Examinando por Autor "Montoya Castillo, Mario"
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Ítem Animar objetos- construir sujetos sensibles: un estudio sobre la experiencia estética del espectador niño/a en el teatro de títeresArgote Pavi, Ximena; Montoya Castillo, MarioAnimating objects: constructing sensitive subjects, a study on the aesthetic experience of the child spectator in the puppet theater, is a research exercise that proposes to investigate the sensitive perceptions of the spectators children in the puppet theater through the Work Dreams of Water. Based on the theories proposed by HG Gadamer, in relation to the essence of art, through the categories of Game, Symbol and Fiesta, as well as the various voices that have gone through the reflection on aesthetic experience, which places in the center of The work of art to the perceiver. It configures a theoretical reflection, through a hermeneutic exercise, which allows us to approach the realities and sensitive experiences of children as spectators, where children are recognized as a fundamental part of culture and society, as well as discover the great value that Represents for the processes of creation and artistic interaction and co-construction of possible worlds. It is an invitation to re-discover the path traveled as an artist and researcher and re-find the essentials of that child that we all carry within.Ítem Aveki: la narración en el territorio indígena como espacio para la identidad y la otredadArdila Morales, José Miguel; Sánchez Granados, Segundo Efraín; Montoya Castillo, Mario; 0000-0001-6347-384X; Montoya Castillo, Mario [0000-0001-6347-384X]This project aims at recognize the Ambiká Pijao indigenous community located in Comuneros neighborhood in the locality of Usme where the identity and the otherness set in motion in what is denominated as Speech Circles. The problem we are interested in showing is the worsening of this community’s cosmovision, the collapsing of the territory, the memory and the identity, which origin is linked to forced displacement form their original territory and the contextual change of the knowledge. To re-contextualize their culture, we come up with the podcast to recover their cosmovision by means of narratives, life’s stories, observations and interviews in which we make visible their territory, traditions and knowledge experiences, as well as their identity and otherness construction, the memory preservation and their struggle to maintain themselves in the urban context.Ítem La competencia literaria desde la biblioteca escolar, proyecto de aula para formar lectores literarios en grado novenoCáceres Garzón, Paula Alexandra; Montoya Castillo, MarioThe research revolves around literary education for the development of literary competence, which assumes literature as a social practice. Therefore, it seeks to strengthen this competence from a classroom project related to the school library. That is why it is based on theorists such as Colomer (2005), Rosenblatt (2002), Mendoza (2004), Solé (1992), Coronas (2000), Larrosa (1998) among others. This research work has a methodological orientation focused on the socio-critical paradigm, the qualitative approach, the action research and the classroom project, which was carried out with ninth grade students in a private institution. The findings revolve around the aspects of literary competence that are strengthened in reading experiences, the implications of the design of the school library in times of pandemic and the importance of the classroom project to address literary training. In conclusion, literary competence can be strengthened from classroom projects that enable the participation of students to promote attitudes of appreciation, knowledge, reflections and reading experiences.Ítem Comunicación no verbal y educación en tiempos de pandemia - Las veladas voces del cuerpo detrás de los cristales frente a la enfermedad Covid- 19Buitrago Espitia, Evelyn Gabriela; Montoya Castillo, Mario;The following document presents the path of the research entitled ‘Non-verbal communication and education in times of pandemic- the veiled voices of the body behind the glass in the face of the Covid-19 disease’. Its purpose is to describe and analyze said communication in virtual-remote interactions during the crisis, a time in which non-verbal communication is "almost" completely annulled. In the framework of qualitative hermeneutical-phenomenological research, the corpus is obtained from recordings of online classes, semi-structured interviews and questionnaires applied to university professors and students. The analysis of this is carried out with non-verbal categories such as: kinesic, chronic, proxemic, paralanguage and environmental factors. The theoretical references articulate the contributions of non-verbal communication from different authors, in the same way, we rely on the theoretical contributions of cyberculture and hypermediations. Finally, some guidelines are proposed that try to recover the voices of the body (schêmata) that have been lost in these interactions.Ítem Construcción estético-sensible de la cultura en el territorio rural de la vereda puente de piedra del municipio de Madrid-CundinamarcaCastillo Rodríguez, Sandra Patricia; Montoya Castillo, MarioThe research proposal, explores, interprets and understands the everyday aesthetic, in the rural community of Stone Bridge Township Madrid-Cundinamarca path, opening the possibility to understand the everyday aesthetic, from the perspective of a researcher who approaches and integrates the community to bring forward the opportunity to be together, in a theoretical approach that builds society, turning attention to everyday aesthetic practices, which are able to influence decision-making and community identities, making the study of aesthetics a political framework in which the aesthetic effects break the habit of repetition, to cause movement of the academic, cultural and morally accepted as aesthetics, was the vernacular aesthetics of everyday life and generating community and culture, in order that in the future from this research can create curriculum for the area of art education consistent with rural communities in similar land conditions.Ítem Corporrelatos del Yo docente: un inventario de experiencias contenidas en el cuerpoVillalba Labrador, Raimundo; Montoya Castillo, MarioI am living a research-creation experience, where I wonder about my corporal condition as teacher in a District Educational Institution, in the locality of Ciudad Bolívar, from the recognition of marks teaching has left on my body. These marks allow me to remember the experience and re-create the Corporrelato (story from the body), weaving an autoethnographic narrative that gathers different realities present during the experience of teaching.Ítem Cuerpo y sujeto político en el ballet, tensiones en el proceso formativoEljaiek Avendaño, Hernando José; Montoya Castillo, MarioThis research project had made an approach to the tensions created by the teaching-learning process generated in the ballet lessons in public institutions like in Francisco José de Caldas district university. Which is actually looking for the democratization of the access to the knowledge as a social right, against to the traditional way of ballet teaching - learning process where only certain bodies used to be accepted to be part of the learning process. First of all this document presents some highlights of the beginning of the ballet considered sometimes an art with high level and sometimes with low level and an overview of the different ballet schools that have arrised in the world. Secondly, it will be presented a survey made to 4 bogotan teachers who were asked about their views about ballet and it actual situation in the academies. Thirdly, at the arts faculty from the Francisco de José de Caldas university (ASAB) were created some debate groups made by classic dance students who are part of the “arte danzario” curricular project, where each member supported his personal view of the ballet social representations and the conflicts that can emerge of being a ballet dancer in several different levels either socio-cultural, familiar, friendship, educational or with themselves. Finally, a short film was created to support this document where it will be shown the premise “in spite of the obstacles shown in the socio-cultural context of studying classical dance, students keep going with their decision of becoming ballet dancers” To conclude, it is important to consider each student in it uniqueness in every aspect of the teaching- learning process in the classical dance field, specifically in the “Arte danzario” curricular project.Ítem “De las Exigencias Genéricas a la Emergencia del Texto Literario: el Problema de los Géneros”Forero Olaya, Nicolás Camilo; Montoya Castillo, MarioThis document reports on Nicolás Forero’s involvement in the research project “The discourse genres in quotidian interactions” conducted by Hermeneia research group, where Forero made a study on literary genres based on Discourse analysis. This research is based on the hypothesis that discourse genres are categories that organize the discursive experience and, in their turn, they are frameworks that regulate the textual production. Thus, in the field of literature, this question is raised: Why does a text get to be different from other texts which have been produced in the same genre? In order to solve this interrogation, it makes an analysis of two poetic texts (“And for the last time we met that day…” by Anna Akhmatova and The unknown woman by Alexander Blok) to examine the differences between them. It is concluded that the elements that take part in the differentiation of the texts are the knowledges about tradition which are acquired by author and the knowledge proposed by him from his artistic environment, besides his individuality.Ítem Desarrollo del pensamiento crítico, mediado por el cine en la consecución de la lectura crítica. El caso del grado noveno.2015Vargas Rodríguez, Diana; Montoya Castillo, MarioIn the field of education teaching and learning processes of critical thinking and, therefore, critical reading are very important since it is from theses processes that a person can acquire, transform and build knowledge. Nowadays it is fundamental to try to make students learn different strategies that help them differentiate among different types of texts and, in this way, find new meanings and sense to their learning, reevaluating their active participation in their own processes, not only academic, from which they can improve their performance in critical reading, but also as citizens in training from the construction of thinking abilities from real and meaningful contexts. This is the reason why this investigation was focused on the development of critical thought from what proposed by Facione and Lipman, in ninth grade students through critical reading, studying and following the theories of Cassany, using the movies as a mediator element from the proposals and analysis done by Arguello, Garcia and Zavala from the design and application of a didactic sequence as pedagogical strategy. In the same way, this investigation is a starting point to, from the curriculum, generate educational spaces to mobilize, and transform the teacher´s praxis making an impact in the whole community. We should all reflect upon school knowledge from situations where we can understand that intelligence and the student´s abilities are not explained from their abilities to produce the right answer or to solve a problem, but from the answers provided by them through relations and comprehension faced in the socio-cultural environment where they belong to.Ítem Dibujando escriboCardona Prieto, María Marcela; Montoya Castillo, MarioThis I write drawing is set in which way builds thought Tomás, from the drawn and written, during the first year of schooling (2013)? Understanding this subject for analysis, as a subject of experience from the perspective of François Dubet, in a constant conversation, looking, seeing, being seen, engaging with the other in a two-way co-implication. In this article I show the concepts that cut across the three foregoing categories: The drawn, the written, the thought and the concept of subject-child from which I positioned myself, starting off the concept of border and interculturality from where I try to look and see to get involved.Ítem Didáctica imitativa: una apuesta para propiciar habilidades corporales-sensibles en danza en niños y niñas de transiciónTinjacá Cárdenas, Héctor Fernando; Montoya Castillo, MarioThis work is a route that was given through a bet for the development of skills body-sensitive in dance, from the implementation of a methodology based on exercises of imitation, which accompanied by a non-parametric didactics, bets to generate a space of exploration sensitive, in children between the ages of four and six who are attending the first level of schooling at CAFAM. In order to observe, analyze and measure the impact of this methodology sensitive on the structuring of subjects.Ítem Editorial(Universidad Distrital Francisco José de Caldas) Montoya Castillo, MarioÍtem Enriquecimiento educativo e institucional de la Maestría en Estudios Artísticos de la Universidad DistritalSaavedra Correa, Marly Zuli; Montoya Castillo, MarioFrom the feelings, the movements and the actions by virtue of the strengthening of the educational and institutional processes of the Master in Artistic Studies of the Faculty of Arts ASAB, a theoretical-practical internship is born and developed that is analyzed and told in this written document , configured the latter as a way to share (communicate) that work (a work), what constitutes it, the tissues that made possible, the processes and developments that it has involved and its scope in the levels of institutional and educational strengthening of The District University through the enrichment of one of its curricular projects. This sharing allows to glimpse first, the positioning of the theoretical-practical work from the elements that justify it, that is, the interest for the strengthening of the educational and institutional processes of the aforementioned Masters, the exchanges between disciplines, project and extend the academic, social and human life of the academic faculty, among others; the objectives pursued by the internship; the questions that arise in the light of the establishment of actions and works framed in this work; and the places and contexts that make it possible. Second, it allows glimpsing and taking into account the activities, experiences, fabrics and feelings made possible during the development of this work, which is evidenced in the projects and workshops of reading and writing with the students; the work of editorial review of academic and institutional documents such as “Diálogos de Investigación - Creación", “Lecciones inaugurales en la Maestría en Estudios Artísticos”, and academic and scientific articles of the students; documentary construction and technical review of institutional documents for high-quality institutional accreditation; the creation and staging of writing guides for degree works and academic and scientific documents; and participation in institutional events along with the preparation and publication of academic articles such as “Diálogos de saberes y realidades enunciadas: procesos lectores y escritores en contextos educativos superiores”. Finally and thirdly, this document allows the reader the knowledge of those ideas, feelings, experiences and positions that allowed the implementation of an internship of this nature, its impact at professional level (crystallization of desires) and of course its scope, which involves places, those that can be understood as imagined portions and that allow dialogues of knowledge (exchanges) between learning communities and in society.Ítem Entre la Lectura de Imágenes y la Alfabetización Visual: Una Aproximación Semiótica a la Lectura de Libros ÁlbumSantos Dimaté, Martha Viviana; Montoya Castillo, MarioThe current thesis was developed to opt for the title of Licenciada en Humanidades y Lengua Castellana from the Universidad Distrital Francisco José de Caldas and it has as an investigative purpose the provision of a framework from a semiotic and social perspective that allows the image reading of picture books and the strengthening of visual literacy.Ítem La estrategia del caracol. Una propuesta para mejorar la producción textual a través de la escritura de relatos de experienciaJiménez Cruz, Edison Javier; Montoya Castillo, MarioThis research proposal is qualitative and takes place in an educational institution in the locality Suba of Bogotá, Colombia. This research seeks to strengthen coherence and cohesion through writing experience reports. The target population is eight eleventh grade students of an institution.Ítem El género discursivo epidíctico en el aula : el orgullo del maestro.Montoya Castillo, Mario; Calderón, Dora InésEach statement presents an actor trying to show how good of a reality that is, in this case, university career, the University, the world opens for each of the freshmen, the future and get professional commitment self and society. But you can also see that other reality shows: jail, the world of drugs, alcohol. In other words, we can say that would discursively two realities: one, highly appreciated and represented in the university world with all its possibilities of action; the other, negatively valued and represented in the world of prison, drugs and alcohol, we might call, in very general terms, social anomie.Ítem El género discursivo epidíctico en el aula. El orgullo del maestroMontoya Castillo, Mario; Calderón, Dora Inés“[…] For the study is a way to enlarge and get ahead […]”, “[…] viva spanish language! [...] "," [...] just finished a thesis (.) Very very (.) Professor Adrián made some comments (.) he made an excellent comment [...] "," [...] one of the classmates made a I work with people who came out of jail (.) that lasted thirty (.) forty years in jail […] ”, “[…] And it's thirty years (.) ° mark an existence ° somewhat painful for them (.) And through the writing sought their (spaces) (.) people who have quit alcoholism (.) others who have left the drugs (.) and as a student here you can do a job (.) not only a social work (.) but a human labor (.) that this is very important (.) and in that sense they are formed here […] ”(Tr. CMG, Eth., clip 199). The previous comments are taken from the corpus collected from university professors First semester of the Curriculum Project of Bachelor of Basic Education with Emphasis on Humanities and Spanish Language of the Faculty of Science and Education of the University Francisco José de Caldas District, from the city of Bogotá, Capital District. Each statement presents an actor who tries to show the good of a reality that is, in this case, the career university, the University, the world that opens for each of the first students semester, the future and professional commitment to oneself and to society. But also it can be seen that another reality is shown: jail, the world of drugs, alcohol. In other words, we can say that there would be two realities discursively: one, valued very positively and represented in the university world with all its possibilities of action; the other, negatively valued and represented in the world of jail, drugs and alcoholism, which we could call, in a very general way, social anomie. We can also say that in the teacher's speech the emotional function is ratified or expressive of the language developed by Jakobson in 1963, which surely tries to motivate students. We will take that expressiveness in the classification of the speech made by Aristotle in rhetoric: the epidictic discursive genre. This genre was used and had its greatest boom in the Imperial time to praise and censor, always oriented to the formation of the citizen. In our work gathers the rhetorical tradition but we guide a reading of the epidíctico like a way of valuing realityÍtem La fuerza del discurso epidíctico para motivar y tejer comunidad: el caso de profesores y estudiantes de primer semestre de la Universidad Distrital(Universidad Distrital Francisco José de Caldas) Montoya Castillo, MarioÍtem Movilización de las concepciones docentes sobre la enseñanza de la oralidad en el aula de lengua castellanaVanegas Téllez, Carlos Arturo; Montoya Castillo, MarioThe empirical investigation “Mobilization of teacher´s conceptions about the teaching of orality in the primary Spanish classroom” was conducted in a private education school in “Timiza” neighborhood, south of Bogotá city, in Colombia. Its main research aim consisted of characterizing and mobilizing two teachers´ predominant conceptions towards the teaching of orality in their primary (fourth and fifth grades) Spanish classrooms. This research proposed the theoretical constructs of the linguistic-discursive perspective of orality in relation to that of the teacher knowledge for characterizing and mobilizing epistemological, instructional and pedagogical conceptions, which were all contrasted between the teachers´ discourses about the teaching of orality and their classroom interventions for doing so. This educational research project was placed under the qualitative approach, the hermeneutic paradigm and the research design of Action-research.Ítem La oralidad en la primera infancia desde la potencia del juego dramáticoArévalo Parra, Zully Andrea; Montoya Castillo, MarioThe research "Orality in early childhood from the power of dramatic play" begins with the need to make visible the value of orality in the comprehensive training of early childhood children. Likewise, it reflects on the classroom plans and curricular meshes that show the need to propose new strategies that allow a more meaningful use of language. To achieve this goal, relevant research works and theoretical perspectives related to orality and the use of the power of dramatic play are reviewed, which allow strengthening orality from the pedagogical force of this type of game with the construction of meaningful classroom projects. Therefore, it is necessary to draw the methodological route that guides the process, for which the socio-critical paradigm, the qualitative approach and the action research design are chosen as the appropriate elements to achieve the purpose and carry out the analysis of the results. The most representative findings of this process allow us to observe the relevance of orality in the processes of socialization and development of communication skills and the value significant pedagogical actions.