Facultad de Humanidades, Ciencias Sociales y Educación

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Browsing Facultad de Humanidades, Ciencias Sociales y Educación by Author "Arias-Rey, Martha Graciela"

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    Implementación de estrategias pedagógicas para trabajar proyecto de vida con personas privadas de la liberad en la Cárcel de Mediana Seguridad en Granada Meta -Colombia
    Ballesteros-Maya, César Augusto; Arias-Rey, Martha Graciela
    This Internship Report recounts the experience of César Augusto Ballesteros Maya, a Philosophy student, in implementing pedagogical strategies for life project development with incarcerated individuals at the Medium Security Prison in Granada, Meta, Colombia. The design, implementation, and reporting of this process were undertaken at the request of the prison administration, with the aim of providing philosophical tools that would enable inmates to critically develop a Life Project. Therefore, this report describes Ballesteros's two-year internship at the ERON Granada prison, where he supported inmates in their process of evaluating the past, living in the present, and envisioning a future with clearer lines of thought. The goal was to prevent them from becoming completely disoriented upon their release. This was achieved through strategies such as life project development enriched with philosophical elements.
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    Informe de pasantía del proyecto “Sabiduría y palabras” centrado en la alfabetización de adultos mayores
    Suarez-Quintero, Sebastián ; Arias-Rey, Martha Graciela
    This internship project was developed within the framework of a literacy process primarily aimed at older adults at the Bosa Public Library in the city of Bogotá. The pedagogical proposal is based on the idea that literacy does not begin from scratch, but rather recognizes and strengthens the prior knowledge that participants have built throughout their lives, such as cultural memory, oral language, and the interpretation of their everyday environment. The process was structured into three modules. The first focused on recognizing prior skills through participatory activities that revealed existing forms of reading in daily life. The second module addressed the foundations of reading and writing, working on the recognition of letters, syllables, and some basic orthographic rules. Finally, the third module promoted personal creation and expression through narrative exercises and meaningful writing. The proposal was grounded in approaches from popular education and andragogy, prioritizing active participation, methodological flexibility, and respect for individual learning paces. As a result, the participants’ confidence in their abilities was strengthened, and their relationship with reading and writing was redefined.