Maestría en Educación
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Ítem ¿A mi de qué me sirve medir la sombra de un árbol en un futuro? Una mirada a las razones de un grupo de estudiantes para involucrarse en las clases de matemáticas a partir de un ambiente de modelación desde una perspectiva socio-crítica.Hernández Martín, Harold Alberto; Mancera Ortíz, GabrielIn the paper I report extensively on the reasons for getting involved in the mathematics class of two groups of 11th graders in their previous years and what happened with those reasons versus math class when I invited them to develop a project of mathematical modeling from the socio-perspectiveThis was the main objective of this research. For this master thesis I chose the critical paradigm as a research methodology (Skovsmose and Borba, 2004), which allowed me to obtain results in which I found that students have a variety of reasons to get involved in the mathematics class, Among which there are social or instrumental reasons (Melliin-Olsen, 2002) and in which, in addition, the future becomes more important (Skovsmose, 2014, Biotto, 2015), the context (Valero, 2002) and the intentions (Skovsmose, 1999) of the students.Ítem Abordaje del inglés y la experiencia artística como mediación de la alteridad en los estudiantes de Secundaria de la I.E.D Juana EscobarGordillo Borda, Leidy Paola; Lizarralde Jaramillo, MauricioThis investigation corresponds to the process of the Master in education focus on interculturality, intercultural communication and cultural diversity of the Universidad Distrital Francisco José de Caldas located in Bogotá, Colombia. In the educational context there are conceived violent languages and actions that could not be prejudiced form just one point of view, since the subjects who belong to it have vary ways to comprehend the world within them, their cultural, social, economic and other differences, are not recognized as identity and the process of alterity is affected. This Project pretends to comprehend the processes of transformation that emerge in the educational process of secondary students mediated by the artistic experience and the English learning. For that, it is necessary to have clarity about the different concepts that are deepened in this research, as they are: culture, interculturality and bilingualism, artistical experience and otherness, which it Will be done through a qualitative study from a historical-hermeneutic approach oriented to real phenomena of a context in concrete. Finally, with this research I hope to contribute teachers of all areas and find different ways to mediate in the classroom of the English class.Ítem Abordando la proporcionalidad en el aula de clase: una propuesta con estudiantes de educación primaria (10-11 años)Ariza Suarez, Erika Katherine; Pedro Javier, Rojas GarzónThe present research aims to describe and characterize the mathematization processes of elementary school students (fifth grade, ages 10 to 1), based on the work that it is necessary to know and understand the conservation of the relationship between magnitudes (proportionality). Besides the use of different representations of the mathematical object according to Duval (1993), this investigation provides elements about the design of oriented tasks from the Realistic Mathematics Education Principles proposed by Freudenthal (1983), and reports, in particular, the levels of understanding reached by the students in the constitution of the mental object, the strategies and procedures built in the approach to a set of tasks.Ítem Los accidentes de tránsito tipo automóvil-motocicleta: un contexto para la enseñanza de la físicaMoreno Briceño, Consuelo; Reyes Roncancio, Jaime DuvánThis degree thesis, in the deepening modality, presents the design, implementation and analysis corresponding to the development of a methodological strategy for teaching of physics, which is based on the importance of teaching it by relating it to the student´s contexts, with the aim of achieving meaningful learning. It consisted on the study of a car-motorcycle-type traffic accident to teach classical mechanics to the tenth-grade students of the 2S2 course of the IED Class School in Kennedy. The methodological strategy was preceded by a survey that wanted to determine the use of motorcycles in the student’s homes, whether they had accidents with them or no and the possible causes to which students attributed this type of accident. as well as by the systematic bibliographic review about the problems in the teaching of science. Subsequently, theoretical aspects of the methodology of teaching by active learningwere reviewed and served as references for the development and implementation of the methodological strategy in the class sessions. In the same way, aspects of the representations, the importance of implementing them in the development of our classes and the difficulties they present were analyzed. The methodology of the research is qualitative, the approach is interpretive as it sought to determine with each of the representations how students were understanding the accident, which elements caught their attention and how they explained the accident from their personal experiences. The results of the implementation showed the varied interests generated in the students when reading the text of the accident, likewise they were observed, in the different representations, the diverse causes to which they attributed the accident, all of them from their personal experiences, also, the difficulties to do some of the representations were evidenced.Ítem Acciones docentes críticas en el trabajo colaborativoCordoba Villamil, Paola Alejandra; Beltrán Perdomo, Liceth Katherin; Torres Duarte, JoséUnder the premise that fostering a collaborative environment between teachers allows them to work together showing different actions to advance in the path of reflection (Boavida & da Ponte, 2011), we sought to establish the Critical Teaching Actions (Smyth, 1991A) that are given in the collaborative work and those that emerge in this dynamic, with the aim of arriving at the critical reflection. For this, a group of teachers was immersed in scenarios of critical reflection that mobilized them to consolidate an alternative of change to a common problematic identified.Ítem Acercamiento a los aspectos que expertos y profesores consideran para acoger la diversidad en el aula de matemáticasTorres Garzón, Consuelo; Bernal Carrión, Jhon Fredy; Gil Chavez, DianaThe document presents an investigation that consisted of investigating the approaches that have the professors of mathematics, the investigating experts and the teachers of support at the moment of making the design of a proposal of adaptation or curricular flexibility, to work the subject of the fraction like relation part all in an inclusive classroom. The research was developed from a qualitative, descriptive and exploratory methodological perspective, composed of a documentary study, content analysis and semi-structured interviews conducted with mathematics teachers, research experts and support teachers. With the transcription of the interviews the information was organized in grids that allowed to identify the level of reflection in which each of the interviewees is and to identify the relationship between the categories, subcategories and the questions, then proceeded to identify some resonances between the experts, the mathematics teachers and the support teachers; This is to carry out the analysis by addressing the positions of the three types of interviewees. We conclude that for the three types there are common positions and different concerns, in addition recommendations were made of the results obtained accompanied by reflection on the contributions of the research to the training of the authors of this work.Ítem Un acercamiento a los procesos de objetivación y subjetivación en el contexto de tareas histórico-culturales del logaritmo: una experiencia con estudiantes de grado novenoChaparro Rueda, Pedro Elías; Vergel Causado, RodolfoThe essence of the research is the simultaneous identification and description of the processes of objectification and subjectivation that arise when students face tasks in the sense of a historical-cultural reflection of the logarithm. The methodological treatment of the problem is concerned with an informed design of tasks and sets in motion a multimodal analysis strategy, part of the conceptualization of mathematical thought as a historical-cultural entity; More detailed information about the ways students are done logistically. The idea of semiotics that underlies the work of degree emphasizes the processes of communication and meaning among students.Ítem Un acercamiento a los procesos de objetivación y subjetivación en el contexto de tareas sobre razones trigonométricas: una experiencia con estudiantes de grado novenoGuerrero Osorio, Yeison Andrés; Sáenz Martínez, Paola Catterine; Vergel Causado, RodolfoThe research work focuses on documenting the processes of objectification and subjectivation from the Objectification Theory (OT) proposed by Luis Radford, these processes emerge from the interaction between teacher and students during the mathematical activity to return to the trigonometric ratios object in other object of conscience and thought. In order to take this study, we take the identification and description of semiotic media that emerge in the mathematical activity in solving tasks with the intention of updating knowledge was taken into account. In addition, the document proposes a possible characterization of trigonometric thinking from the (OT) that provides inputs for further research.Ítem Actitudes de los estudiantes frente a la sexualidad y cuidado del cuerpo: diálogos de aprendizaje en el escenario de enamoramiento.Triviño Cervera, Lina Nayarid; Rodríguez Rincón, Paula Andrea; Reyes Roncancio, Jaime DuvanIn the present work, the attitudes towards falling in love are identified in a group of 8th grade students in a school in the city of Bogotá. The qualitative research methodology was developed through learning experiences that included narrations, representations and statements based on own or hypothetical experiences about love relationships. The analysis of the results shows characteristics of the category interrelation with others as a transversal axis to the development of attitudes towards sexuality, caring for the body and the environment for falling in love. Likewise, in everything described by the students, 3 attitudinal tendencies that the students had towards their sexuality and body care were identified from the scene of falling in love. Being, tendencies towards self-recognition, tendencies towards interrelation with others and loving relationships and tendencies towards sexual diversity and caring for the bodyÍtem Actitudes homofóbicas en el aula de claseCardozo Hernández, Jorge Augusto; Lizarralde Jaramillo, MauricioDiscriminatory behaviors in the educational institutions are situations that happen daily even though campaigns to reduce them are always latent. Specifically, one of the behaviors that have been perceived, in a meaningful way inside and outside the institutions in the last years, is the harassment of the diverse affective-sexual population. In this document were identified, analyzed and understood the homophobic attitudes, that are evident inside the classroom (workshop 3) in the Fontan Capital School located in the municipality of Chia, from a historical hermeneutic perspective whose main motivators are: the sin from a religious approach, the felony from the legal field, considered as something unnatural from a biological perspective or the “fear” to be “polluted” from a psychological field. Besides that, the goals achieved by the students when identifying this issue were highlighted and finally a pedagogical contribution was given in order to reduce the homophobic attitudes inside the institution.Ítem La actividad argumentativa que emerge en estudiantes de grado noveno en torno a la demostración en geometríaArevalo Vanegas, Camilo; Vergel Causado, RodolfoA job with the use of problem situations that promote mathematical argument in the classroom from a context of socialization and building expertise to determine whether it is possible to promote the argumentative activity is proposed, will be developed by a group of ninth graders from school Forests Sherwood private, located in the municipality of Chia. The research will analyze the argumentative schemes emerging in the demonstration activity of students; taking the argument as justification and validation of statements made during the demonstration process, thus identifying and describing patterns that emerge in the process. With reflective elements to be determined, it is expected that a teacher can consider or infer more assertive criteria for assessing the knowledge that a student uses when faced with a problem-solving process; reflections on teaching demonstration in geometry and analysis schemes argument underlying the demonstration activity.Ítem Actuaciones del profesor en el empoderamiento social de los participantes de una clase de matemáticas, desde una perspectiva sociopolítica de la educación matemática.Zambrano Corredor, Manuel Alejandro; Martínez Clavijo, Diana Milena; Romero Rey, Julio HernandoThis research work emerges from concerns as a practicing teachers we have been experimenting in our professional practices. On one hand the questioning of students about learning objects and their relationship with own life and on the other hand teachers role in the transformation of students vision world through mathematics. These concerns converge in our research problem that aimed to identify the actions of the mathematics teacher that enable the social empowerment of the participants of a class. The above, through the critical paradigm that responds to our convictions as teachers, and that also departs from the prototypical ways in which we teach mathematics in school. In this sense, we carried out the assembly and development of a learning scenario that materialized from a space we called Researchers Club, which allowed us to analyze through the categories of reflective discussions (Barbosa, 2006) and characteristics of dialogue (Alrø and Skovsmose, 2012), the actions of the mathematics teacher in relation to the social empowerment of the class participants. The organization of the information we collected in the development of the scenario was carried out by means of various instruments (class recordings, timelines, interviews, organizational grids, among others) that accounted for the approach to the research intentions (Themes) proposed by the Club participants, and all the manifestations that emerged from these. Finally, considerations and reflections are presented, which refer to the findings around the categories of analysis and their relationship with the actions of the mathematics teacher that make social empowerment possible.Ítem Afectaciones del conflicto armado en Colombia sobre la escuela en la producción académica de posgrado de la Universidad Distrital Francisco José de Caldas entre 2011 a 2019(Universidad Distrital Francisco José de Caldás) Rodríguez Bravo, Érika Lorena; Angulo Noguera, Yamilet; Angulo Noguera, Yamilet [0009-0007-5510-2898]This document is the result of a research exercise of the Master's Degree in Education with Emphasis on Intercultural Communication, Ethnoeducation and Cultural Diversity. Its central objective was to analyze the discourses present in the postgraduate academic productions of the Francisco José de Caldas District University, prepared between 2011 and 2019, in relation to the effects that the armed conflict in Colombia has generated on the school. From the reading and analysis of around ten master's and doctoral thesis documents, the discourses and practices that have been configured in the school to confront the armed conflict are realized. These discourses can be classified into two types: on the one hand, the pedagogical practices of resistance and on the other, the practices that homogenize, silence or evade the conflictÍtem Alcances y limitaciones de la incorporación del enfoque de género y diferencial en las políticas públicas de educación en COLOMBIA. una mirada comparada y relacional con la política pública de mujeres de BOGOTÁ. análisis crítico documental del discurso en políticas públicas.Franco Ruedas, Francy Yamile; Pinzón Rámirez, MaritzaIn the research, reaches and limitations of the incorporation of the gender and differential approach in Public Education Policies in Colombia. A comparative and relational view at the Women's Public Policy in Bogotá, presents the exercise of critical documentary analysis of the discourse, carried out on the texts of public policy on education - based on the decennial education plans - and on the public policy of gender equity for women in Bogotá, in order to comprehend the scope and influence of the concepts and approaches that guide those policies, emphasizing the analysis of relations and dialogues that are established between these two policies in the documents that were published among 2010 and 2018, in the perspective of situating the discourses that allow or limit in the public policies the guarantee of the girls’ rights, young women and adults women in education. The analysis is guided by the theoretical framework and the critical perspective which are suggested by feminist epistemologies, in order to approach the concepts of equality, rights and the political dimension of differential and gender approaches in public policies of women and gender equity and in Education public policies when they are reviewed from feminist postulates. This research proposes a critical analytical perspective of a political and conceptual nature that would make possible the future realization of updates and balances of public policies on education bound to feminist epistemologies.Ítem Un ambiente de aprendizaje desde la perspectiva socio-critica de la modelación matemática: pensando la competencia democrática en el aula de claseArévalo López, Ana María; Camelo Bustos, Francisco Javier; Camelo Bustos, Francisco Javier [0000-0002-8627-4816]This research presents the construction, execution and reflection on a learning environment within the framework of the mathematics class, oriented to the exploration of the development of democratic competence with students of the 3-04 year 2022 course of the Alberto Castilla Business Technical Educational Institution in the city of Ibagué–Tolima. This exploration is based on the theoretical approach of Critical Mathematical Education (Skovsmose and Borba, 2004), Critical Research (Vithal, 2004) and the methodological approach from the proposals of mathematical modeling in the socio-critical perspective (Barbosa, 2004; 2006); (Salazar et al., 2017); (Camelo, 2017), which guided the management of the learning environment. For the exploration of democratic competence, a network of conceptual categories is established that interrelates democracy, conditions of democracy, characteristics of democracy, and mathematical literacy (Skovsmose, 1997;1999; Valero,1999; Skovsmose and Valero, 2012). which make possible the characterization of the development of democratic competence in the students of the 3-04 course. Due to the social nature of democratic competition, the field of observation of its development was delimited through the communicative interactions of the participants, specifically the dialogue with dialogic qualities proposed by Alrø and Skovsmose (2002; 2012). The dialogues that emerged between the research participants were recorded through audio and video recordings, field diaries, graphic productions, managed mainly from work in focus groups, conversations and participant observation. Dialogues with the dialogic qualities of inquiry, taking risks, and maintaining equality were called episodes; This research reports ten episodes which were reviewed in light of the categories of analysis, characteristics of democracy (collectivity, deliberation, transformation, Coflexion), conditions of democracy (formal, material, ethical and participation) and the mathematical literacy (knowing mathematics, technology and reflection. With the analyzes derived from the episodes, it was possible to explore the development of democratic competence in the students of the 3-04 course, as well as other ways of approaching mathematics class that contribute to the construction of critical and reflective citizens, that is say democratic. Finally, it was known that the development of democratic competence is a process that becomes visible to the extent that students participate in contextualized, meaningful and democratic learning environments, such as the problematization of environmental noise; and that since the development of democratic competence is a process, students' communicative interactions are characterized by democratic elements, sometimes sustained and other times more ephemeral.Ítem Un ambiente de aprendizaje que promueve la afectividad, reconozca el contexto de los estudiantes de grado quinto en la construcción y resolución de problemas multiplicativos para generar interés por las clases de matemáticasHerrera Cruz, Berto Julio; Gil Chaves, Diana; Gil Chaves, Diana [0000-0003-3872-1105]The master's degree work developed in the research modality, which is presented, arises due to the lack of interest that fifth grade students have in mathematics classes. This problem has been addressed from different aspects that are taken into account in learning. of mathematics, one of these is the emotional, Muriel and Murcia (2017) affirm that, at a higher level of emotional intelligence, the greater the learning and the educational processes are optimized (Barrier and Mendoza, 2021; Lozano, 2018). The teaching device of the workshop is implemented as a strategy for the design and implementation of a learning environment with fifth grade students for the mathematics classroom where works on some aspects of the multiplicative structure, based on problem solving, which integrate the affectivity and social context of the students with the purpose of generating in the students interest in learning mathematics. The approach of this research is qualitative, descriptive, in which a case study is constituted, that facilitated the understanding and analysis of the phenomenon of the design and implementation of the learning, since it allowed us to delve deeper into some particular aspects, using as instruments for data collection, the field diary, the interview, and the production of the students.Ítem El ambiente educativo de las prácticas matemáticas en una institución de innovación educativa. Sistematización de una experienciaPulido Gómez, Jairo Nelson; Lurduy Ortegón, Jorge OrlandoThis work is characterized located systematization of experiences in the field of educational research and particularly in mathematics education. Allows the reader to see an example of construction of knowledge of the notion of Educational Environment from the experience of the researcher in an institution of educational innovation, developing a proposed school alternativity, making systematic and rigorous methodological exercise, in which a qualitative content analysis, a semiotic analysis of texts and theory based on data from a complex perspective is proposed.Ítem Ambientes de aprendizaje: del arte de enseñar a la construcción significativa del aprendizajeMendoza Bucurú, Leydi Johana; Gómez Bonilla, NancyGenerating discussions and “reflections about the learning environment L.E. to subject development, call to conceive a great network built with a specific purpose which is teaching, learning and educating” (Duarte, 2003. p.5) Understanding them as a mean where the subject interacts in diverse relationships (fields) with the knowledge, and another subjects in a favorable way to promote the construction of the knowledge. This conception demands the configuration of teaching and learning processes beyond transmission and reception of contents. I this sense, in a L.E. teaching is seen as a philanthropic art related to emancipation of the subject, in a few words, teaching is allowing the subject to be “conscious of their intellectual ability and deciding its use” (Ranciere, 2002. p.14), just like this, learning will become meaningful, because every subject will be free to decide what to learn, because it is conscious that “their same intelligence act in all the art productions of human art” (Ranciere, 2002 p.14) as a result, it will have the possibility to learn mostly anything and relate it to all the previous known contents and empower the knowledge without dividing them. In this paper is presented the proposal of action research in education, it has as an objective to adapt the school learning environment at school, in order to make possible that the students (who are sent to psychology department due to academic, behavior and personal difficulties of 8th grade) the necessity to generate awareness about their intellectual capability and motivating them to develop themselves as critic, reflexive human beings. This research has three moments: group reading, with teachers and students, in current L.E. Planning, design and implementation of strategies that allow their education; and, generation of reflexive discussion encounters facing the performance of the strategies to keep a permanent improvement.Ítem Análisis de la infancia a través de la fotografía del álbum familiar en el barrio ciudad jardín norte, Bogotá (1970- 1980)Muñoz García, Alba Lucia; Jiménez Becerra, AbsalónThe present work is divided into four parts: the first of them is show the previous context components, that is, those elements from which the investigative process was designed. In this chapter, the reader will encounter the problem of research, objectives, justification and hypotheses. The second chapter develops the theoretical components from which the the reflections and analysis of the investigative work; These components were grouped into three main categories: image, childhood and city. Once these elements are described, the description of the methodological elements under which the objectives of the research. In the fourth chapter, the specific research objectives are reached one by one; Thus, initially, the family images obtained will be compiled and systematized. Next, the analysis on the Transformation of childhood through the vintage photography and its relationship with the school-city, under the process of socialization of the child between the years 1970 to 1980.Ítem Análisis de las políticas en relación con la garantía del derecho a la educación en Bogota D.C. de las personas con discapacidadRamírez, Sandra; Melo, Jasbleyde; Melo, Nádenka; Brito, BeatrizColombia in the education sector has a robust legal structure in relation to jurisprudence related to access to the education system for the population with disabilities, as of November 2019, 42 documents are included that include since the Political Constitution of Colombia, passes for its regulation and implementation of the different laws, decrees, resolutions, circulars. It should be noted, and according to Galindo (2018) that seen from the perspective of the Kelsen pyramid which is the graphic representation of ideas at the legal level in a staggered manner of the Colombian legal order and hierarchy evidences the importance of inclusion for legal assertiveness for the person with disabilities (PCD) which, over the years, is gaining increasing strength and dynamism, although its organization at the legislative level guarantees the attention of the PCD. Although there is a discrepancy in their attention and as a result resort to legal actions in order to materialize this right, mitigating one of the conditions of vulnerability This degree work related Colombian regulations, to the question, what are the public policies that allow materializing the right to inclusive education of people with disabilities? Therefore, it was convenient to identify the relationships and characteristics of said policy where they guarantee equity to the academic formation of the PCD. Hence, the investigation identified through a documentary analysis the transition of Colombian public policies against the linking, entry and permanence of PCDs in the Colombian education system.Although these policies exist, legal actions were evidenced that guarantee the right to education of the PCD. Likewise, the concern arose if those involved in the Colombian educational process know about perceptions of school inclusion from national public policy. This research served to unveil these concerns where a qualitative approach was based, through a documentary analysis of the regulations which was analyzed through the MAXQDA®, as well as some legal actions and printing of some actors of the educational community. Educational reflecting the need for teacher training with qualities and capacities for attention to diversity from the attention to people with disabilities (PCD) in educational establishments; in the same way it is necessary to generate spaces of opportunity for the all age ranges of people with disabilities; Find strengthening scenarios for people with multiple disabilities whose health conditions and ability would benefit from integral spaces with authorization from all dimensions.