTANCE IN THE COLOMBIAN AFRO-PACIFIC DIÁSPORA

Francia Elena Rodríguez Rodríguez, Marlene Arteaga-Quintero — Thu, 10 Apr 2025 00:00:00 +0000

In the Colombian Pacific, there is a rich oral heritage of Afro-Colombian groups that has impacted the language of these communities. In this article, we review some ideas related to the oral tradition of the Afro-Pacific as part of our contribution to reaffirming the cultural values of the community in the region. The intention is to contribute to studies on the values of the African diaspora by examining oral tradition as a valuable tool for understanding the legacy of ancestral knowledge. We present some ideas on the relationship between oral tradition and resistance, discuss the need to include oral traditions in school curricula, and conclude with some pedagogical implications derived from the Afro-Colombian community's oral tradition for the preservation of the entire country's cultural identity.

INTERNATIONALIZATION OF THE CURRICULUM AT THE UNIVERSITY OF LA AMAZONIA: EMERGING CATEGORIAL SYSTEM

Noris Marcano-Navas, Christian David Plaza-Pérez — Tue, 29 Apr 2025 00:00:00 +0000

Higher education institutions must respond to the challenges of globalization in a holistic and relevant way. This involves addressing pedagogical and disciplinary trends, recognizing sociocultural diversity, and contributing creatively to the solution of global problems through the internationalization of higher education. This qualitative-interpretive research aims to analyze the internationalization of the curriculum (IoT) at the University of the Amazon (Florencia-Caquetá, Colombia) through an emergent categorization system. Official documents and a survey applied with a questionnaire of open questions to 26 teachers from six faculties attached to the institution were analyzed. The information was hermeneutically processed using these phases: coding, categorization, analysis-contrast, and interpretation. The results allowed the construction of a categorical system of 4 dimensions, 6 categories and 37 subcategories, which will be useful to support institutional decisions and develop a research instrument to deepen this area of knowledge.