Maestría en Infancia y Cultura
URI permanente para esta colecciónhttp://hdl.handle.net/11349/6251
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Ítem Narrativas sobre experiencias de infancia: memorias del abuelo Jaime Aldana(Universidad Distrital Francisco José de Caldas) Mora Rivas , Sonia Patricia; Patiño, Carolina RomeroThe research project “Narratives about Childhood Experiences: Memories of Grandfather Jaime Aldana” explores how autobiographical memory enables the reconstruction of identity and the meaning of childhood through the voice of a grandfather. Using in-depth interviews and a qualitative-narrative approach, it examines the memories, emotions, and lessons that Mr. Jaime reinterprets as he tells the story of his childhood. The findings highlight the decisive influence of the maternal figure, the formation of a creative and distinctive identity, the development of resilience and keen observation as keys to his success, and his intergenerational reflections on change, loss of trust, and family communication. Mr. Jaime’s narrative is understood as an act of resistance against forgetting and as an ethical and cultural legacy that connects past, present, and future. Within it, memory emerges as a space for reconciliation, learning, and human continuity.Ítem Significación imaginaria social sobre evaluación en el aula en niños de grado séptimo en la IED. José Hugo Enciso de Anolaima como fundamento para el mejoramiento de las practicas pedagógicas desarrolladas por los docentes(Universidad Distrital Francisco José de Caldas) Gamboa Rodríguez , Cindy Marcela; Torres Sánchez, Marisol; Hernández Rodríguez, Daniel Arturo; Hernández Rodríguez, Daniel Arturo [0009-0001-7056-8377]This project seeks to understand how seventh-grade students view and feel about assessment processes in school. To achieve this, a qualitative approach and a case study were used, gathering information through interviews, surveys, focus groups, and review of specialized texts. These tools made it possible to gain insight into students' perceptions of assessment. The results reveal something interesting: students' understanding of assessment does not always coincide with the school's official view or that of most teachers. This difference in perspective often causes tension and arouses negative emotions toward assessment practices. These findings invite reflection on the importance of listening to students' voices. Recognizing their perceptions can open the door to a healthier and more productive school environment. Therefore, it is proposed that teachers incorporate strategies that help build a clearer and more positive image of assessment, such as ongoing feedback and formative assessment practices. In this way, the ideas and feelings that currently generate resistance could be transformed into experiences that foster learningÍtem Significaciones imaginarias de las niñas del colegio Liceo Femenino Mercedes Nariño de Bogotá, relacionadas con la seguridad vial(Universidad Distrital Francisco José de Caldas) Riaño Ávila, David Andrés; Marulanda Hidalgo , Lynn; Marulanda Hidalgo, Lynn [0009-0009-1219-159X]Road safety is a priority issue for a country like Colombia, since it involves the protection of its citizens' lives, especially in urban environments where most road accident-related deaths and injuries occur. This is largely due to various factors such as speeding, disobedience of traffic signals, driving under the influence of alcohol, and mechanical failures in vehicles, among others. One way to address these challenges is by teaching road safety in educational institutions. However, this has been traditionally approached from a normative perspective, aiming to promote safe behaviours and habits through traffic signs and pedestrian crossings. While this approach is useful, it fails to consider a fundamental aspect: understanding the environment, appropriate mobility depending on the transport mode, risk and vulnerability assessment in mobility, compliance with regulations, and shared responsibility in road safety (MINISTRY OF EDUCATION, 2014). Children are influenced by the social and emotional environment in which they live, which includes their relationships with adults, teachers, or authority figures. Thus, through games, daily experiences, and observing their surroundings, children create a set of imaginary meanings that reflect the social dynamics they are immersed in—meanings that do not always align with formal teachings or the objective norms of road safety. These imaginary meanings are key to understanding why certain road behaviours are internalized more quickly than others, or why some children display risky attitudes or fear in specific traffic situations. This is why the present research takes as its central axis the analysis of imaginary meanings to understand how children not only assimilate traffic rules as technical instructions, but also how these symbolic components are part of a broader network of meanings. Understanding how these imaginary meanings are formed and developed will allow us to identify gaps between formal and informal road safety education and children's interpretations, in order to design more effective pedagogical strategies that are closer to the cognitive and symbolic realities of boys and girls.Ítem Representaciones sociales de cuerpo desde el arte danzario(Universidad Distrital Francisco José de Caldas) Tirado Camacho , Laura Daniela; Bastidas Santacruz , SandraThis research project, "Childhood and Culture," aimed to characterize the social representations of the body. It was held by three professional dancers based on the evocation of their own corporeality during childhood. From a qualitative and ethnographic perspective, the experiences of three Colombian participants from El Difícil (Magdalena), Bogotá (Cundinamarca), and Paipa (Boyacá) were collected. They developed their artistic work in Antalya, Turkey, during 2024. The findings demonstrate that, from childhood, the social representation of the body in the three dancers is configured in an expressive, autonomous, and symbolically deconstructed manner, mediated by dance as a transformative cultural practice. Theoretical contributions helped to characterize the fundamental elements of the experiences of the subjects under study, such as family support, the availability of traditional costumes, and, essentially, the experience of dance as a means of identity and freedom. This research contributes to the field of childhood and culture by highlighting the aesthetic significance of dance as a social practice that shapes subjectivities and builds bodily senses, underlining the essential role of childhood experiences in shaping the dancing subject.Ítem Representaciones sociales de diversidad sexual en un grupo de niñas y niños de grado quinto(Universidad distrital Francisco José de Caldas) Rios Montaño, Sebastián Felipe; Bastidas Santacruz, SandraHow do girls and boys represent sexual diversity? What do their voices express when listened to with respect and without prejudice? This research emerges from those questions and from the desire to understand how social representations of sexual diversity are configured in a group of fifth-grade students at an educational institution in Bogotá. Using a qualitative approach and the hermeneutic-interpretative method, in-depth interviews and iconographic analysis were conducted to explore three dimensions: the concept, the attitude, and the image they have about sexually diverse people. Through their drawings, words, and silences, visions of empathy, resistance, tenderness, and tension emerge regarding the recognition of diversity, influenced by historical, institutional, and adult-centered discourses that still persist. This study does not seek to speak for them, but to amplify their voices through an audiovisual product that reveals how they construct their social representations. The findings reveal childhoods with critical, conscious, and open thinking, capable of questioning norms, embracing differences, and demanding respect. This thesis is also a political act: an invitation to place childhood at the center of the social conversation on diversity and to recognize, in their gaze, the possibility of a more just world.Ítem Infancia en La Guajira: experiencias infantiles a través del análisis conversacional(Universidad Distrital Francisco José de Caldas) Barbosa Ramírez, Diana Katherine; Torres Molina, Daniela Carolina; Olaya Gualtero , Dixon VladimirThis research sought to understand how girls and boys from Camarones and Villanueva in La Guajira shape their childhood experiences in relation to the cultural, historical, and socioeconomic dynamics of their territory. Through the analysis of conversational fragments gathered during participatory workshops specifically designed to center their voices, an ethnomethodological approach was adopted, grounded in Detailed Conversational Mechanisms (DCM): membership categorization, adjacency pairs, and conversational asymmetries. The findings highlight that play functions as a symbolic realm where children negotiate between societal expectations and forms of agency. Children’s games operate as expressive spaces in which they both reproduce and transform social norms, giving rise to distinct agentic practices. This study contributes to a situated understanding of childhood within contexts of cultural hybridity, while amplifying children’s voices in the co-construction of meaning about their lived experiences.Ítem Infancia y conflicto armado: Un análisis de las experiencias de niños y niñas en medio de la guerra a través de las narrativas de la Comisión de la Verdad(Universidad Distrital Francisco José de Caldas) Rodríguez Vela , Yeraldin Celeste; Sánchez Reyes , Luisa Fernanda; Olaya Gualtero , Dixon BladimirThis research analyzes childhood experiences during the Colombian armed conflict, based on testimonies from the Comisión de la Verdad’s 2022 report.“It Is Not a Lesser Evil: Children and Adolescents in the Armed Conflict” It explores how memories narrated by those who were children during the war resignify the role of childhood in the history of political violence. The analysis draws on five key categories: culture, childhood, experience, memory, and narrative. To enable a situated understanding of these facts. Childhood is approached as a social construction shaped by power, memory, and subjectivity. Through the narrative analysis of four testimonies, the study identifies impacts such as kidnapping, forced displacement, child labor, territorial control, sexual violence, and identity alterations. The findings reveal how war reconfigures childhood, disrupting the symbolic, normative, and cultural frameworks that define it, and transforming the ways children see, inhabit, and make sense of the world.Ítem Criar, resistir y acompañar: El eco de las manos que cuidan(Universidad Distrital Francisco José de Caldas) Camacho Martínez, Astrid; Romero Patiño, CarolinaThis research analyzed the conceptions of parenting held by five child protection professionals, in dialogue with the author's personal and professional experience. The study aimed to understand how these individuals think about, inhabit, and convey meanings around parenting, while acknowledging the imprints of their own trajectories and the structural tensions that shape their practice. A qualitative methodology with an autoethnographic approach was used. In-depth interviews were conducted with five participants—four women and one man—selected for their work with families involved in child protection processes. The interviews were complemented by field journals and a reflective systematization rooted in the author's lived experience. The analysis was inductive and categorical, based on thematic matrices and open coding. The findings were organized into five categories: caregiving as personal experience; parenting as a social and cultural fabric; the inner tensions of those who provide care; the forms of child-rearing observed in communities; and the possibilities of building loving and restorative practices, both for children and for those who raise them. The study reveals that ideas about caregiving are shaped by affective histories, structural contexts, and collective imaginaries, and that the act of caring emerges as an ethical and political practice.Ítem Representaciones sociales de juego: un viaje en el tiempo hacia las infancias de Lenguazaque(Universidad Distrital Francisco José de Caldas) Cortés Solano, Sonia Milena; Vega Sánchez, Harold Hernando; Rincón Verdugo, CeciliaIn this research it was proposed to analyze the social representations of gambling in three generations of a family in the municipality of Lenguazaque; understanding the changes and cultural transformations through time. The approach of this investigative exercise is qualitative and from the ethnographic method, it implements collection techniques such as the participant observation, the associative cards and the iconographic workshop, allowing the reconstruction of the experiences about play from the voice of the children Castro Garzón in their school environment, accompanied by their parents and grandparents as inhabitants on the Ramada Alta. In the same way we seek to analyze the concepts and images that have been to analyse the concepts and images that have formed the social representations about the play of grandparents, parents and children in this family, taking into account the incidence culture, the oral tradition in the transmission of knowledge, experiences and knowledge about the game from language as a mediation.Ítem Pedaleando entre palabras: Un viaje narrativo sobre “Relatos de niñas y niños: experiencias contadas desde el conflicto en el ámbito escolar”(Universidad Distrital Francisco José de Caldas) Mayorga Celis , Jenny Johanna; Hernández Rodríguez, Daniel Arturo; Hernández Rodríguez, Daniel Arturo [0009-0001-7056-8377]Oral storytelling, like a constantly moving bicycle, is presented as a fundamental tool for children to communicate, construct, and reconstruct their experiences. This research, produced using qualitative methodology with an ethnomethodological approach, seeks to contribute to studies on children's oral storytelling as a valuable resource for teachers, researchers, and positive educational communities in rethinking school coexistence from the perspective of children: contributing to the recognition of children as social actors, with their own knowledge, capable of reflecting on their environment and on phenomena as complex as school conflict.Ítem Representaciones sociales sobre formación integral (RS) que tienen los adultos que participan con las niñas y niños de la primera infancia en el Centro de Psicomotricidad del parque Cayetano Cañizares del IDRD(Universidad Distrital Francisco José de Caldas) Vásquez Páez, Diana Marcela; Marulanda Hidalgo, LynnThis research project focuses on the topic of Social Representations as a field of knowledge that allows for the recognition of people's and social groups' opinions, perceptions, social interactions, beliefs, narratives, and realities—giving them meaning and significance, and enabling the invisible to become perceptible through the communicative act. Within the framework of this research, social representations gain relevance in the realm of social thought, upon which they are constructed. In this case, they allow us to recognize the social representations (SR) about comprehensive education held by adults who interact with young children at the Psychomotricity Center in Cayetano Cañizares Park, managed by the IDRD, which is the central objective of this project. To achieve this, the research is grounded in a qualitative research approach, which analyzes and rationally understands cultural phenomena and human experiences. It also draws from the phenomenological paradigm, which focuses on the lived experiences of individuals, their subjectivities, and the influence of historical, cultural, and social contexts on human beings—thus enabling the understanding and interpretation of social representations. In the methodological design of the research, the semi-structured interview and the associative card workshop are used as tools, following Abric's (2001) proposal on the functions of social representations. These tools are applied to parents and professionals participating in the Cayetano Cañizares Psychomotricity Center (CPCC), which serves as the research context. These individuals have been building various experiences and interactions that become the primary input for identifying and shaping the social representations around comprehensive early childhood education.Ítem Niños y niñas como sujetos lectores a través del cuento Los zapatos rojos y sus traducciones, del autor Hans Christian Andersen. Un estudio comparativo(Universidad Distrital Francisco José de Caldas) Escobar González, Luisa Fernanda; Romero Patiño, CarolinaThe following is the research process conducted within the Master’s program in Childhood and Culture at the Universidad Distrital Francisco José de Caldas, in Bogotá, Colombia. The theoretical frameworks of translation studies, children’s literature and childhood studies are applied to develop a comparative discourse analysis of four translations of the fairy tale The red shoes by the Danish author Hans Christian Andersen. Using analytical discourse matrices, the study uncovers how texts labeled as children’s literature are structured to function as cultural objects intended for .Ítem La ciudad de Nunca Jamás: Texto dramático sobre las representaciones sociales de niños que han vivido la experiencia de habitabilidad de calle(Universidad Distrital Francisco José de Caldas) Hernández Pedraza, Paula Vannesa; Reyes del Valle , Andrés Felipe; Rincón Verdugo , CeciliaThis research-creation process, developed within the Master’s program in Childhood and Culture at Universidad Distrital Francisco José de Caldas, Faculty of Science and Educa-tion, aimed to create a dramatic play based on the social representations of childhood construc-ted by girls and boys who have experienced street life. The purpose was to contribute to the recognition of the diversity of childhoods in Bogotá D.C. and to strengthen Colombian chil-dren’s dramaturgy. A qualitative research-creation methodology was applied in three phases: theater and improvisation workshops with sixteen participants between the ages of 8 and 17 from the Fundación Niños de los Andes; systematization of emerging images, stories, and emo-tions; and the collective creation of the dramatic text La Ciudad de Nunca Jamás. The findings reveal that theater, understood as an ethical, aesthetic, and political device, re-signifies chil-dren’s voices and disrupts hegemonic narratives about childhood. The dramaturgical proposal generated through this process does not seek to portray a single reality but rather to make visible, through poetic language, those childhoods historically marginalized. The resulting play challenges and dignifies memories, opening spaces of symbo-lic recognition where art becomes a vehicle for expression, resistance, and social transforma-tion. This research-creation project received recognition from IDARTES, winning the Más Cultura Local Antonio Nariño grant, through which children received artistic training in thea-ter, focused on staging the play. Thanks to this support, the play La Ciudad de Nunca Jamás was produced and performed at Teatro Villa Mayor, an achievement that decisively contributed to the development, strengthening, and consolidation of the entire process.Ítem Infancia con discapacidad: Imaginarios sociales y práctica pedagógica(Universidad Distrital Francisco José de Caldas) Tinjacá Martínez , María Angélica; Martínez Meléndez, César Andrés; Bastidas Santacruz, SandraHistorically, pedagogical practice with students with disabilities has been portrayed as an action derived exclusively from teacher training. However, social imaginary studies have shown that teachers' desires, feelings, and representations also impact their pedagogical actions. Similarly, public policies, territory, and families are part of this configuration of the social imaginary of childhood, highlighting persistent challenges in education and in the teacher-student relationship. In the context of rural education, examining teachers' social imaginaries regarding childhood with disability will allow for the identification of support opportunities within their territory that contribute to the improvement of pedagogical practice. This research focuses on unveiling the social imaginaries held by a group of four rural teachers at the IEDR Rionegro Sur in the municipality of Cáqueza regarding childhood with disability. The research was developed using a qualitative approach and an ethnographic method. As a result, it was possible to identify a transition between instituted and instituting imaginaries related to childhood with disability, finding a constant tension between instituted imaginary significations—such as the perception of disability as a lack or a burden—and the emergence of instituting imaginaries, where the child with a disability is recognized as a rights-bearing subject and part of human diversity. Likewise, it was possible to generate recommendations for the improvement of pedagogical practice.Ítem Imaginarios sociales sobre paz en las prácticas pedagógicas para la construcción de una cultura de paz(Universidad Distrital Francisco José de Caldas) Ríos Rodríguez, Gabriel Jaime; Triviño Roncancio , Ana Virginia; Triviño Roncancio, Ana Virginia (0000-0002-5257-938X)This research aims to analyze, from a qualitative-interpretative paradigm, the social imaginaries that students and teachers have about peace, within the context of institutional pedagogical practices at the IED Paulo Freire school in Bogota. The analytical process was grounded in the theoretical framework of Cornelius Castoriadis, seeking to uncover, through in-depth interviews, what those consulted think, feel, desire, and do to contribute to the national imperative of building a culture of peace. This study highlights the importance of collective efforts developed by teachers and students in the daily life of educational institutions and the necessary attention that should be paid to them, as they foster unique ways of making peace every dayÍtem Imaginarios sobre infancia de un grupo de docentes en un jardín infantil público y su resignificación, desde una herramienta pedagógica digital(Universidad Distrital Francisco José de Caldas) Acosta Morales, Cindy Dayana; Camargo Barrios, Erika Patricia; Triviño Roncancio, Ana Virginia; Triviño Roncancio, Ana Virginia [0000-0002-5257-938X]The research was carried out in a public kindergarten attached to the Secretariat of Social Integration, with a group of teachers who exercise their professional role with early childhood, in initial education, whose ages range between one and three years of age. The social imaginaries of the teachers were explored through the theory of the imaginaries of the sociologist philosopher Cornelius Castoriadis, unraveling their social imaginary meanings through representations, desires, feelings and actions, investigating whether these influence or have any impact on their pedagogical practice. The study is framed in the emphasis of History, Imaginaries and Social Representations of Childhood, belonging to the Master's Degree in Childhood and Culture of the Francisco José de Caldas District University. From the role of coordinator and teacher within the kindergarten and participant in its daily dynamics, in the relationship that is woven with the boys and girls, what they say and do with them, and their different expressions and feelings in the monthly pedagogical meetings, the question that prompted this research arose: What are the social imaginings about childhood that the teachers of a public kindergarten have and if these affect their pedagogical practice? It was investigated how the teachers weave the relationship with the boys and girls and how this is reflected in their practices and discourses, a relationship that is mediated by their own childhood experience, by the institutional demands that the entity gives and their own experience in the classroom with the boys and girls. To answer this question, the qualitative research paradigm was adopted, from an interpretive approach, from the IAP methodological strategy, from the techniques of documentary analysis, semi-structured interview and observation; Exploring the life stories of teachers and their behaviors, collecting their stories and descriptions, using various instruments and analyzing them in the context in which they arose. What was called an avatar of childhood was constructed, which mediated the development of the workshops that were implemented with the teachers. The findings reveal social imaginaries rooted in the personal experiences of the teachers, as well as those derived from their professional training and those that emanate from the professional experience with children in these spaces, which are built and are crossed by standards and guidelines that regulate the entity. According to Castoriadis' theory, these are categorized as instituted, that is, inherited from social traditions and shared between generations. However, instituting imaginaries also emerged, which made visible some transformations in the way they conceive and relate to childhood, thus configuring a new concept that is installed as micro resistances that contributed to some medium transformations in their practice, behaviors and ways of conceiving childhood and their caregivers. It was evident that in the exercise of their practice, the teachers permanently move in these imaginaries, they come and go, influencing them their own childhood experience, that provided by the classroom, the technical line of the entity, the relationship they weave with the parents and with the kindergarten coordinator.Ítem Calacas cruzadas: representaciones sociales sobre muerte en las películas El libro de la lida y La tumba de las luciérnagas(Universidad Distrital Francisco José de Caldas) Torres Suaza, Camila Andrea; Rincón, CeciliaThe purpose of this research was to identify the social representations of death in the animated films The Book of Life and Grave of the Fireflies, based on a visual system already established by Walt Disney Animation Studios; this identification was carried out through a cinematographic analysis designed especially for the recognition of social representations of death in the films featured in this research, where visuality played a leading role in the contemplation of these films in the different feature films studied. The theoretical foundation was provided by Durkheim, Moscovici and Abric around social representations, death from Heidegger's theory of being, the conceptualization of childhood from a group of interdisciplinary national and international researchers, the notion of culture from Geertz and the construction of a reciprocal relationship between childhood and cinema from Bácares Jara (2024), who states that "Cinema is a ready source to delve into the functioning of the social construction of childhood, that is, how we think, feel or define children and adolescents." It was developed within the qualitative research method, with an interpretive approach, with a methodological strategy designed from the theories of film microanalysis by Casetti, Di Chio and Zunzunegui, implementing novel research techniques and instruments.Ítem Influencia de los procesos socioafectivos en el aprendizaje infantil de la lectura y la escritura(Universidad Distrital Francisco José de Caldas) Gonzáles Crispín, Juanita; Bother, KarinaThis research focused on the influence of socioaffective processes on children's learning of reading and writing in a public school in the southeast of Bogotá. A qualitative method with a sociocritical approach was used, employing tools such as direct observation and semi-structured interviews. The study investigates the socioaffective factors in the family and at school that either hinder or enhance the learning of reading and writing. Through the Atlas.ti tool, several analysis categories emerged, allowing us to highlight that children's brains require a conducive, calm environment filled with assertive and affective stimuli that help them build trust, enjoyment, and self-esteem in the construction of the written code. It also allows us to recognize the fundamental role of the family in this process and the importance of their support in achieving academic success. A hostile environment acts as an impediment to learning more effectively. It is necessary for both teachers and students to recognize the importance of emotions as a significant variable in the construction of learning.Ítem Entre la cuerda de la Jigra: sistematización de una experiencia artística con/para las semillas de vida del resguardo de Tóez(Universidad Distrital Francisco José de Caldas) Herrera Casilimas, Juan Camilo; Bothert OrtÍz, Karina ClaudiaThroughout 2023, Libre Colibrí collective facilitated a series of labs focused on the creation of artistic experiences for early childhood in Tóez, an indigenous resguardo of the Nasa people located in northern Cauca (Colombia). The labs involved teachers and assistants responsible for the direct care of children, local artists, and artists from Libre Colibrí, who collaboratively created the piece Ya'ja Dxi'jan, which is based on childhood narratives from the territory. The creative process was the subject of systematization of this work, which aimed to unveil the meanings and significance of this experience by exploring the interconnections between conceptual references, applied creation procedures, and participants' reflections.Ítem Imaginarios sobre salud mental infantil, de madres de niñas y niños con discapacidad psicosocial de la localidad de Tunjuelito en la ciudad de Bogotá(Universidad Distrital Francisco José de Caldas) Becerra Rojas, Angy Marcela; Marulanda Hidalgo , LynnThe research arises from the need to reflect on children's mental health, from an emphasis on history, imaginaries and social representations of childhood. Giving rise to the imaginary meanings instituted in the psyche, in our society and culture and the transformations, tensions and instituting meanings generated around the concept. The research focuses on the narrative of five mothers of boys and girls, who have been classified as having psychosocial disabilities, residents of the town of Tunjuelito in the city of Bogotá. The aim is to interpret the imaginary social meanings of children's mental health from their own childhood and those they have constructed by having a son or daughter with a psychosocial disability. From the qualitative interpretive methodological approach with ethnographic techniques such as observation, in-depth interviews and iconographic exercises. It was revealed that, when remembering their own childhood, the subjectivities and needs to narrate themselves in order to connect with their son or daughter are evident. This is constituted and constructed, with one's own maternal meanings, which transcend the ways of giving a place as a subject. Given the significance of psychosocial disability, feelings of ignorance arise, loneliness and sadness are evident from abandonment, state absences and our lack of concern as a society and culture. Unanimously, a single voice is heard inviting us to reflect on our capacity as a society and culture to make room for difference, diversity and the construction of social ties aimed at supporting boys and girls.