Maestría en Comunicación - Educación

URI permanente para esta colecciónhttp://hdl.handle.net/11349/10

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Narrativa y conciencia histórica: una propuesta para la formación de pequeños ciudadanos para la paz
(Universidad Distrital Francisco José de Caldas) Sastoque Sandoval, Nataly; García Dussan , Éder; Vásquez Arrieta, Tomás; García Dussan, Éder [0000-0002-6635-2725]
The present study belongs to the line of research of literature and education, since it addressed the problems of the recent Colombian past (specifically the Armed Conflict) from different types of narrative, in order to make an approach to the concept of historical consciousness through a group of primary school children. Thus, through reading a picture book and a novel, and watching a short audiovisual and a film, where the common thread was forced displacement and the impact of armed violence on children, it was possible to discover how far it is possible to bring children closer to a topic like this and to develop feelings of empathy and solidarity with what others of the same age experience in rural Colombia.
El arte circense como escenario educativo popular y expresión de la cultura popular: experiencias de jóvenes desde el circo social
(Universidad Distrital Francisco José de Caldas) Amador Albadán, Valeria; Lozano Prat, Diana María; Lozano Prat Diana María [0000-0003-0133-8161]
This Master’s thesis in Communication-Education analysed the popular, community-based, and street educational processes of circus arts within the context of popular culture, drawing on the experiences of young people involved in two training initiatives in Bogotá: the technical programme in circus arts at Juan Bosco School and the Chakana Collective. In addition to the background and theoretical framework—which explored the core themes of circus arts and social circus, popular education and social circus, and popular culture in relation to social circus—the study adopted a qualitative approach, narrative inquiry, and experiential interviews. Regarding the first specific objective, the emerging categories presented in the findings were autonomy and awareness (the construction of the intracultural); parceros, the construction of knowledge and skills among peers; and healing of the social fabric and re-signification of territory. As for the second specific objective, the emerging categories identified were the symbolic, aesthetic, and creative aspects of circus arts, as well as popular culture.
El discurso político como limitante de la libertad de cátedra en la educación media colombiana (1998–2022)
(Universidad Distrital Francisco José de Caldas) Fernández Dueñas, Andres Alexander; Lozano Prat, Diana María; Lozano Prat Diana María [0000-0003-0133-8161]
This research aims to establish the concept of academic freedom in secondary education, as addressed in the National Development Plans (NDP), understood as political discourses formulated during the last six administrations. The study seeks to highlight the specific meaning of this right and to analyze how, within these political discourses, an ideology is manifested that does not necessarily align with the orientation of established rights. The study is grounded in the theoretical contributions of authors such as Teun A. van Dijk, Paulo Freire, Jorge Huergo, Guillermo Hoyos, Estanislao Zuleta, and Mario Díaz Villa, among others, both for the political discourse analysis (PDA) of the NDPs and for the understanding of the concept of academic freedom and the ways in which it is concealed, replaced, or substituted. Through a qualitative research approach, an analysis was conducted of the national development plans focused on education during different administrations, complemented by an inquiry into teachers’ perceptions regarding the right to academic freedom. The purpose was to establish the notion attributed to this concept, its presence in political discourse, and the impact of these discourses on the formative processes of secondary education. Based on this analysis, it was possible to determine the role that political discourses play in the development, processes, and manifestations of this educational level. The findings show that, in these political discourses, the meaning and scope of the right to academic freedom are entirely omitted. It is replaced by the concept of autonomy, understood as a biased variable adapted to the developmentalist context of strongly ideologized governments. In this way, the importance of academic freedom is reaffirmed as an exercise of contradiction and resistance to ideological homogenization.
Throughout a journey of social justice: el e-book como posibilidad de aprendizaje del inglés para la promoción de la justicia social
(Universidad Distrital Francisco José de Caldas) Peynado Muleth, Cristian Camilo; Lozano Prat, Diana María; Lozano Prat, Diana María [0000-0003-0133-8161]
This document outlines the process of constructing a research-creation project, which resulted in the development of a multimodal e-Book titled Throughout a Journey of Social Justice, designed to integrate social justice education into English language teaching. The multimodal educational resource, structured into two thematic units, combines activities based on critical pedagogy with texts, images, audio, hyperlinks, and videos to foster critical thinking, student empowerment, and an understanding of social inequalities, while promoting diversity, equity, inclusion, and active student participation in society. Based on a theoretical-practical framework guided by five essential components of social justice education and the experience of the researcher-creator as both an English teacher and learner, the material aims to strengthen both linguistic and critical competencies, positioning English learning as a symbolic mediator for social transformation. Thus, the project is framed within an educational vision that promotes inclusion, empowerment, and the construction of more just and equitable societies.
Configuración del docente prosumidor y creador de contenido: el caso de Jordi Romero y Tatiana Cubillos. Análisis del discurso multimodal desde el año 2022 al 2024
(Universidad Distrital Francisco José de Caldas) Ríos Wilches , Erika Lorena; Caicedo Becerra, Milton Ferney; Lozano Prat, Diana María; Lozano Prat , Diana María [0000-0003-0133-8161]
This qualitative study aims to evaluate the media competencies of two social studies teachers from public schools in Colombia, who also are content prosumers on the social media platform TikTok. To achieve this objective, 18 audiovisual products were analyzed over a three-year period, with nine videos per teacher. The primary theoretical frameworks referenced in this research include online pedagogical practice (Wilfred Carr), the prosumer and content creator profile, and media competencies (Aguaded y Scolari). The methodology employed is based on multimodal critical discourse analysis (Neyla Pardo). For triangulation purposes, two matrices were utilized: one for discourse analysis and another focusing on discursive strategies. The key conclusions indicate that the greater the teacher’s acquisition and mastery of media competencies, the higher the number of views their audiovisual content generates. Furthermore, topics that resonate most with audiences are those that depict the daily realities of the teaching profession. Conversely, when teachers utilize media competencies without fully mastering them, their reach and visibility tend to stagnate or decline over time. Notably, the findings reveal that the content themes extend beyond pedagogical matters to include personal and social topics. Additionally, an implicit discovery highlights how commercialism is beginning to influence the video content produced by both teachers.
Catolicismo y feminismo: libertad, igualdad, fraternidad
(Universidad Distrital Francisco José de Caldas) Sarmiento Gómez , Diana Lizeth; Bustamante Bohórquez, Borys Rafael; Bustamante Bohórquez Borys Rafael [0000-0001-7986-1441]
This document attempts a hermeneutic analysis between feminism in its four great moments and Catholicism (Christianity), comparing the different texts and historical expressions, against the best known and studied values with respect to human dignity, which are supposed to be inherited from the French Revolution today: truth, liberty, equality and fraternity, the foundations of faith and Christian / Catholic morals are reviewed, the bases of feminism, some of the dissertations of the schools and philosophical theories, before and during the French Revolution and the Enlightenment, and the theories of communication, the common theoretical interests and objectives of these two systems of thought are found and also the results of putting into practice these ways of giving meaning to society.
Creación de la edición No. 1 “somos” de la Revista literáculo, a partir de la mediación creativa de comunicación-educación popular “lo tuyo, lo mío y lo nuestro”, para la apropiación de la cultura letrada y escrita en el territorio Techotiva (Kennedy)
Calderón Beltrán, Mónica Helena; Lozano Prat, Diana María
This thesis presents the creative mediation Lo Tuyo, Lo Mío y Lo Nuestro, a Communication-Popular Education proposal aimed at the critical appropriation of literate and written culture in the locality of Kennedy, or Techotiva, as we have renamed it, embracing our identity through the use of the Muysca language. As part of a Research + Creation process, the initiative culminates in the publication of LITERÁCULO Magazine’s first edition, titled SOMOS, consolidating a community editing exercise and the construction of territorial narratives. This creative mediation is based on three ontological pillars—relational, political, and pedagogical—which engage in dialogue with literacy studies and literate practices developed by Judith Kalman and Daniel Cassany. From a critical perspective, this project goes beyond traditional literacy models by integrating digital tools, multimodal resources, and cultural spaces such as Galería 6a6. Framed within the epistemologies of the South (Sousa Santos, 2009), popular education (Freire, 2005), and community publishing (Valencia, 2021), LITERÁCULO emerges as a commitment to creativity and cultural resistance. Through workshops, knowledge-sharing gatherings, and open calls, it seeks to build a reading, writing, and editing community that transforms the act of writing into an exercise of emancipation and collective memory.
Prácticas comunicativas: elemento articulador para la cultura democrática en el liceo chicó campestre
(Universidad Distrital Francisco José de Caldas) Uribe Rincón, Joseph Camilo; Lozano Prat, Diana María
This research explores communicative practices at Liceo Chicó Campestre as an articulating element in the construction of a democratic culture. Using a qualitative approach, it analyzes the interactions between teachers and students in both academic and everyday contexts, addressing aspects of coexistence, conflict resolution, and the meaning of school spaces. The study identifies how communicative practices produce, reproduce, or limit democratic values, highlighting tensions between normative structures and alternative forms of communication promoted by the educational community. Furthermore, it compares students' and teachers' perspectives on democracy, revealing differences in their understanding and application. The research concludes that despite certain limitations, these practices foster the construction of an inclusive and participatory culture, with the potential to redefine the role of communication in school life.
Ha-ser-se mujer : sobre textos literarios, feminidad y educación menstrual
(Universidad Distrital Francisco José de Caldas) Lizcano González, Mónica Alexandra; López Rodríguez , Brenda Katherine; García Dussán , Éder Alexander
The research aimed to explore conceptions of the feminine through literary texts that aligned with menstrual education, emphasizing the biological, sociocultural, political, and economic burdens associated with menstruation and its impact on the lives of a group of high school students in the final cycle of their education in the city of Duitama. The inquiry was conducted within the frameworks of modern feminism, guided by a hermeneutic paradigm, a qualitative approach, and an action research design, in order to implement the pedagogical-aesthetic plan based on the Literary Workshop. This plan utilized various textual, aesthetic, and media forms. The impact of the pedagogical plan was evaluated through an institutional event, a forum led by tenth-grade students, where the results concerning conceptions of the feminine and menstruation were presented through their aesthetic productions. The findings highlighted the affirmation of their menstrual rights and the dismantling of the stigma surrounding menstruation, leading to a less prejudiced view of their female corp- oreality.
Cinco sentidos: una experiencia pedagógica del arte para el desarrollo integral en niños y niñas de 6 a 12 años
(IED Luis Angel Arango) Montoya Delgado, Karen Julieth; Guerrero Nieto, Carmen Helena; Guerrero Nieto, Carmen Helena [0000-0003-4011-788X]
The pedagogical proposal "Five Senses: An Artistic Pedagogical Experience for the Holistic Development of Children Aged 6 to 12" aims to provide a unique educational experience by positioning students as active participants in their learning process. Focusing on the body and the senses, this proposal seeks to promote not only academic knowledge but also emotional, social, and cognitive development. Each of the five units is dedicated to one of the senses (sight, smell, taste, touch, and hearing), integrating disciplines such as art, science, music, and literature. This interdisciplinary approach allows children to deeply connect with the world around them and discover new forms of expression. To facilitate this experience, an active creation laboratory is implemented, providing a space where students can experiment, explore, and engage in hands-on activities. This laboratory promotes continuous interaction between the students, their prior knowledge, and the new ideas generated during the learning process. Additionally, the project-based learning (PBL) methodology is employed, which encourages collaboration, creative problem-solving, and critical thinking. Through this approach, students not only enhance their cognitive skills but also develop their social and emotional competencies, fostering teamwork and the exchange of ideas. This integrated approach supports the development of creativity, autonomy, and reflective thinking, while simultaneously improving students' cognitive, motor, and emotional abilities. The proposal aims to offer an educational experience that not only enriches academic knowledge but also contributes to the personal and social growth of students, preparing them to face the challenges of the world with creativity and critical thinking.
Re-creaciones transmediales imaginativas de la primera violencia en Colombia: cine, literatura y gráfica
(Universidad Distrital Francisco José de Caldas) Cabrera Ruíz, Juan David; García Dussan, Éder Alexánder; Garcia Barreto, Germán Alberto (Catalogador)
The research seeks to carry out the analysis of four artworks thematically related to the historical period of the First Violence in Colombia, which are developed after the 1970s. Insofar as the works correspond to literature, cinematography and graphics, the analysis is understood as a transmedial approach to this period. From a constructivist, historical-hermeneutic and qualitative perspective, the research is based on discourse analysis and semiotics to interpret the meaning of the symbols that are latent in the works, in order to answer the question: How is the First Violence in Colombia recreated in some imaginative manifestations from the 1970s onwards? Thus, it is concluded that the First Violence is manifested in the works from an oniric-phantasmagoric opposition, where violence is presented as that from which it cannot be escaped, that which determines, the ghost (present or past) on which existence is erected and before which a distance can only be proposed from imaginative explorations and daydreaming, for which imagined solutions are offered to the logics of violence that determine the reality of the different diegesis approached.
Expresiones de la sexualidad en jóvenes escolarizados, mediatizadas por instagram y tik tok
Merchan Chaparro, Clara Ximena; Amador Baquiro , Juan Carlos; Amador Baquiro, Juan Carlos [0000-0002-5575-1755]
The growing influence of digital technologies in daily life has significantly transformed the way young students communicate and express themselves. Digitally mediated communication practices, such as social media, have altered adolescents' ability to adapt their communication style to different social and cultural contexts. This thesis investigates how sexual expressions among school-aged youth are mediated through Instagram and TikTok. Using a qualitative methodology, it is concluded that adolescents' sexualities are strongly influenced by the consumption of these social networks. Participants indicate that these platforms affect the construction of their identities through visual, musical, and especially through their own language and codes. It is concluded that sexualized content negatively impacts the mental health and self-image of adolescents, leading them to harmful comparisons and, in some cases, to disconnect from social networks.
El arte de ver. creación y evaluación de un laboratorio de formación de espectadores.
(Universidad Distrital Francisco José de Caldas) Quintero Giraldo , Sandra Paola; García Dussán , Éder; Vasquez Arrieta , Tomás Antonio; Garcia Barreto, Germán Alberto (Catalogador)
Theater is an event, and as such, it is transformative, making its social, emotional, and cultural contributions tangible. Therefore, it is essential to create spaces for training audiences in this art form, which, as a live encounter, invites us not only to be physically present but also to experience transformation. This research focused on the creation of an audience training laboratory, grounded in the theories of Jorge Dubatti and Augusto Boal. The objective was to provide tools inherent to theatrical language to enhance critical thinking, understood from the perspectives of Jacques Rancière and Sigmund Freud, within the context of the theatrical expectation experience. The research methodology was framed within the hermeneutic paradigm, with a qualitative approach and a design based on the action-research methodology. The results conclude that strengthening critical thinking is achievable through a participatory process involving various stakeholders, developed in a collaborative environment that enables the general audience to engage with the unique languages of theater.
Agua y libertad; un análisis de los conflictos socioambientales, el extractivismo y la privatización del agua en Colombia.
(Universidad Distrital Francisco José de Caldas) López Jerez, Carlos Mario; López Jerez, Carlos Mario, Hernán Javier; Riveros Solorzano, Hernán Javier [0000-0002-1185-7603]; Garcia Barreto, Germán Alberto (Catalogador)
Water and Freedom: An analysis of socio-environmental conflicts, extractivism and the privatization of water in Colombia, examines the complex and intertwined dynamics that affect access to and control of water in the country. The research addresses how extractivism and the privatization of water resources perpetuate socio-environmental conflicts, delving into the historical and structural relationship of colonization and neoliberal contemporaneity impacting local communities. The thesis argues that conflicts over land tenure and use, coupled with the intensive exploitation of natural resources, generate significant tensions and violations of the rights of communities and the environment. It is proposed that these dynamics are not only an administrative or political problem, but also reflect a structural problem of the predominant development model, which needs to be rethought from a perspective of critical thinking and active participation of communities. Finally, “Water and Freedom” highlights the importance of environmental education and communication that empower communities, allowing a critical understanding of their realities and encouraging democratic participation in the defense of the territory and water resources, and underlines the urgency of a change towards a sustainable development model that prioritizes the life and well-being of people and the environment.
Ser lector: reinterpretación de la relación lector-texto desde lo ergódico y la metaliteratura
(Universidad Distrital Francisco José de Caldas) Ávila Márquez, Juan Diego; García Dussán, Éder; Vásquez, Tomás; Garcia Barreto, Germán Alberto (Catalogador)
Reading the world critically implies rethinking the ways in which reading and artistic production are considered as a form of expression. From an ergodic approach (taking Espen Aarseth, Marshall McLuhan and Umberto Eco as main references), that is, one that seeks to incite a non-traditional reading of the text and with a meta-literary approach that speaks about the act of reading as a conversation between the book object and the reader who form a BEING Reader, a proposal is developed in this research from creative writing focused on the reader with the aim of recovering their freedom of interpretation and taking the reins of their perspectives of the world and the ways in which these can be transformed with the journey of reading. This writing challenge results in the production of a work entitled The Anaconda and the Guitar that, in principle, is based on the theories of the story of Ricardo Piglia, on the communicative theory of Roman Jakobson and structurally on the theory of the monomyth of Joseph Campbell; Aspects that, when put to work together, forge the basic guidelines for the construction of a story developed in three moments framed in the three main phases of the hero's journey. Thus, the main challenge becomes the simultaneous construction of the story, the narration, which is, in a few words, the same story execution; and the third ergodic story that is based on the base one.
Al olvido se apagan las velas
(Universidad Distrital Francisco José de Caldas) Sierra Vasco, Nataly; García Dussan , Éder
This accompanying paper exposes the paths traced from the theorization for the construction of the theatrical script Al olvido se apagan las velas. The dramatic narrative of this play seeks to unveil the secrets and stories of the Vasco family, stories framed by pain and war, in the midst of the Colombian armed conflict, seeking to subvert the logic of oblivion, the construction of memory and symbolic reparation. This process propitiated a deep analysis of the trauma experienced by this family, favoring the configuration of a symbolic space oriented to the construction of a poetic memory in response to experiences that recall, confronting the pain head on and breaking the pacts of silence that have not allowed us to name what has happened to us as a nation.
Cuando huyó el siete colores. una narrativa gráfica sobre el bien que hace a Colombia las leyendas del mal
(Universidad Distrital Francisco José de Caldas) Pacheco Pinzón, Luis Carlos; Velasco Peña, Camilo Andrés; García Dussán, Éder Alexánder
This paper presents the creation of a book-album about Efrain González, an emblematic character of outlawry during the age of violence in Colombia. This graphic narrative seeks to document and reflect on the country's historic memory by the means of graphic narrative theory from authors such as Eisner. This piece of work used a qualitative methodology which includes collection of testimony and analysis of previous literary works about the topic. The results suggest that the joint work of image and text in the book-album facilitates a critical understanding of history. In conclusion, this work enriches collective memory and offers a new perspective on a past long forgotten, in such, promoting visual and literary literacy.
Bioinspirando: estrategia educomunicativa para la apropiación de conocimiento tecnocientífico en un proceso de educación popular ambiental en el alto fucha de Bogotá
(Universidad Distrital Francisco José de Caldas) Toledo Nieto, Denís Adriana; Lozano Prat, Diana María; Lozano Prat Diana María, [0000-0003-0133-8161]; Toledo Nieto, Denis Adriana [0009-0000-0675-9892]
This document presents the research-creation project “Bioinspirando: educomunicative strategy for the appropriation of techno-scientific knowledge in a process of environmental popular education in the Alto Fucha of Bogotá”. Seeking to deepen the understanding of didactics for scientific popularization since the professional practice in the design of didactic resources, the project investigates the articulation between Design and Communication-Education, where it is identified that the didactic material activates mediations that transcend its educational scope when others like cultural and political type emerge immersed in its communicative component, because of that they will be called “didactic mediators”. Other cultural and economic practices such as science and industrial design also influence the design of didactic mediators and are therefore included in this analysis. Concepts and ideas have been materialized in “Bioinspirando”, a workshop created with an educommunicative approach for the “Escuela Popular Ambiental Currucutús de la Montaña” as a pilot strategy to explore the design of didactic mediators that facilitate the introduction of techno-scientific knowledge in a community science experience. It combines design and scientific thinking with popular education methodologies, where the context is fundamental, to develop a democratic model of scientific dissemination that, through the dialogue of knowledge, favors the collective creation and transformative appropriation of knowledge. Biomimicry operates as a narrative interface between techno-scientific knowledge and local “thinking-feeling” [sentipensar], allowing children to explore nature in a different way, understanding their reality in a critically way and project themselves as agents of change in the care of life and their territory, incorporating a new perception of technology. Finally, recommendations are offered to educators and designers interested in developing responsible and transformative didactic mediators, with an educommunicative approach.
Formación en competencia mediática y ciudadanía digital: lectura, escritura y producción en red con estudiantes de grado cuarto del colegio gimnasio moderno.
(Universidad Distrital Francisco José de Caldas) Quiceno Rodríguez, Natalia; Lozano Prat, Diana María
The research was carried out with 16 fourth grade students from Gimnasio Moderno school in Bogotá, Colombia, with the aim of strengthening media competence and promoting responsible and critical digital citizenship. For this purpose, a qualitative approach was used, framed in a hermeneutic paradigm and descriptive level, using the pedagogical workshop as a teaching and learning strategy. Through reading, writing and networked production, participants reflected on the media-digital languages and content that they consume or produce, thus establishing the basis for critical thinking. The proposal included the creation and analysis of various digital productions, which allowed students to understand the relevance of their active participation in virtual environments and the social and ethical implications that this entails. Initially, their use of the network was focused on recreational activities, however, after the implementation of the intervention, they gained a greater understanding of the educational possibilities offered by the digital environment. This led them to observe, analyse and produce content with a more reflective and responsible perspective. Ultimately, this experience demonstrated its applicability in different spaces, both school and non-school, by providing valuable tools for the development of a critical and constructive digital citizenship.
La vorágine y las narrativas transmedia en el aula
Bedoya Osorio, Luisa Fernanda; Guerrero, Carmen Helena; Carmen Helena Guerrero Nieto [0000-0003-4011-788X]
This thesis deals with how to achieve the production of transmedia narratives with Colombian tenth grade students to achieve forms of interpretation and production of alternate, parallel, modified stories of the Colombian novel La vorágine by the author José Eustasio Rivera. This was in order for students to redefine the perceptions they have about their social, political and historical environments, through reading and producing transmedia narratives about the novel La vorágine.

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