Especialización en Pedagogía

Permanent URI for this collectionhttp://172.16.0.136/handle/123456789/51

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Uso de herramientas cinematográficas en la elaboración de una estrategia pedagógica que aumente la motivación y promueva el aprendizaje autónomo del inglés, como segunda lengua extranjera en adultos
Murillo-Rozo, Mishell Tatiana; Cardenas-Alférez, Astrid Milena; Moreno-Bolaños, Nelcy Janeth; Rosso-Jaimes, Miguel Antonio
This work proposes an innovative pedagogical strategy that uses cinematic tools to increase motivation and promote autonomous learning of English as a second language for adults. The proposal focuses on leveraging audiovisual resources from film and television with the aim of sparking interest in learning a new language in an entertaining and meaningful way. Additionally, a flexible methodology is proposed that adapts to the time constraints and availability of the students, allowing for a more accessible, dynamic, and individualized approach. By integrating elements of entertainment into the educational process, the goal is not only to improve the learning experience but also to facilitate the effective and natural acquisition of the language. This strategy aims to enhance linguistic skills, foster greater cultural and social connection, and prepare students to communicate with confidence in a globalized and diverse environment.
Propuestas de formación docente en habilidades discursivas y de comunicación oral desde el aprendizaje significativo
Gómez-Martinez, Yeimy; Rosso-Jaimez, Miguel Antonio
This preliminary research project raises the need to create a teacher training proposal taking into account that education requires teachers to possess oral and discursive communication skills to generate a significant impact on students. However, in Colombia, the specialization programs in pedagogy do not include specific training in these competencies, which shows a need for improvement, which is why it proposes to develop this strategy in the students of the Pedagogy Specialization of the Uniagustiniana University
Explorando la creatividad plástica a través de la Cianotipia: Un Taller Pedagógico
Rojas-Navarro, Daniel Alejandro; Rosso-Jaimes, Miguel Antonio
The cyanotype workshop aims to foster plastic creativity and the development of artistic skills in young people aged 18 to 35 interested in photography and art. Through a methodology based on experimentation with artistic materials and alternative photographic techniques, the workshop seeks to create a collaborative learning environment where participants can share ideas, make joint decisions, and reflect on their creative process. Cyanotype, as a revitalized historical technique, not only enriches artistic skills but also strengthens interpersonal relationships, promoting an inclusive and enriching space. To validate the workshop's hypothesis, an experience systematization will be conducted after its completion, evaluating the impact in terms of creativity and group dynamics. This practical approach counters the theoretical methods prevalent in non-formal education, allowing participants to experiment without fear of failure. By integrating artistic practices like cyanotype into non-formal educational settings, a pathway opens toward new forms of expression and innovation, contributing to the holistic development of participants.
Integración del juego en la práctica docente: una propuesta didáctica para la promoción del aprendizaje activo
Gutiérrez-Dorado, Andrés Felipe; Urrego-Peña, Leonardo Rafael; Martínez-Martínez, Andrés Fabian; Rosso-Jaimes, Miguel Antonio
This degree project aims to design a didactic proposal for the integration of the game in teaching mathematics to fourth grade students at Colegio Agustiniano Ciudad Salitre. Starting from the research question: How can the game be integrated into teaching practice to promote active learning in mathematics teaching? The theoretical foundations of the game are explored from a pedagogical perspective. The methodology consisted of a theoretical study that allowed the development of a pedagogical primer as a practical resource for teachers. The results suggest that the incorporation of the regulated game in mathematics classes encourages the active participation of students, improving their understanding and retention of mathematical concepts, in addition to promoting social and cognitive skills. The proposal offers a concrete tool for educators, with activities designed to be applied directly in the classroom.
El valor pedagógico de las narrativas transmedia: los casos de Barbie y Dragon Ball para el desarrollo del pensamiento crítico
Hoyos-Romero, Laura Valentina; Rincón-Ramírez, Diana Paola; Pardo-Peña, Oscar Efren; Rosso-Jaimes, Miguel Antonio
This research work aims to identify the influence that transmedia narratives had through two productions, Dragon Ball and Barbie, in the training of adults born in 1990 and 2000, and how this can be used in the training of critical thinking. The contribution of different sources that theorize about the effect of transmedia narratives, and about the positive and negative impact they can have, were used. Concepts such as millennials, generation z, pedagogical value, development of critical thinking, transmedia narratives were explored, behavior models, values and beliefs. To get closer to answering the question that was posed, a qualitative approach was used and with it a survey was designed in which each question is created so that the adult of the 1990 and 2000 generations responds according to their experience. Finally, it was identified based on the information collected that in this type of series a diversity of identifiable and assimilable values is proposed depending on the capacity for analysis or support that the person who consumes them has, which can help develop creativity if they are used in the right way. correct in the teaching processes, although it was also identified that some chapters of the proposed series emit information that, when not properly analyzed, does not help in learning processes, so a positive and a negative part can coexist in the same medium.
Sistematización de Experiencias en la Formación de Competencias Digitales de egresados de la Especialización en Pedagogía de la Universitaria Agustiniana
Cardona-Hernández, Yini; León-Andrade, JoséAlejandro; Mojica-Quijano, John Greyson; Rosso-Jaimes, Miguel Antonio; Liloy-Valencia, Juliana
This paper analyzes the experiences of training in digital competencies in teachers graduated from the Specialization in Pedagogy at the Augustinian University, in order to identify, according to the competencies acquired in their training, the intervention of these competencies in their pedagogical practice; according to the results obtained, to propose recommendations to improve the teachinglearning processes involving technologies. This analysis is framed in the questioning about what are the experiences of the graduates of the Specialization in Pedagogy of the Augustinian University, in the implementation of digital competences in their pedagogical practices. To answer this question, a compilation of scientific literature that supports the theoretical framework is carried out, allowing to evidence the relationship of teacher training, digital competences and the use of technologies with the teachinglearning processes in school spaces. In addition, a process of systematization of experiences is presented based on surveys conducted with some graduate teachers and the reflection of the results of these surveys, thus, the importance given to digital competencies in current teacher training is appreciated in common. According to the findings, it is concluded that it is important for teachers to acquire greater digital skills and to have constant training, which allows them a higher quality in the teachinglearning process, which is supported by the literature, also finding that this quality in education offers more efficient and productive professionals for society.
Agencias pedagógicas interculturales en Bogotá: El rol de los dinamizadores en la transición de niñas y niños indígenas de las casas de pensamiento a escuelas distritales
Martínez Melo, Mariana; Bolaños Buitrago, Jeyson Camilo; Rosero Chicunque, Manuel Fabian; Liloy Valencia, Juliana
The present study focuses on the identification and characterization of intercultural pedagogical agencies in Bogotá, with particular attention to the transition process of indigenous children from the Casas de Pensamiento Intercultural to District Schools, examining the role of intercultural facilitators in this context. Using a descriptive methodology, a semi-structured interview narrated from a biographical-narrative perspective of a member of the Kamentsa community was employed as a tool to gather information about the pedagogical agencies of the facilitators. The analysis reflects on the intercultural challenges that emerge in the transition process, thereby contributing to a broader and more nuanced understanding of the educational landscape in Bogotá. The Casas de Pensamiento Intercultural, which represents the fundamental basis in the preservation of the traditions of the 14 indigenous cultures settled in the capital, and the agencies of the facilitators play crucial roles in the intercultural dialogue mediated around educational structures. Additionally, the challenges and opportunities faced by indigenous communities in the urban context of Bogotá are analyzed from an approach to public policies and community educational projects that support these initiatives. This study ultimately contributes to the knowledge of indigenous education and pedagogical practice, providing critical analyses that broaden the investigative landscape.
El encanto de lo sencillo: una experiencia educativa que construye sociedades para todos
López-Carrión, Luis Carlos; Rinta-Castañeda, Julio Dario
This proposal analyzes the educational inclusion practices of the El Encanto de lo sencillo, a project of the Institución Educativa Distrital Las Américas, which generates spaces where interpersonal relationships are intersected, as a result of the dialogic, collective, and affective interaction, a product of the recognition and experience of otherness among tenth and eleventh- grade young people with primary school children with Special Educational Needs. The conceptual axes stand out to achieve this purpose: Otherness as a mobilizing concept, social inclusion, and education as a humanizing project. The qualitative approach and the case study method showed that the project looks for transformation in the school environment progressively, specifically how human relationships are thought about, how differences are stated, and the collective construction of knowledge is experienced, but besides, how it also positions the school as a space that recreates societies that respond to current challenges, putting the Self in parentheses, to form subjects from and in difference
Reflexiones en torno a la configuración de la subjetividad política en estudiantes de la Licenciatura en Filosofía de la Uniagustiniana en etapa de prácticas pedagógicas
Ortiz-Reina, Álvaro Andrés; Pardo-Villarraga, María Rosa; Gerena-Gómez, Leonardo José; Mojica-Reyes, Adrián Camilo; Tibocha-Buitrago, Juan Ernesto
Political subjectivity has been a topic widely addressed from the perspective of sociology, anthropology, and even philosophy, but only in recent decades has it begun to be investigated from pedagogy. Particularly in Colombia, such research has been developed most frequently in the public sector and, until now, it is the first time that this discussion focuses on undergraduate students in the pedagogical internship stage. This research analyzes the processes of configuration of the political subjectivity of students in the pedagogical practice stage of the Bachelor of Philosophy program at Uniagustiniana, based on the postulates of critical pedagogy. For this purpose, a qualitative research methodology is used, which allows identifying and describing these subjects and their pedagogical practice, based on their narratives and in contrast with the theoretical and conceptual postulates that underpin this study. Among the main results, the importance of critical thinking and some practices of critical pedagogy in the configuration of subjectivities in the classroom are evident. To this end, future Philosophy graduates place great emphasis on the importance of recognizing and linking educational processes to the inherent context of their students, as well as creating participatory, dialogic, free and respectful spaces in the classroom that promote critical thinking for configuration of political subjects.
Estrategias de intervención para niños y niñas en condición de autismo en educación inicial a partir de la implementación del PIAR como herramienta de apoyo
Sánchez-González, Paula Alejandra; Cuervo-Beltrán, Eli Yojana; Salcedo-Rodríguez, Nayibe Viviana; Arias-Rey, Martha Graciela
This document focuses on designing strategies that favor the social inclusion of early childhood education children with autism, based on the implementation of the PIAR (Individual Plan of Reasonable Adjustments) as a support for the documentation of intervention strategies in the classroom. For this purpose, a theoretical approach on inclusion is approached, where a background on the general characteristics of children with this condition is made, highlighting aspects such as memory, attention, language, communication, inter and intrapersonal relationships, among others, as well as the processes that are implemented at the pedagogical level and the intervention as a support point that the PIAR has had within the educational process. In this way, strategies are presented through art therapy that aim to generate enriched learning spaces where children with some type of disability can easily adapt to the formal processes of education and favor social relationships among peers allowing a better formative intervention within school environments.
La influencia de las pautas de crianza en el rendimiento académico del niño en etapa preescolar
Peña-Rodriguez, Camila Alejandra; Rozo-Amado, Angela Rocio; Lopez-Quintero, Ania
This document describes some results of a preliminary analysis on the approach in the specialized literature on the influence of parenting guidelines on the academic performance of preschool children. In the research exercise, an approximation to the implementation of a documentary content analysis methodology was carried out, in a selection of documents produced during the last ten years in Colombia on the subject. As a conclusive result of the exercise, it is found that the texts on parenting in the preschool stage focus their study on the parents and, to a lesser extent, on the effects of said process in the school, since it is important to take into account what the effects or results are. in the relationship between parents and the school. Since the family is the fundamental basis for optimal cognitive and emotional development; this stage being one of the most sensitive periods for the brain and language acquisition.
Los K-drama como recurso didáctico para la enseñanza de la semiótica
Cubillos-Contreras, Paola Andrea
This Project is realized as teaching resource for a correct pedagogy of the semiotic at the Cinema and TV career, for this will be used one scene from four South Korean series and a text about audiovisual semiotic. The purpose of this investigation is to make an analysis for the art department and propose to the students a methodology that fits to international productions, which day by day are turning more eye-catching for the western audiences, that bring them tools to create emotional depth at every single audiovisual department designee. As a result will be used in the master’s degree, or can be used by other teachers at the career, therefore it concludes the application will be free, one should, however, not forget that the author most be cited.
Centro Nacional de Memoria Histórica: análisis de la noción de pedagogía en su propuesta educativa
Ballesteros-Mejia, Maria Alejandra; Cortés-Garay, Giovanni
This research exercise describes the main results of the content analysis carried out on the documentary archive of the pedagogical area of the National Center for Historical Memory (CNMH), a process that was carried out to characterize the educational proposal of the Center in order to identify possible contributions to the formation of the citizens of this area. Three inferences stand out from the analysis: first, the training processes that the CNMH directs to the school are developed in a more structured way than initiatives outside of it; second, pedagogy is approached in the documents from an instrumental vision used from the sense of "strategy"; and third, the most relevant contribution of the CNMH to training is its purpose of trying to bring the concept of historical memory closer to all the territories of the country.
La influencia de la actividad física en el rendimiento académico de estudiantes de educación superior: revisión documental
Buitrago-Villafradez, Fabio Felipe; Páez-León, Edwin Yesid
The main objective of this reflection study was focused on describing the influence of physical activity on the academic performance of students in higher education. Information was gathered, which implied a conceptual and epistemological analysis of the object of study, obtaining a large compilation of bibliographic sources, the referents exhibited the role that physical activity plays in supporting student performance and at the same time examining the influence of physical activity against to university students, to then identify the different causes of high and low academic performance and their relationship to the permanence of higher education students. The results from the documentary review, show that the university student population that performs physical activity obtains better academic performance, however, it is important to take into account that in order to achieve said academic performance, physical activity must be carried out under certain ranges. specifics that validate their influence.
Branding personal: algunas reflexiones de su uso para alcanzar objetivos profesionales a partir de una revisión documental
Barragan-Rojas, Karen Lissethe; Jiménez-Becerra, Isabel
This article focused its interest on identifying the main positions that emerge from the literature on the value of self-knowledge, converted into entrepreneurship or personal Branding. This cognitive capacity implies developing skills to create value and originality to people's identity and, from there, position themselves in the world, adapting to the seismic changes that shake the foundations of the global economy. The theoretical analysis was organized from the epistemic triad of the T-PACK model, being the guiding axis to review the categorical relationship between the disciplinary component, in this case personal Branding, and its integration within the cybersocial spaces where it operates; as well as in the pedagogical and didactic field that is required for its understanding. The results reveal the challenges involved in continuing to develop this type of capacity in Higher Education, which requires scenarios to become literate in this type of process.
Estrategias didácticas desde el Aprendizaje significativo y el uso de las inteligencias múltiples, para la mejora del seguimiento de instrucciones y la capacidad de observación.
Pabon-Rangel, Andres Felipe
The following article seeks the analysis of the different factors that intervene in the construction of meaningful learning, from there the meeting or generation of didactic strategies is sought, seeking to achieve the final objective that is nothing more than the improvement in the realization of tasks by following instructions and good reading of the environment. After carrying out this analysis, a state of the art is proposed that fills us with knowledge and places us on the way to go, through an analysis of constructivist and alternative models, concepts such as memory, observation, and concentration, teaching and learning processes, and conceptualization of different didactic strategies proposed in previous research, to conclude with a possible roadmap, which guides us in achieving the objectives or rethinking them.
El deporte como estrategia pedagógica de permanencia y graduación estudiantil
Alvarez-Perez, Jesús Alfredo; Dra. Nubia Arias Arias
The objective of this article is to propose sport as a pedagogical strategy for student permanence and graduation, in order to contribute to the actions carried out by the Uniagustiniana, a strategy that arises from the need to carry out pedagogical strategies that serve to improve the performance of students. students, and thereby offer strategies so that they can solve academic problems and prevent students from seeking desertion as a way out. The methodology will be qualitative, descriptive and purposeful under a documentary analysis, which will seek to extract documents and select those that satisfy because they are considered the most relevant search engines for indexed academic journals. As a result, it is considered that sport has become an opportunity to develop talent, but also as a strategy that can be used to improve rates of permanence in universities; At the same time, the university has several strategies for student permanence, with the purpose that students can overcome difficulties, but there is not one directly related to the task of sports.
La alteridad en el ambiente escolar
Nova-Gonzalez, Daniela; Nubia Constanza Arias Arias
Otherness is recognizing the other as a self in itself, understanding that the perspective of the other must be based on him, not on the experiences of a self, Enrique Dussel (1995) affirms: alterity is knowing how to think about the world from the alterative exteriority of the other, which has as a consequence the recognition of the other as other than oneself ... (p. 3) The school environment arises from the moment in which a teacherstudent relationship is established, it was built and continues to be built according to the psychosocial context in which it seeks to define, “The environment is conceived as a daily construction, daily reflection, permanent singularity that ensures diversity and with it the richness of life in relation” (Ospina 1999) Then, the school environment is both the physical space that influences good teaching and learning, as well as the social influence that the child has in the environment that he frequents, as well as the way in which he is treated in his family nucleus and obviously the historical framework that affects our actions. It is from these two concepts that this investigative article is projected, seeking why it is important that otherness is present in school environments.
Estrategia Didáctica con aplicaciones gastronómicas para la enseñanza en la primera infancia de conceptos básicos de física: Masa, volumen, tiempo, viscosidad, densidad, temperatura
Gerena Parra, Katherine; Jiménez Camargo, Jorge Hedyher; Perez Torres, Sandra Patricia; Arias Arias, Nubia Constanza
Physics, as a natural and experimental science, has been designed to be studied in secondary education. Everything related to this subject is associated with rigorous concepts, experiments that aim to explain the world and the combination of mathematics as a resource to explain the phenomena of nature. Seeing that this science is applied in the upper grades, it is forgotten that the whole process of assimilation, understanding and subsequent acquisition of a concept and/or term of this science has its antecedent a few years before in the formation of every child, later in the young and this occurs specifically in the first years of life or what is known in education as early childhood. As stated by Unesco (2021) the first years of life of every child are elementary, more when talking about the teaching-learning process, it is then the opportunity to get the little ones to discover and, enliven inside that degree to investigate, to decipher everything that surrounds it and from it can generate a knowledge that will later be a learning. Therefore, this proposal seeks that children from 5 to 7 years old learn physics concepts having gastronomy as support, in this way it seeks to develop scientific thinking, in addition to explanations of the world that surround us and with the premise that this can be acquired more easily under a didactic component, that is why concepts of physics were explained through some gastronomic applications and using as a channel of communication a didactic resource, directed in 4 capsules (videos)
Evaluación del uso de las TIC como recurso didáctico para el aprendizaje de vocabulario en inglés colegio Agustiniano de Floridablanca, grado cuarto
Caballero-Vega, Francy Mayerly; Taylor-Meneses, Julie Rose; Otalvaro-Simijaca, Dagny Lorena; Nubia Constanza Arias Arias
This research has its origins in a diagnostic test applied to fourth grade students from Agustiniano School in Floridablanca at the beginning of the school year, in which weaknesses in English vocabulary acquisition were found. Therefore, this article aims to identify the ICT that can be used as a didactic resource for English vocabulary learning and it applies a qualitative method with a critical hermeneutic approach. This research conducts an evaluation of the usage of ICT in Second Language vocabulary learning through an analysis of reflexive content of a set of compiled documents such as ICT and didactic resources applied in similar research proposals that will be explained in detail by using two matrixes which allow to point, explore, and share the applicability and efficiency of the implementation of these tools in English vocabulary in Second Language learning. Thus, this project intends to become a contribution for pedagogy in terms of educational innovation for the teaching practice, motivating students to learn and allowing them to play a role in a specific context. In conclusion, ICT improve English learning after the use of tools and applications related to discovery learning which fulfill the requisites for the educational aims; in other words, these applications allow content building while others bring students support, reinforcement and autonomous work by using exploring, innovating and interactive activities that keep students’ interest and motivation.

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