LÍNEA IMAGINARIA

OPENING THE SCHOOL TO THE TERRITORY, LOOKING BACK TO THE PAST AS OPPORTUNITY TO GENERATE RELEVANCE IN COLOMBIAN BASIC AND SECONDARY EDUCATION

2026-07-24T18:05:06+00:00

Education, as the cornerstone of social development, must be aligned with the technological, social, and productive advances of the territory. In Colombia, education has evolved from the colonial period to the 4.0 revolution, but its adaptation to these transformations has been slow. Based on the theories of Alvin Toffler, this text for dissemination analyzes how government policies and classroom practices have responded to the four "waves" described by Toffler, viewed from two theoretical perspectives: training for productivity and training for society. The implementation of teaching processes such as rote learning, critical education theory, human capital and emotions theory, competency-based training, relevance, sociology of education, and education for the 21st century will be analyzed. Using a historical-graphical conceptual approach, the interconnections between productivity and society with the dynamics of the state and didactics are analyzed. The First Wave (Colony) established an education of confinement and memorization, still present, typical of the critical theory of education; the Second Wave (Industrial Revolution) imposed a factory model, permeating education with mass production, alignment of positions, schedules, etc., typical of the theory of human capital; the Third Wave (Digital Age) brought neuroplasticity and the need for new pedagogies, such as innovation and disruption; but technology was not integrated, keeping industrial practices rooted; the Fourth Wave (Industry 4.0), with Artificial Intelligence and Big Data, presents ethical challenges and opportunities that facilitate training processes for the 21st century; but pedagogical practices remain clinging to traditional methodologies. The challenge is to turn the education system into a driver of development, opening the school to the territory, assuming the responsibility of generating critical, creative and innovative thinking, because education is loaded with content and empty of skills.

BORDER IDENTITIES AND SYMBOLIC MEDIATION: A THEORETICAL REVIEW ON THE CONSTRUCTION OF THE SOCIAL SUBJECT IN CONTEMPORARY LATIN AMERICAN NARRATIVE

2026-07-24T18:05:05+00:00

This article analyzes conceptual frameworks consolidated to investigate social identity construction in 21st-century Latin American narrative, systematically organizing approaches allowing unlearning and relearning identity representations in accelerated sociocultural transformation contexts. Based on exhaustive bibliographic review, three axes are identified: Latin American identity research traditions (cultural heterogeneity, narrative transculturation), gender and violence studies (decolonial feminism, gore capitalism), and contemporary narrative approaches linking plot with identity construction. Analysis reveals growing circulation of "border identities" as analytical category illuminating subjectivities inhabiting interstitial spaces between social classification systems. Literature is reaffirmed as decisive symbolic mediator in fractured societies, generating languages for experiences other discourses refuse representing.

ENTREPRENEURSHIP AND SOCIAL REINTEGRATION: A PEDAGOGICAL STRATEGY FOR INCLUSION AND SOCIAL TRANSFORMATION IN SECONDARY EDUCATION

2026-07-24T18:05:03+00:00

Entrepreneurship as a pedagogical strategy for the resocialization and social inclusion of young people in secondary education represents one of the greatest challenges and opportunities in the contemporary Colombian context, where factors such as poverty, exclusion, and conflict have led to interrupted academic trajectories and marginalization among adolescents. Faced with the alarming school dropout rate and the risks associated with youth disengagement, this essay analyzes the transformative potential of educational entrepreneurship not only as business training but also as a humanistic experience that enables identity reconstruction, the development of socio-emotional competencies, and the opening of real opportunities for social and economic inclusion. The central objective is to establish, from a theoretical and critical perspective, how entrepreneurial education can be effective for the resocialization of young people in vulnerable situations, providing tools to reconfigure life plans, strengthen their sense of belonging, and prevent the recurrence of exclusionary practices. The methodology employed was documentary and analytical, with an exhaustive review of primary academic sources in Spanish (articles, reports, regulations, and case studies from Colombia). Thematic content analysis and a hermeneutic approach were used to integrate contributions from critical pedagogy, entrepreneurship theory, and the sociology of education. The main argumentative results show that entrepreneurship in schools positively impacts young people's self-esteem, self-efficacy, teamwork capacity, and community integration, as well as facilitating their socioeconomic inclusion and reducing risky behaviors. Limitations and risks of the model are discussed, such as the need for coordination with public policies, teacher training, and the cultural relevance of the initiatives. The conclusion is that its success depends on comprehensive and sustained implementation.

THE PEACE CHAIR IN COLOMBIA: A DECADE OF IMPLEMENTATION, CHALLENGES AND THEIR ADDRESS IN SCHOOL COEXISTENCE

2026-07-24T18:05:02+00:00

The Chair of Peace is a very important public policy in Colombia. Its purpose is to help foster a culture of peace that begins in the classroom. It was established as law in 2014 through Law 1732. The objective of this article was to analyze the impact of the Chair of Peace on school coexistence in Colombia, identifying progress, limitations, and challenges to strengthen its implementation in educational institutions during its first ten years. To conduct this study, a qualitative methodology was used, based on a systematic review of academic documents and regulations published on the subject between 2014 and 2025. The results indicate that there is a gap between what the law establishes and what is actually carried out in practice. The findings revealed that the most significant challenges include teachers not having the necessary preparation, the lack of both material and social resources to implement it, and the fact that the Chair of Peace has not been effectively implemented. Nevertheless, some experiences were also found in certain contexts, such as the Heraclio Uribe Educational Institution in Sevilla, Valle del Cauca, which showed that, when implemented in an articulated manner, the Chair did help mediate conflicts and supported students in developing their socio-emotional skills. In conclusion, it can be stated that the overall balance of the results has two sides. On the one hand, the Chair contributed to giving peace education a legitimate place; but on the other hand, its application across all institutions was very limited. For it to truly succeed, it became evident that overcoming structural difficulties was necessary, as well as ensuring sustained political will over time, in order to achieve a genuine cultural transformation.

EDUCATING FOR PEACE AND EQUITY: A CONCEPTUAL ARTICULATION PROPOSAL IN CITIZEN COMPETENCIES FORNATION IN SECONDARY EDUCATION

2026-07-24T18:05:01+00:00

A conceptual articulation is proposed for the development of citizen competencies in secondary education, integrating the principles of positive peace and equity. Beginning with a critique of traditional approaches, which have focused on normative aspects and often overlook the roots of social injustice and structural violence, it is argued that a transformative citizenry, especially in complex contexts like Colombia—marked by conflict and socioeconomic disparities—demands a deep understanding and an active commitment to eradicating structural and cultural violence. Methodologically, the study is based on a conceptual and propositional approach, conducting a critical analysis of academic literature on citizen competencies, positive peace, and equity. The interconnections between these pillars are explored, laying a solid theoretical foundation. The result is the proposition of a conceptual framework that redefines citizen competencies, embedding positive peace and equity as transversal axes instead of treating them as isolated subjects. This approach calls for a critical and transformative pedagogy, fostering an understanding of systemic injustices and empowering students for action. Pedagogical guidelines are outlined, emphasizing active methodologies such as problem-based learning and service-learning, thereby preparing young people not only for coexistence but also to become effective agents of change. The overall conclusion is that this articulation contributes to forming conscious, empathetic, and proactive citizens, capable of building a more just and peaceful society by addressing inequities and violence at their core.

RURAL MICROCENTER: A SPACE FOR REFLECTION IN ACTIVE PEDAGOGIES

2026-07-24T18:05:00+00:00

This article reflects on the role of rural microcenters as strategic spaces for strengthening pedagogical practices in rural contexts. Their importance lies in promoting collaborative work among teachers, continuous professional development, and the use of contextualized active pedagogies. The research is framed within a qualitative approach and the interpretive paradigm, allowing a deep understanding of the educational dynamics in rural territories. Methodologically, it is based on documentary review and reflective analysis of concrete experiences in the department of Antioquia, Colombia. The findings show that microcenters not only foster the exchange of knowledge and didactic strategies but also strengthen teacher autonomy and the appropriation of the local context as a central axis of the educational process. Despite their value, these spaces lack standardized national regulation to ensure their sustainability. It is concluded that microcenters are a legitimate practice born from the needs of rural teachers, which requires institutional and regulatory support to be consolidated as a transformative educational policy in Colombia.

INCLUSIVE TEACHING STRATEGIES FOR NATURAL SCIENCES IN RURAL EDUCATIONAL CONTEXTS

2026-07-24T18:04:59+00:00

Inclusive education was a priority on global agendas and posed structural challenges for teaching natural sciences in rural contexts and multigrade classrooms. The objective of this review article was to analyze recent scientific production on the implementation of inclusive teaching strategies in this area of knowledge. Methodologically, a descriptive documentary research was developed using a qualitative approach through the critical examination of a corpus consisting of eighteen units of analysis retrieved from databases such as Scielo, Redalyc, and Dialnet in the period between 2014 and 2024. The results showed that Universal Design for Learning and the pedagogical use of the natural environment through school gardens and ethnobotany were the most effective pillars for curricular flexibility in the field. However, a critical tension was identified because the effectiveness of these strategies depended largely on teacher training, as rural teachers tend to act based on empirical experience in the absence of specialized training. It is concluded that strengthening inclusive teaching requires progress in specific training processes and institutional support to consolidate rural education that allows the community to grow and solve real problems in their environment through scientific literacy.

EDUCATION AS THE KEY TO PERSONAL AND SOCIAL DEVELOPMENT

2026-07-24T18:04:58+00:00

Education is an essential pillar for the integral development of human beings and the transformation of societies. Beyond the transmission of knowledge, it represents an ethical, political, and cultural process that enables the construction of critical, autonomous subjectivities committed to collective well-being. This article analyzes how education, when contextualized and humanized, fosters personal development by strengthening cognitive, emotional, and social skills, and promotes social development by encouraging civic participation, equity, and justice. From a critical and situated perspective, the article highlights the importance of an education that recognizes local knowledge, engages with the territories, and responds to the specific needs of vulnerable communities, especially in rural contexts. It argues that school should be a space for encounter, reflection, and transformation, where health, culture, identity, and rights are articulated. It also emphasizes the role of teachers as mediators of change, capable of integrating theory and practice with ethical sensitivity and social commitment. The article concludes that education cannot be reduced to performance indicators or technical standards, but must be conceived as a tool for emancipation and the construction of meaning. Within this framework, a holistic and inclusive approach is proposed that will allow us to move toward more equitable, participatory, and sustainable educational models, capable of generating real impacts on people's lives and shaping more humane and supportive societies.

AGROECOLOGY AND PEACE IN SCHOOL: REFLECTIONS FROM RURALITY

2026-07-24T18:04:56+00:00

Building peace in Colombia involves adopting a critical stance towards the dynamics of violence that circulate within the practices and mentalities of those who inhabit the school. Therefore, it is imperative to promote skills that strengthen the exercise of citizenship, collective identity, and territorial defense for peace. The objective of this article is to present some empirical reflections that position the interrelation between agroecology and peace in the Colombian rural school context. Readers are invited to engage in discussions regarding its relevance and possible replicability in nearby educational and community settings. The experience takes place at the Peñas Departmental Rural Educational Institution in the municipality of Cucunubá, Cundinamarca, using action research as the method. The findings are classified into two groups: possibilities and challenges. Among the possibilities, it was evident that agroecology as a practice facilitates student articulation and leadership, progressively shaping a collective identity from which to territorialize. Thus, what is taught and learned allows for confronting global problems and the different forms of violence exercised in the school from a local perspective. Among the challenges, the erosion of peasant memory and the normalization of violence remain obstacles that hinder the transition from viewing the school as a space to a School Territory of Peace. It is concluded that the dialogue between peace, agroecology, and rurality represents an opportunity to undertake interdisciplinary, contextualized, and democratic pedagogical practices.

ROOTLESSNESS AND LOSS OF SOCIAL BONDS: MEMORIES OF FORCED DISPLACEMENT IN AFRO-COLOMBIAN COMMUNITIES OF COLOMBIA

2026-07-24T18:04:55+00:00

Since the 1960s, Colombia has been immersed in an armed conflict that has deeply affected civil society, resulting in alarming rates of forced displacement. Afro-Colombian communities have been historically marginalized, facing the dispossession of their territories and the disruption of their social fabric. This article, based on a case study, seeks to understand and analyze the experiences of rootlessness and the loss of social bonds in the Afro-Colombian community of Santa Cecilia, Risaralda, displaced to the city of Pereira between 2000 and 2005. Through four life stories and from the perspective of collective memory, the study highlights how territorial dispossession and violence have impacted family, community, and cultural networks. Likewise, it sheds light on narratives of resistance and identity reconstruction that emerge in response to these psychosocial effects.

GODFATHER PLAN: A TRAINING STRATEGY FROM PLAY, LITERATURE AND CREATIVITY

2026-07-24T18:04:54+00:00

This article analyzes the Godfather Plan as an innovative pedagogical strategy implemented at the Sagrada Familia Higher Normal Educational Institution, where upper grade students (9th, 10th and 11th) accompany children from initial grades (0th, 1st and 2nd) through ludic-pedagogical interventions; the research examines how this tool improves initial teacher training through playful, literary and creative elements that enhance academic processes and school coexistence. The methodology used corresponds to a qualitative documentary analysis through systematic bibliographic review, incorporating the quality of activities, relationships and pedagogical materials in specific formative situations, information collection was carried out through primary sources by direct observation of institutional experiences, and specialized secondary sources including scientific articles, educational reports and normative documents, likewise it was found that godfathers develop leadership, planning and execution competencies of pedagogical activities by teaching Physical Education classes, conducting pedagogical outings, story reading, crafts design and accompaniment in institutional civic acts. The results demonstrate measurable effectiveness in social, emotional and academic dimensions, evidencing strengthening of group work, assertive communication, empathy and affective demonstrations within mutual respect frameworks. The articulation between peers generates spaces where students with the same learning task meet periodically to share, analyze and support each other during learning processes. The conclusions show that this strategy strengthens teaching vocation in upper grade students, generating learning spaces from participation, reflection, experimentation and inquiry.

REFLECTIONS ON THE CONTRIBUTIONS OF SOCIAL WORK IN EDUCATION TO PEACEBUILDING

2026-07-24T18:05:23+00:00

Throughout Colombia’s history, multiple efforts have been undertaken to end the armed conflict and promote peacebuilding, with significant contributions from various professions, including Social Work. This discipline, through its interventions particularly in the educational sphere seeks to rebuild the social fabric and foster education for peace. Accordingly, the purpose of this article, grounded in the Social Work perspective and supported by both documentary analysis and the authors’ reflective insights, is to identify the contributions of Social Work based on an educational experience that strengthened Colombia’s peacebuilding process and influenced the reconstruction of the social fabric. The categories of armed conflict, peacebuilding, and social fabric reconstruction were considered, with particular emphasis on the contributions of Social Work in the educational field to these processes in the country. Among the reflections presented, the article highlights the importance of peace education as a cultural process and underscores the ways in which the educational intervention of social workers contributes to the reconstruction of the social fabric.

CHALLENGES OF THE INCLUSION APPROACH IN COLOMBIAN EDUCATION

2026-07-24T18:05:21+00:00

The educational inclusion approach is referenced as one of the foundations that support the development of actions aimed at promoting the integration of social minorities into the school environment. It is important to consider the presence of different challenges, such as teacher training, as well as pedagogical practices, which indicate a complex process in the management of this educational approach. Therefore, this argumentative essay aims to understand the implicit challenges in the inclusion approach in Colombian education. To achieve this, a documentary review of different sources was developed, which corresponds to a study based on the interpretative paradigm, using a qualitative approach, and a hermeneutic method was applied as the technique for collecting documentary information, that is, the material described throughout this document, thus involving reading Critique accompanied by underlining to determine the necessary quotes for the research in which different referential elements were assumed that address the challenges posed based on the approach of inclusion. Conclusions; the approach of educational inclusion in Colombia is developed within institutional environments, however, there is still a need for greater attention to this particular aspect in order to achieve the proper development of the training processes framed within this approach.

ENTREPRENEURSHIP IN THE NEW RURALITY: CONTRIBUTIONS FROM TRAINING IN SECONDARY EDUCATION IN COLOMBIA

2026-07-24T18:04:52+00:00

This scientific essay article focuses on analyzing the situation of entrepreneurship in the new rurality with contributions from training in secondary education in Colombia. In this regard, an explanation is developed about the complicated reality of the rural area where traditional and new types of factors coexist. Hence the importance of promoting entrepreneurship with proposals that emerge from the rural reality itself, as contributions to transform the precariousness of the Colombian countryside. Methodologically, this situation determined to carry out a bibliographic review that facilitated the structuring of an explanation of the situation of Colombian rurality, peasant entrepreneurship and rural education and entrepreneurship from training in secondary education. He concludes by stating that, from the school, with the promotion of productive projects, initiatives with the capacity to manage community entrepreneurship can be promoted, by being able to experience the formative benefits of its application. That is why it provides the convenience of educating citizens in the development of projects that promote the bases of a culture of community entrepreneurship.

MORAL AUTONOMY AS THE CORE OF COEXISTENCE AND CITIZENSHIP IN THE SCHOOL ENVIRONMENT: A PEDAGOGICAL PROPOSAL FOR ETHICAL EDUCATION.

2026-07-24T18:04:51+00:00

The development and citizenship of students are also influenced in the school context by their capacity for moral autonomy. Our pedagogical study focuses on how education in moral autonomy encourages students to exercise their emancipation and dignity with responsibility while critically reflecting on school norms. It is a qualitative study in that it is derived from the theoretical, bibliographic, and systematic review of authors such as Kohlberg and Rawls on moral autonomy and citizenship for the inquisitive citizen, aiming to study the impact of autonomous citizenship on the self-legislation of moral norms. Autonomous citizenship is the ability to decide independently and ethically, and to surpass self-imposed and externally imposed norms that do little for the common good. The results show that teaching moral autonomy as part of social studies contributes to social cohesion, mutual respect, and the moral and social commitment of students. Notable increases in the sense of responsibility, conflict resolution, and participation in a constructive learning environment were observed. Limitations such as institutional apathy and a lack of teacher training make the proper application of these ideas challenging. As mentioned, moral autonomy must be accompanied by adequate teacher retraining and strong institutional support. Therefore, it is important to create participatory spaces where students can engage in the creation and review of school norms.

EDUCATING IN HUMAN RIGHTS IN RURAL AREAS: A REFLECTION FROM CRITICAL PEDAGOGY

2026-07-24T18:05:48+00:00

Given the advance and expansion of social media, information and communication technologies, and rapid and free access to information, education must present itself as a necessary pause to help understand the unfolding world with its multitude of responses to the situations that schools demand. This essay analyzes the conditions and problems faced by human rights education curricula in rural Colombia. The central objective is to examine how teaching human rights can be a key tool for building a more just society for rural children and youth, starting from the reality of armed conflict and the historical exclusion of rural areas. The essay's methodology is based on a critical reflection on existing public policies and how these have been influenced by the interests of capital, stripping education of its dignifying function. It proposes an analysis from the perspective of critical pedagogy to question the traditional educational model that reproduces power dynamics and excludes ancestral knowledge and the cultural context of rural life. The analysis establishes that rural schools must be transformed into spaces for dialogue and resistance that link theoretical knowledge with social reality. In conclusion, it emphasizes that human rights education in rural areas must go beyond the memorization of laws. A contextualized curriculum is proposed that considers the specific characteristics of the environment (poverty, conflict, culture) and fosters critical thinking through classroom research. Finally, the fundamental role of the teacher as an agent of change, capable of motivating students to transform their social reality for the collective defense of their rights, is highlighted

ANCESTRAL KNOWLEDGE AND ENVIRONMENTAL EDUCATION: AN INTERCULTURAL PERSPECTIVE

2026-07-24T18:04:50+00:00

This essay-style article examines the capacity for change that traditional Sámi worldviews have in environmental education, suggesting a significant pedagogical restructuring that overcomes the human-centered approach and fragmentation of the Western educational model. Sámi worldviews, which are founded on interrelationship, reciprocity, and respect for all living beings, offer a holistic perspective in which humans do not dominate the environment, but are part of an interconnected ecological and spiritual framework. This challenging vision opposes the utilitarian logic of traditional environmental education, which often limits itself to offering scientific data out of context or encouraging sustainable behaviors without addressing the underlying values that give rise to the ecological crisis. In contrast, the Sámi worldview promotes a relational, ethical, and experiential education, where learning is generated through direct interaction with the environment, oral communication, and community exchange. In this context, the essay suggests an authentic intercultural environmental education, grounded in the co-creation of the curriculum with Sámi communities, intercultural teacher training, territorial pedagogy, and appropriate political support. The main idea argues that true sustainability demands epistemic justice: recognizing that there are diverse ways of knowing, and that Indigenous peoples, like the Sámi, possess crucial wisdom for restoring the relationship between humanity and nature.

INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH TEACHING: CHALLENGES AND STRATEGIES FOR INCLUSIVE EDUCATION

2026-07-24T18:04:49+00:00

Analyzing the relationship between intercultural communicative competence (ICC) and academic performance in foreign language learning, considering its integration into the school curriculum, is the purpose of this essay. In today’s global context, learning a language involves not only mastering linguistic structures but also developing the ability to interact with speakers from diverse cultures. Research has indicated links between ICC and academic performance, although this relationship can be considered weak and mediated by contextual and methodological factors. It is argued that interculturality continues to be addressed superficially in many curricular proposals, which is reflected in the prevalence of folkloric content, limited teacher training, the use of decontextualized materials, and the persistence of traditional grammar-focused models. Consequently, there is a need for teaching that integrates communicative competence with critical formation, so that students not only learn a foreign language but also acquire tools to act responsibly in a culturally diverse world.

THE EDUCATION WE LIVE AND THE EDUCATION WE WANT: PERSPECTIVES FROM THE SCHOOL COMMUNITY

2026-07-24T18:04:48+00:00

This essay addresses the need to reconfigure education based on the active participation of the school community made up of teachers, families, students and social organizations in order to respond in a more relevant way to contemporary challenges through a critical analysis of recent international research that shows that collaboration between school, family and community can enhance academic performance and the social and emotional development of students. The methodology employed consisted of a documentary analysis of four academic articles that propose models, experiences and public policies that promote community involvement in educational processes. Among the most relevant results, it is highlighted that a genuine and sustained participation strengthens the sense of belonging, promotes educational equity and improves the quality of learning. Likewise, effective practices of curricular co-creation, shared leadership and support networks are identified, which allow building more resilient and democratic school environments. The conclusions highlight the need to move from a closed school vision to a systemic view in which the community is an integral part of the educational project. In addition, it is proposed to consolidate strategic alliances with a territorial and cultural approach as a way to transform the education we live in into the one we really want.

CULTURE AS A FUNDAMENTAL RIGHT OF CHILDREN AND ADOLESCENTS IN THE URBAN CONTEXT OF CARTAGENA

2026-07-24T18:04:47+00:00

The purpose of this essay is to critically analyze access to culture as a fundamental right of children and adolescents in Cartagena de Indias, assessing whether the city effectively guarantees this right or whether there are gaps that limit its exercise. The methodology used consisted of a documentary analysis of district, national, and international regulatory sources, complemented by a dialectical method that allowed for a comparison between the legal framework guaranteeing rights and the socioeconomic reality of the territory. Key references were considered, such as the 1991 Constitution, Law 1098 of 2006, the 2024-2027 District Development Plan, and guidelines from organizations such as UNESCO. As a result, a profound structural tension was revealed between the city's institutional projection as cultural heritage and the real conditions of exclusion faced by minors. The main finding shows that, despite the existence of a robust regulatory framework, territorial, social, and educational barriers persist that restrict equitable access to cultural goods and services. It is concluded that the realization of this right requires transcending institutional rhetoric by strengthening sustained public policies with a real focus on social justice, territorial decentralization, and the active participation of children in the construction of their cultural identity.

CENTERS OF INTEREST AND CRESE TRAINING: A STRATEGY FOR INTEGRAL EDUCATION IN RURAL CONTEXTS

2026-07-24T18:04:46+00:00

The following essay reflects on the pedagogical strategy of the Centers of Interest and CRESE Training as a response to the various limitations faced by rural education, based on the conviction of complex thinking. These strategies not only strengthen meaningful learning but also aim to advance the full development of children and young people living in areas historically excluded from education. Key theoretical principles will be reviewed and a critical approach to rural education today will be presented. Likewise, the need for a school that educates through experience, through community participation, and where local knowledge is integrated will be defended. Finally, the text will conclude by noting that CRESE, articulated with the Centers of Interest, is an innovative tool that allows for redefining the role of rural schools as drivers of transformation.

TEACHERS' DIGITAL COMPETENCIES IN STRENGTHENING PEDAGOGICAL PRACTICES IN RURAL CONTEXT

2026-07-24T18:04:45+00:00

This scientific essay analyzes the fundamental role of digital teacher competencies (DTCs) in improving educational quality within rural Colombian settings. It addresses the challenges inherent to these contexts, such as the persistent digital divide and limited infrastructure, and examines the relevance of theoretical frameworks such as DigCompEdu and UNESCO ICT-CFT in guiding the development of these competencies. It explores various innovative pedagogical strategies mediated by Information and Communication Technologies (ICTs), even in conditions of low connectivity, and identifies the necessary policies to close the digital divide in the country. It is argued that strengthening digital literacy is a key factor in transforming teaching practices. The development of digital competencies for teachers in rural Colombia is essential for transforming education, integrating ICTs into the classroom, reducing gaps, strengthening communities, promoting inclusion, and ensuring equitable opportunities.

INEQUALITY PERSPECTIVES IN COLOMBIAN RURAL EDUCATION: A PROPOSAL FROM GLOBALIZATION AND THE NEW RURALITY

2026-07-24T18:04:44+00:00

Globalization, understood as a dialogic process that allows the interconnection of different cultures around the world through the exchange of cultural information, technology, and knowledge, has positively impacted education, especially in urban settings. However, in rural settings, its impact has been limited and has not generated significant social transformations, highlighting inequalities in access to technological resources, adequate learning spaces, and educational quality. Adding to this crisis are sociocultural factors that interfere with students' aspirations and impede their projection toward new horizons of development. In this context, the new rurality presents itself as an alternative to redefine the role of the countryside, aiming to overcome notions of marginalization and backwardness, promoting a renewed perspective where rural environments are viewed with transformative potential, allowing their knowledge to be valued, and their participation to be active and responsive to global events, needs, and innovations.

ENVIRONMENTAL COMPETENCIES AS AN ALTERNATIVE TO OPTIMIZE SOCIETY-NATURE RELATIONS: A CHALLENGE FROM ACADEMIC TRAINING IN ELEMENTARY EDUCATION IN COLOMBIA

2026-07-24T18:04:43+00:00

Education in recent times is facing situations marked by progress, evolution and undoubtedly by technological advances; reason that leads to take a look at the environmental part that without fear of mistake has to do with the various processes that occur in society and one of them is education; from that look it is convenient to keep in mind the following objective: to reflect on environmental competences as an alternative to optimize society - nature relations: a challenge from the academic training in basic primary education in Colombia. The methodology used is based on documentary analysis, which resulted in a scientific essay, which becomes a highly significant contribution for teachers; It is necessary to be very clear that we are currently experiencing an unprecedented environmental crisis, which has become a concern of important organizations such as UNESCO, the OAS, among others; These have even been embodied in documents such as Agenda 2030 where it is emphasized to seek that society manages to live in a concordance with the environment and practices and proclaims the sustainable environmental culture; which should be implemented from the classrooms and educational institutions; because from the smallest of the house the values should be cultivated to safeguard the relationship society - nature.

CURRICULUM WITHOUT TERRITORY: THE FORGETTING OF RURALITY IN COLOMBIAN EDUCATION

2026-07-24T18:04:42+00:00

Rural education in Colombia is shaped by historical tensions that converge between homogenization and the recognition of difference. During modernity, the school system consolidated an urban-centered curriculum, grounded in ideals of progress and universalization which, while intended to guarantee cohesion, produced exclusion by disregarding the knowledge, productive practices, and worldviews of peasant communities. In contrast, the postmodern perspective opens a horizon toward epistemic plurality and the acknowledgment of diversity as the foundation for building context-based educational proposals.

From a qualitative approach within an interpretive paradigm, and drawing on authors such as Bauman and Mires, rurality cannot be conceived as a periphery of the city, but rather as a vital space for the production of knowledge and alternatives to dominant models. In this sense, the school must be re-signified as a place of encounter between ancestral knowledge, community practices, and contemporary scientific contributions, enabling a territorialized curriculum that responds to the cultural, social, and productive conditions of the territories.

The analysis argues that rural education should not be limited to the transmission of homogeneous content, but must become a social and political praxis that contributes to the dignity of peasant life and to the transformation of power relations around knowledge. The incorporation of historical memory, food security, and identity rootedness are recognized as central axes of an educational project capable of strengthening community cohesion and projecting sustainable development from the local level. Rural education thus emerges as an emancipatory possibility and as a key scenario in the construction of the nation, where a situated curriculum acts as a mediator between social justice, cultural identity, and territorial sustainability.

BEYOND TRADITIONAL INCLUSION: PERSPECTIVES OF WESTERN STUDENTS IN INDIGENOUS COMMUNITIES

2026-07-24T18:04:41+00:00

This research report type article aims to show the results of the research that addresses as a central theme the inclusion of Western students in ethnic contexts. Where pedagogical strategies of inclusion were promoted, in the school environments of the Nasa indigenous community, with Western students of Cycle Two of the Educational Institución YU'LUUCX PISHAU "Hijos Del Agua" Potrerito headquarters, La Plata Huila Colombia. This research was developed from an ethnographic method with a qualitative approach, where it was allowed through four phases; exploration and permits, information gathering, analysis and interpretation and delivery of report or results, to be able to establish inclusion strategies aimed at Western students within the Nasa culture, with the application of techniques and instruments such as participant and non-participant observation, semi-structured interviews and focus groups, where it is concluded the need to take another look at the inclusive processes and the different actors that are part of these and the existence of populations that are relegated to oblivion, going unnoticed in terms of true social and educational integration, as is the case of Western children immersed in indigenous communities, which requires acting in contexts from a perspective thought beyond traditional inclusion.

CRITICISM OF THE PARTICIPATION OF ADULTS IN EARLY CHILDHOOD

2026-07-24T18:04:39+00:00

The research addresses the Social Representations (SR) of participation in early childhood from the perspective of adult caregivers during the pandemic, focusing on the virtual artistic experience "Intergalactic Travel " of the Nidos art program in early childhood. With a qualitative and interpretative hermeneutic approach, tools such as associative letters, unaddressed interviews and participant observation were used. The results revealed that the SR of caregivers directly affect parenting practices, promoting rules such as "learning to have an opinion", but limiting children's autonomy when directing their actions. A gap was evident between the normative "duty to be" and the ethical internalization of children's rights. The findings highlight the need for public policies that transcend the regulations to promote genuine child participation, proposing the creation of a Ministry of the Family in Colombia. The methodology combined theoretical and practical analysis, highlighting play and art as transformative tools. The conclusions emphasize that the change must originate in adults, modifying their R$ to guarantee authentic child participation, beyond what is reflected in rules. The research emphasizes the urgency of addressing these problems from a systemic and collaborative approach.

DESCRIPTIVE STUDY OF PARTICIPATORY APPROACHES TO FOSTER ECOLOGICAL AWARENESS AND CLIMATE CHANGE EDUCATION IN PIJIÑO DEL CARMEN.

2026-07-24T18:04:37+00:00

The article aims to analyze participatory strategies developed in the educational community of the municipality of Pijiño del Carmen (Magdalena, Colombia) to promote ecological awareness and understanding of climate change in schools. The research is based on a descriptive quantitative approach aimed at characterizing the perceptions and assessments of educational actors regarding participatory strategies in environmental education. Using a Likert-type survey applied to teachers, students, and community representatives, differentiated assessments of the environment, climate change, and everyday environmental care practices were identified. The results show a high level of involvement by teachers and students in environmental education projects, although there are limitations in terms of coordination with community actors, ancestral knowledge, and external entities. The most highly valued strategies include reflection workshops, educational field trips, and environmental awareness campaigns, with an emphasis on the use of collaborative, participatory, and contextualized methodologies. The study concludes that, despite progress in building a school environmental culture, it is necessary to strengthen territorial links, interculturality that includes traditional knowledge, and educational governance to consolidate transformative processes in the face of local climate challenges and promote critical environmental education.

DEVELOPMENT OF SCIENTIFIC SKILLS IN COLOMBIAN GEOGRAPHY THROUGH COOPERATIVE WORK AND VIRTUAL OBJECTS IN PRIMARY SCHOOL.

2026-07-24T18:04:36+00:00

The present research aimed to promote the development of scientific competencies in fifth-grade students through a pedagogical strategy based on cooperative work and the use of virtual learning objects for teaching Colombian geography. A predominantly qualitative mixed-method approach was adopted, utilizing surveys, diagnostic assessments, and rubrics for data collection. A digital teaching unit was designed and implemented on the Mil Aulas platform for all fifth-grade students at the Bábega Rural Educational Institution. The initial diagnosis revealed significant difficulties in understanding geographic concepts and low motivation, attributable to traditional methodologies and a lack of digital resources. In response, a strategy was implemented that integrated gamified activities, cooperative work, and interactive digital resources, fostering active participation and meaningful learning. The results showed notable progress in scientific competencies, especially in map interpretation, critical analysis, and geographic problem-solving, as well as a significant increase in the number of students with satisfactory performance. In addition, improvements were recorded in student motivation, autonomy, and collaboration. It is concluded that combining cooperative work with virtual learning objects is an effective strategy for strengthening scientific competencies in basic education. However, challenges persist, such as the digital divide and the need for ongoing teacher training for the proper use of educational technologies.

CLASSROOM IMAGES: THE SOCIAL REPRESENTATION OF TEACHERS FROM THE PERSPECTIVE OF STUDENTS

2026-07-24T18:04:35+00:00

This article presents the results of a research study that analyzes the social representations that secondary school students construct about their Social Science teachers at the Integrated High School of the University of Nariño, an institution recognized among the 100 best schools in Colombia. The study stems from the need to understand how teachers' gender, physical characteristics, personality, and pedagogical practices influence student perceptions. The objective was to identify and characterize these representations from the student perspective. The research was conducted using a mixed-method approach, with a descriptive and cross-sectional design. Participants were 467 students from grades six to nine, who answered structured questionnaires and drew illustrations about their teachers. The analysis combined descriptive statistics and qualitative content analysis. Among the findings, a gender differentiation in perceptions was evident: female teachers were portrayed in a more critical light, while male teachers were presented as approachable and friendly. Likewise, stereotypes linked to physical appearance, clothing, and personal interests were identified, with no distinction made by socioeconomic status. These results suggest that social representations in the school context are mediated by cultural and gender factors that impact the teacher-student relationship and can influence the classroom climate. It is concluded that recognizing and reflecting on these perceptions can foster more equitable and inclusive teaching practices.