Doctorado Interinstitucional en Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11349/30016
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Ítem Investigación y formación de profesores de ciencias: Diálogos de perspectivas latinoamericanas(Universidad Distrital Francisco José de Caldas.) Mora Penagos , William Manuel; Mosquera Suárez, Carlos Javier; Zapata Peña, Jair; Graciela Utges, Graciela; Peñaloza Jiménez, Gonzalo; Martínez Rivera, Carmen Alicia; Castillo Trittini, Soledad Andrea; Casimiro Lopes, Alice; Fonseca Amaya, Guillermo; Gallego Torres, Adriana Patricia; Camacho González, Johanna; Ballesteros Ballesteros, Vladimir; Salamanca Céspedes, Jorge Enrique; Molina Andrade, Adela; Valderrama-Pérez, Diego F.; N. El-Hani, Charbel; Pedreros Martínez, Rosa Inés; Venegas Segura, Andrés Arturo; García Martínez, Álvaro; Cabrera Castillo, Henry Giovany; Aristizábal Fúquene, AndreaWe have titled this book "Research and Training of Science Teachers: Dialogues of Latin American Perspectives," the second of its kind in this Emphasis collection. With it, we advance the realization of an essential aspect of the mission of our Doctorate, namely the training of researchers […] with the capacity to produce new knowledge and influence the appropriation and critical transformation of culture, within a framework of flexibility, national and international cooperation, and South-South dialogue, with the necessary openings to interact with other trends and paradigms. Thus, this dialogue has several facets and forms, such as: reviews and discussions of positions based on Latin American approaches; collaborative work on the development of doctoral thesis research; and reflections that strengthen the lines of research of the Emphasis in Science Education, created by its research groups, namely: DIDAQUIM, IREC, Research in Science Didactics, GREECE, and INTERCITEC. But it is also about goals, collaborations, dialogues, and projects with specific stakeholders, some of whom are authors of this book. Thus, this book is composed of eleven chapters, which focus on debate and reflection on the training of science teachers.Ítem La educación superior en Colombia: retos y perspectivas en el siglo XXI(Universidad Distrital Francisco José de Caldas.) García Duarte , Ricardo; Soler Castillo , Sandra; Bustamante Zamudio , Guillermo; Martínez Barrios , Patricia; Díaz Soler , Carlos Jilmar; Atehortúa Cruz, Adolfo León; de Zubiría Samper , Julián; Vommaro , Pablo; Ruiz Rodgers , Natalia; Montero Vargas , René; López Rodríguez, María del Pilar; Wilches Tinjacá, Jaime Andrés; Cuello Saumeth, María Camila; González Guaje , Lizeth Nataly; García Duarte , RicardoWe live in complex times, but they are necessary for considering the challenges and prospects of higher education in the 21st century. This book proposes to consider some of the many challenges that will spark debate at the beginning of a new decade. Between freedom and critique, the ethical and epistemological possibilities for constructing the contemporary individual, a perhaps evanescent image of the modern subject, open up. It is a critical freedom and, at the same time, a free critique; interchangeable poles within which truth, moral conscience, and power move. Education is precisely inscribed in that space that shifts between freedom and critique. Both poles provide the ingredients with which to craft its meaning. In freedom lies the expansion of horizons for knowledge, experiences, and truth. In critique lies the attitude to question, to interrogate that same truth, and to transform knowledge, society, and the threads of command and obedience. Six authors with diverse visions and trajectories, but articulated in an innate vocation to build a country that relies on education, the foundations of a long-term political, economic, and social project. All of them have dedicated their lives to a fundamental dimension for the defense of a democratic, critical, and progressive society. The reflection does not stop with the publication of this book. On the contrary, it gains momentum in the context of a local, national, and global situation that invites us to consider other possible worlds.Ítem Estudio de las ideas de naturaleza de niños y niñas de ascendencia sikuani y llanera: los conglomerados de relevancia y su aporte para la enseñanza de las ciencias(Universidad Distrital Francisco José de Caldas) Venegas Segura, Andrés Arturo; Venegas Segura, Andrés Arturo [0000-0001-8065-5696]Currently, science education is in a state of emergency; social dynamics, day by day, recognize the other in their diversity, hence, the knowledge and culture of peoples are considered important to incorporate into the classroom. In this sense, the recovery of the subjects' experience offers a starting point for science teaching that is sensitive to culture, context, and social forms of teaching more appropriate for children and young people. In this scenario, the recognition of ideas about the natural world plays a fundamental role, which can be achieved through clusters of relevance. Thus, the book exposes the role that science classes can play when configured as a space for cultural vindication, which finds in the recovery and recognition of the experience with nature a way to develop a more harmonious and balanced teaching, where the rupture of colonization processes and the empowerment of communities come into play.Ítem Esquemas argumentativos en la representación discursiva de los pueblos prehispánicos en las crónicas de indias(Universidad Distrital Francisco José de Caldas) Vargas Manrique, Pedro José; Vargas Manrique, Pedro José [0000-0002-1596-8706]With the fifth centenary of the discovery of America in 1992, the reinterpretation of the events related to the conquest and colonization of the American continent became significant. Following this event, the analysis of the Chronicles of the Indies, considered indispensable sources for understanding and interpreting the nature of these events, has been revived. However, little reflection has been given to the fact that these works, written by Europeans, contributed to the creation and consolidation of the discourse of power, fundamental to the constitution and representation of the colonial world established by the West since 1492. This text focuses on the Chronicles of the Indies as a form of discourse and analyzes the discursive mechanisms and strategies that ultimately established a negative representation of indigenous peoples as idolaters, barbarians, and savages, and justified the inferiority, exploitation, and extermination of pre-Hispanic peoples.Ítem Enseñanza del pasado reciente en Colombia(Universidad Distrital Francisco José de Caldas) Arias Gómez , Diego HernánThis paper is part of the ongoing discussions on the teaching of recent history on the continent, highlighting teachers' perspectives on pedagogical processes and the problems associated with this particular teaching approach under construction. Based on a qualitative study, its proposal focuses on analyzing the perspectives of teachers responsible for articulating this new way of teaching Colombia's recent past in response to the need to historicize the armed conflict. The study supports the assumption that teaching this past is related to the teacher's political-pedagogical positioning, which, from a situated awareness of its historicity, considers teaching this past in terms of transforming the present of injustices. This assumption becomes progressively evident throughout the work, which is organized from a contextualization, description, and exhaustive analysis of the recent past as an object of study and the different forms of research on its teaching in Colombia and Latin America, to the school context, recognizing the conceptual and methodological devices and resources that enable the incorporation of the events of these pasts into the classroom.Ítem Proyectos investigativos en educación en ciencias: articulaciones desde enfoques histórico-epistemológicos, ambientales y socioculturales(Universidad Distrital Francisco José de Caldas) Mora Penagos, William Manuel; Chaves Mejía, Germán Alberto; Cardona Londoño, Claudia María; Pedraza Jiménez, Orfa Yamile; Rodríguez Angarita, Tania Elena; Ávila Jiménez, Andrés Alberto; Orjuela Osorio, Claudia Patricia; Sanabria Rojas, Quira Alejandra; Parsons Delgado, Astrid Ximena; William Manuel Mora Penagos; Mora Penagos, William Manuel [0000-0003-4289-4842]; Chaves Mejía, Germán Alberto [0000-0002-9760-8834]; Cardona Londoño, Claudia María [0000-0001-5430-1392]; Pedraza Jiménez, Orfa Yamile [0000-0001-9907-7101]; Orjuela Osorio, Claudia Patricia [0000-0002-7857-2776]; Sanabria Rojas, Quira Alejandra [0000-0002-7005-9353]; Parsons Delgado, Astrid Ximena [0000-0002-7315-7469]This compilation of eight student works from the 2014-3 cohort, from the Science Education emphasis of the Interinstitutional Doctoral Program in Education at the Francisco José de Caldas District University (die-ud), is the result of structuring research projects in various aspects, ranging from the formulation of background information, the development of theoretical frameworks, the construction of state-of-the-art research, and proposals for methodological development. Each chapter presents an abstract in Spanish, English, and Portuguese, with the aim of linking this production to a broad search system that responds to a dissemination strategy and meets the expectations of readers in the international academic community of science education. The first four chapters are the result of work within the DIDAQUIM research group, the first under the direction of Professor Álvaro García Martínez, and the next three by Professor William Manuel Mora Penagos. The last four chapters were developed within the INTERCITEC group under the direction of Professor Adela Molina Andrade. The first chapter, entitled "Contributions of the History and Philosophy of Biology to the Construction of a Conceptual Profile of Biological Evolution," presented by Germán Alberto Chaves, connects the meta-disciplinary fields of the History and Philosophy of Biology with Biology Didactics from the theoretical perspective of a "Conceptual Profile" (CP) in the teaching of the concept of Biological Evolution (BE). In the second chapter, "Sustainability/Sustainability: A Differentiating Perspective from Latin American Environmental Thought," Claudia María Cardona reflects from a differentiating perspective, consistent with "Latin American environmental thought," on the sustainability/sustainability relationship as a contribution to the theoretical basis of the line of research on "Inclusion of the Environmental Dimension in Science Teaching," within the conceptual context of her research project on "University Teacher Training Linked to Curriculum Design: An Experience of Including the Environmental Dimension in Education Mediated by ICTs."Ítem ELT local research agendas I(Universidad Distrital Francisco José de Caldas) Castañeda Peña, Harold; Guerrero, Carmen Helena; Méndez Rivera, Pilar; Castañeda Londoño, Adriana; Dávila Rubio, Alejandro Mauricio; Arias Cepeda, Carlos Augusto; Lucero Babativa, Edgar Yead; Castañeda Trujillo, Jairo Enrique; Posada Ortiz, Julia Zoraida; Samacá Bohórquez, Yolanda; Guerrero, Carmen Helena [0000-0003-4011-788X]; Méndez Rivera, Pilar [0000-0001-9284-4611]; Arias Cepeda, Carlos Augusto [0000-0001-7554-043X]; Lucero Babativa, Edgar Yead [0000-0003-2208-5124]; Castañeda Trujillo, Jairo Enrique [0000-0002-3002-7947]; Posada Ortiz, Julia Zoraida [0000-0001-8919-5286]; Samacá Bohórquez, Yolanda [0000-0003-0072-073X]The book takes part in the ongoing Enfasis series and introduces a new line, titled ELT Local Research Agendas. The chapter students found in the current volume are derived from research agenda position papers they wrote during their first year in the PhD program. The position papers are testament to the high quality of scholarship led by the three core ELT Education faculty. The students have assembled comprehensive literature reviews for each of their selected topics. They engage deeply with theories across interdisciplinary spaces tying together theoretical strands developed in the fields of sociology, anthropology, cultural studies, among others. As positioned papers, the student texts close with research questions and suggested courses of action. Now placed in this new context, the student chapters read as informed calls to action of high interest to all ELT researchers, both junior and senior, and across contexts. Put another way, they have formulated critical questions of glocal scale in that they are of immediate, timely interest to ELT scholars in the local context of Colombia but also at the much wider global scale across the world. One anticipates the demonstrable impact that these research agendas will have on continued ELT scholarship world-wide. Also, it is valuable to note that, taken as a whole, the student contributions assert a decolonial and critical stance, and thus speak directly to issues of authority and legitimacy that current ELT professionals are struggling with (e.g., decolonialism, standard language ideology, language identity, teacher education, and poststructuralism). It is my understanding that this positioning within the decolonial and critical literature is part of a strategic effort to develop a local epistemology, or school of thought, to be identified with the ELT Education major. Without a doubt, this movement is clear to see in the current volume and one eagerly looks forward to continued articulation of that epistemology in subsequent edited volumes emerging from the program.Ítem Énfasis(Universidad Distrital Fransisco Jose De caldas) Castañeda Peña , Harold; Guerrero , Carmen Helena; Méndez Rivera, Pilar; Castañeda Londoño, Adriana; Dávila Rubio, Alejandro Mauricio; Arias cepeda, Carlos Augusto; Lucero Babativa, Edgar Yead; Castañeda Trujillo, Jairo Enrique; Posada Ortiz, Julia Zoraida; Samacá Bohórquez, Yolanda; Guerrero, Carmen Helena [0000-0003-4011-788X]; Guerrero, Carmen Helena [0000-0003-4011-788X]; Méndez Rivera, Pilar [0000-0001-9284-4611]; Arias cepeda, Carlos Augusto [0000-0001-7554-043X]; Lucero Babativa, Edgar Yead [0000-0003-2208-5124]; Castañeda Trujillo, Jairo Enrique [0000-0002-3002-7947]; Posada Ortiz, Julia Zoraida [0000-0001-8919-5286]; Samacá Bohórquez, Yolanda0000-0003-0072-073XThe book takes part in the ongoing Enfasis series and introduces a new line, titled ELT Local Research Agendas. The chapter students found in the current volume are derived from research agenda position papers they wrote during their first year in the PhD program. The position papers are testament to the high quality of scholarship led by the three core ELT Education faculty. The students have assembled comprehensive literature reviews for each of their selected topics. They engage deeply with theories across interdisciplinary spaces tying together theoretical strands developed in the fields of sociology, anthropology, cultural studies, among others. As positioned papers, the student texts close with research questions and suggested courses of action. Now placed in this new context, the student chapters read as informed calls to action of high interest to all ELT researchers, both junior and senior, and across contexts. Put another way, they have formulated critical questions of glocal scale in that they are of immediate, timely interest to ELT scholars in the local context of Colombia but also at the much wider global scale across the world. One anticipates the demonstrable impact that these research agendas will have on continued ELT scholarship world-wide. Also, it is valuable to note that, taken as a whole, the student contributions assert a decolonial and critical stance, and thus speak directly to issues of authority and legitimacy that current ELT professionals are struggling with (e.g., decolonialism, standard language ideology, language identity, teacher education, and poststructuralism). It is my understanding that this positioning within the decolonial and critical literature is part of a strategic effort to develop a local epistemology, or school of thought, to be identified with the ELT Education major. Without a doubt, this movement is clear to see in the current volume and one eagerly looks forward to continued articulation of that epistemology in subsequent edited volumes emerging from the program.Ítem Referentes curriculares con incorporación de tecnologías para la formación del profesorado de lenguaje y comunicación en y para la diversidadCalderón, Dora Inés; Soler Castillo, Sandra; Borja Orozco, Mirian Glidis; Muñoz González, Germán; Rojas Álvarez, Gloria; Medina, Giovanna Patricia; Díaz Couder Cabral, Ernesto; Blandón Jirón, Consuelo Lizeth; Centeno Bravo, Blanca Nevai; Zeledón Membreño, Obed; Ginocchio Laínez Losada, María Isabel; Espinoza Reátegui, Esther; Gómez, César Ernesto; Rocha Martínez, Rolando; Zarceño, Ada Janeth; Andreu, Patricia Carolina; Arce, Virginia Ketty; Sáenz Cortéz , Tania; Portilla Aguirre, Lilly; Vallejo, Jeimmy Tatiana; Soto, Diana; Compañ, Juan; Sermeño, Alba; Camacho, Silvia; Laime, Teófilo; Paco, Javier; Sanabria, Daniel; Pastor, Paola; Andrade, Fernando; López, Diego; Ruiz, Olga Lucía; Castro, Martha; Rodríguez, Santiago; Calderón, Dora Inés; Calderón, Dora Inés [0000-0003-1187-6668]; Soler Castillo, Sandra [0000-0003-3155-5642]; Borja Orozco, Mirian Glidis [0000-0003-1302-2690]; Muñoz González, Germán [0000-0002-4564-5828]; Rojas Álvarez, Gloria [0000-0002-1232-5115]; Díaz Couder Cabral, Ernesto [0000-0002-9152-017X]; Blandón Jirón, Consuelo Lizeth [0000-0003-0301-489X]; Centeno Bravo, Blanca Nevai [0000-0003-2391-238X]; Zeledón Membreño, Obed [0000-0003-2075-518X]; Ginocchio Laínez Losada, María Isabel [0000-0001-8538-2682]; Rocha Martínez, Rolando [0000-0002-9162-9861]; Zarceño, Ada Janeth [0000-0002-3948-2946]We present to the Ibero-American educational community the Second Edition of a pedagogical product, curriculum-based, resulting from an initiative driven by its key stakeholders: language teacher trainers, pre-service teachers, and in-service teachers. These individuals undertook a reflection on what needs to be considered in language teacher training to enhance their pedagogical and didactic practice in diverse contexts. This purpose is guided by the ethical-political conviction that education, and specifically teacher training, constitutes one of the pillars for building more just, more equitable, more understanding, and self-understanding societies, better oriented toward their own progress, and based on the foregoing, that live together more harmoniously. The first edition was managed by the National Pedagogical University of Mexico and was one of the products of the project "Curricular References with Technological Incorporation for Faculties of Education in the Areas of Language, Mathematics, and Sciences, to Serve Populations in Diverse Contexts," an ALFA III Project funded by the European Union and led by the Francisco José de Caldas District University. This second edition was managed by the Interinstitutional Doctorate in Education (DIE), based at Francisco José de Caldas District University, as part of its commitment to the ALTER-NATIVA project from its formulation and in support of the formation and development of the "ALTER-NATIVA Education and Technology in and for Diversity Network."Ítem La formación del profesorado de ciencias en contextos de diversidad. Una mirada desde la mediación con las TIC y la construcción de diseños didácticos.(Universidad Distrital Francisco José de Caldas) García Martínez, Álvaro; Merino Rubilar, Cristian; Rodríguez Pineda, Diana Patricia; Hernández Barbosa, Rubinsten; Reyes Cárdenas, Flor de María; Abella Peña, Leonardo Enrique; Guevara Bolaños, Juan Carlos; García Martínez, Álvaro [0000-0002-3597-6252]; Rodríguez Pineda, Diana Patricia [0000-0001-5813-7438]; Hernández Barbosa, Rubinsten [0000-0002-5595-5344]; Reyes Cárdenas, Flor de María [0000-0002-2722-646X]; Abella Peña, Leonardo Enrique [0000-0001-9179-1650]Information and Communication Technologies (ICT) have become an element of innovation within human knowledge. When applied directly to academic disciplines, ICT has gained traction due to growing interest from educators in these types of tools. However, to this day, ICT use is not widespread in Latin America. Its implementation is still in an initial stage due to various factors: a lack of equipment, network problems, and limited teacher training systems. This is closely linked to insufficient follow-up when implementing these technologies in educational institutions, as well as the methods and procedures used in qualification. Considering the above context, this document provides some guidelines for using the material developed in the Natural Sciences area of the ALTER-NATIVA Project, which is aimed at training teachers who work with diverse populations, incorporating ICT.Ítem Justificaciones públicas: el lenguaje en la vida moral y política(Universidad Distrital Francisco José de Caldas) Quintero Mejía, Marieta; Quintero Mejía, Marieta [0000-0002-8001-4511]Since ancient Greece, language, due to its intersubjective structure, has been considered to shape the ethos, or set of traits and behaviors of an individual or a community. Therefore, to a large extent, philosophers of morality and politics, from different frameworks and methods of analysis, have focused on the study of the meaning of language to investigate issues related to moral and political actions, as well as to analyze the commitments, agreements, promises, and value judgments made by citizens in their community ties and relationships with political institutions.Ítem Referentes curriculares con incorporación de tecnologías para la formación del profesorado de matemáticas en y para la diversidad(Universidad Distrital Francisco José de Caldas) León Corredor , Olga Lucía; Bonilla Estévez, Martha; Romero Cruz , Jaime Humberto; Gil Chavez , Diana; Correal Gutiérrez , Mónica; Ávila Garzón, Cecilia; Bacca Acosta , Jorge Luis; Cavanzo Nisso , Gloria Andrea; Guevara Bolaños , Juan Carlos; Saiz Roldán , Mariana Luisa; García Méndez , Rosa María; Saiz Roldán , Brígida Edith; Rojas Robles , Napoleón; Peralta Mendoza, Marlon Antonio; Flores López, WilliaM Oswaldo; Márquez Ramírez , Héctor AleJandro; León Corredor, Olga Lucía [0000-0003-4373-8630]; Bonilla Estevez, Martha [0000-0002-9694-0325]; Correal Gutiérrez, Mónica [0009-0008-1427-0294]; Ávila Garzón, Cecilia [0000-0002-2384-0518]We present the second edition of this document to professors and students from Faculties of Education in the areas of mathematics, and computer science or systems engineering, as well as to Ibero-American Faculties of Education and Ministries of Education. Our aim is to showcase the outcome of extensive discussions, reflections, analyses, and collaborative work that led to the need for consensus-based curriculum guidelines for teaching and learning processes in mathematics for Latin America and the Caribbean. Additionally, this document seeks to disseminate guidelines for designing guides on the proper use, utilization, and development of NIC (New Information and Communication Technologies) as support in teaching and learning processes within diverse contexts. These guidelines are based on defined references, organized around three fields of teacher training: education, pedagogy, and mathematics didactics; three structuring fields of school mathematics: quantity, form, and magnitude; and teacher training for two fundamental school levels: primary education and secondary education. The first part of the document provides a description and contextualization of the challenges involved in constructing these guidelines. The second part presents the recognition of diversity, specific didactics, technology, and their relationship with mathematics teacher training as cross-cutting themes for the curriculum guidelines. Following this, the curriculum guidelines are presented, taking into account the aforementioned training fields. The last part offers instructions for the use of these guidelines by three types of institutions and groups within the educational system involved in mathematics teacher training (the CAM Community). We hope that the results will benefit all individuals with diverse educational needs (NEED)—including those with hearing and/or visual impairments, indigenous populations, those in situations of economic and social vulnerability, and educational students and organizations—who will see their participation options in teaching and learning processes increased.Ítem Enseñanza de la literatura: Perspectivas contemporáneas(Universidad Distrital Francisco José de Caldas) Guevara Amórtegui, Carlos Arturo; Baquero Másmela, Pedro; Hernández Rodríguez, Daniel Arturo; Rodríguez, Humberto Alexis; Nicholls Anzola, Miguel Ángel; Borja Orozco, Mirian; Galeano, Arturo Alonso; Vargas Guillén , Germán; Nomesqui, John; Vargas A., María Isabel; Bustamante Zamudio, Guillermo; Bermúdez Antúnez , Steven; Chacón , Albino; Aristizábal, Pedro Juan; Guevara Amórtegui, Carlos Arturo; Guevara Amórtegui, Carlos Arturo [0009-0005-4394-361X]; Baquero Másmela, Pedro [0000-0002-6142-3387]; Hernández Rodríguez, Daniel Arturo [0009-0001-7056-8377]; Rodríguez, Humberto Alexis [0000-0002-2279-9883]; Nicholls Anzola, Miguel Ángel [0000-0001-7469-367X]; Borja Orozco, Mirian [0000-0001-9662-0826]; Galeano, Arturo Alonso [0000-0003-2172-1408]; Vargas Guillén, Germán [0000-0001-6156-799X]; Nomesqui, John [0000-0002-2055-7442]; Aristizábal, Pedro Juan [009-0009-3575-4623]The primary mission of a doctorate is to unlock the potential for constructing knowledge whose application aims to achieve necessary transformations in society. This simple consideration transcends the narrow perspective that doctoral studies, at least in our country, should be limited to implementing foundational cognitive processes, merely concerned with an impossible quest for updating knowledge in specific disciplinary fields. This pretense of mere cognitive "actualism" embodies an easygoing attitude that settles for comfortable reiteration and permanent consecration of theoretical models and canons, as well as work formats that have no profound or transformative effect on the historical or investigative consciousness of doctoral students, much less a positive extension to the critical spheres of a country's historical reality that desperately needs to be understood from its very core and realities. Our Interinstitutional Doctorate in Education, guided by its daily academic endeavor, demands, above all, the act of thinking about the country, approaching an understanding of its social, political, economic, scientific, aesthetic, and educational problems, and offering possibilities for concrete action that facilitate achieving collective goals and positioning the country in a higher realm of life. In our institutional context, pursuing a doctorate is equivalent to assuming a transformative commitment, an absolute and radically transformative commitment to human existence; if not, we are wasting our time or becoming complicit with those who, due to their historical myopia, have imposed miserable and inhuman living conditions that have led us to be on the list of countries with the greatest social injustice in the world. Either education transforms and expands the consciousness of individuals, or it is merely a distraction that simulates conditions, probably imposed, about the destiny and very meaning of human existence. The concern that effectively prompted us to hold the International Meeting on the Teaching of Literature was that, in this line of academic work, so important in formative processes, elements can be found that will allow us to consider a total transformation of pedagogical practices in literature and, at the same time, enable the opening of horizons that, from poetics, will allow young people and children in schools in the city and the country to discover other possible spaces and temporalities of life. Given the evident crisis in education in Colombia, we believe, as an initial assumption, that through the teaching of literature—as a place for a new existential poetics—paths can be opened to rediscover that human life is much more than mere consumerist vertigo; something much more complex than a simple unconscious existence, entangled in the web of a spirituality-reducing hedonism; something much nobler than the selfish practices of fierce individualism—of indifference to the suffering of others and hackneyed competition that characterize current society. In short, to intuit that human life can unfold in a higher dimension of consciousness, a consciousness not alienated by the traps laid by all the globalizing and homogenizing devices or apparatuses of political and social reality, that is, a consciousness capable of discerning and deciding its own historical destiny. We firmly believe that a poetics of existence is possible through the transformation of pedagogical practices in literature. By overcoming traditional schemes of repeating data, canons, theories, and prejudices held as truths, the weariness, indifference, apathy, and boredom caused by a mechanical activity that in no way touches the pulsating existence of children and young people will undoubtedly be overcome; a graceless and uncharming activity that lost its power when, by force of schematizing the sensible world of poetry, it also removed it from the affections of the child and youth soul and trivialized life itself. It is necessary to rediscover the potential of language, the infinite range of possibilities it contains in its poetic dimension, to approach the contemplation and understanding of what human existence can be at a given moment, such as the one we are currently experiencing. Literature becomes a line of action to rediscover the beauty of simplicity, the greatness of the ordinary, the strength of stillness, the clamor of silence, the value of the small, the minimum of the human soul. In its poetic dimension, literature teaches us the value of the past, the possibilities and clear horizons of the future; the trembling paths of love, the always unsettling tranquility of death, the joy of effort and the struggle to achieve one's dreams. Poiesis, in short, implies a different resurgence of the always pulsating enigma of life and the destiny of humanity on Earth. The essays included in this volume were written by professors and students of the highest academic level, all of them researchers and scholars of the problem of literature as a dimension that enables new perspectives on humanity and life. These are unpublished texts whose publication fills us with satisfaction, as these documents can serve in the endeavor to contribute to the improvement of the quality of education; quality understood as the possibility of understanding the role and place of humanity in its historical and cultural world, and not as mere instrumental training, which is what the so-called "quality of education" has been reduced to today. We are grateful for the fundamental support of the Universidad Distrital and its directives, as well as the unconditional support of the directors of the Doctorate in the Francisco José de Caldas Distrital University Chapter; the professors from the Early Childhood Pedagogy and Spanish Language Projects, and doctoral students; all of whom participated with their magnificent presentations on behalf of the Institution. Also, of course, we appreciate the generous participation of the Doctorate chapter from the National Pedagogical University. Likewise, to Professors Albino Chacón and Steven Bermúdez, from Costa Rica and the Bolivarian Republic of Venezuela, respectively, as well as our undergraduate students; to all of them, for their effort, commitment, and unwavering responsibility. We hope this book serves as a starting point for new reflections, new publications, and indeed, new encounters where dialogue can take place regarding the possibility of constructing systems for understanding reality and knowledge that—from literature—allow us to discover that another world and another University are possible.Ítem Conocimiento profesional del profesor de ciencias de primaria y conocimiento escolar(Universidad Distrital Francisco José de Caldas) Martínez Rivera, Carmen Alicia; Jiménez Narváez, María Mercedes; Obregoso Rodríguez, Alba Yolima; Vallejo Ovalle, Yolanda Catalina; Valbuena Ussa, Édgar Orlay; Hamed Al-lal, Soraya; Rivero García, Ana; Solís Ramírez, Emilio; Reyes Roncancio, Jaime Duván; Martínez Rivera, Carmen Alicia; Valbuena Ussa,Édgar Orlay; Martínez Rivera, Carmen Alicia [0000-0003-3822-2920]; Jiménez Narváez, María Mercedes [0000-0002-6332-4761]; Valbuena Ussa, Édgar Orlay [0000-0003-4185-3862]; Hamed Al-lal, Soraya [0000-0003-3837-7981]; Rivero García, Ana [0000-0002-3130-6905]; Solís Ramírez, Emilio [0000-0002-5595-6283]This book compiles the results of the work of four research groups, three Colombian (Francisco José de Caldas District University, National Pedagogical University, University of Antioquia) and one Spanish (University of Seville, Spain), from a common theoretical and methodological foundation in relation to the Professional Knowledge of Primary Science Teachers (PKT). This book particularly uses the international conceptual framework known as Pedagogical Content Knowledge (PKC) and teacher improvement processes, using a didactic tool known as the "Progression Hypothesis". This book offers an opportunity to observe the positions of groups from four different universities collaborating in its development. Although it is not necessarily a monographic, state-of-the-art project, as is commonly found on the market, it contributes significantly with specific research cases and the design of strategies and instruments that can serve as examples for researchers and teachers interested in science teacher training from a PKT perspective.The various works established in six chapters, written as research articles, can be read independently or together, as they show elements of complementarity in both contextualization scenarios and methods and scope in their conclusions. Although each chapter presents its own summary, it is possible to highlight the following central ideas from each of them: Chapter 1. This paper investigates whether the knowledge used by teachers in their teaching activity is equivalent to scientific knowledge or is a transformation of this into school knowledge. It is evident that the result is more due to a process of hybridization and transition towards school knowledge in the participating teachers, without reaching a completely desirable state theoretically. Chapter 2. As a result of a doctoral thesis, which investigates the professional integration in the school context of recent graduates of the science teacher training program, it is shown how initial and ongoing training require integrating this stage of integration if they want to be effective in teaching. What is observed is that in this process traditional, technological and complex, showing hybridizations particularly of the last two - technological and complex - which allow us to infer that the training processes of these teachers before graduating from the initial training course, already have important advances compared to traditional models. Chapter 4. The results of the design, validation and application of a quantitative instrument are shown, in the form of a survey with a Likert scale, which allows a comparative evaluation of teaching conceptions from the traditional (mt) and alternative (mie) models, about school content, students' ideas, teaching methodology and evaluation. This instrument is used to evaluate the conceptions of a group of teachers in initial training after taking a constructivist course, concluding that there is a predominance of the school research model over the traditional model, showing evidence that the observed differences are statistically significant. Chapter 5. After describing a broad theoretical framework proposed by the DIE group at the University of Seville, which proposes that dominant professional knowledge can be constituted by academic knowledge, knowledge based on experience, routines and action scripts, and implicit theories; and that the desirable professional knowledge would present as sources metadisciplinary knowledge, basic disciplinary knowledge, and experiential knowledge, the theoretical and investigative need arises to establish a relationship between didactic models and levels of formulation of the PIAs (Areas of Professional Research) of practical-professional problems of teaching action, which allow for the study of the evolutionary and complexifying processes of professional teaching practice. It is shown how this framework works in initial teacher training, evaluating the differences between what is justified, what is designed, and what is reflected upon in the action; concluding that the evolution of teachers' curricular conceptions throughout the training process has gone from positions closer to intermediate levels, with few nuances in the reference levels, to levels closer to the starting levels. Chapter 6. As a result of doctoral research on Didactic Content Knowledge (dck), a hypothesis of progression is proposed regarding teaching activities of the electric field concept, through a theoretical development of four levels of formulation: uncritical level, logical reflective level, innovative level, and comprehensive reflective level; establishing that the aim is not to generate didactic laws or inflexible routes with them, but rather, from different pedagogical references, better ways are shown to enable the transformation of physical content into content comprehensible by students. In general, it can be said that this book compiles several research reports in the field of Professional Knowledge of Primary Natural Science Teachers (cpp), from the perspective of pck (Pedagogical Content Knowledge), as well as in relation to school knowledge, methodology Here's the English translation of the provided text: qualitative, case study, and content analysis, across three levels of teacher training: initial training (still pursuing a teaching degree), recent graduates, and continuing professional development (with several years of teaching experience). This highlights the need to articulate these three stages, which represents significant potential for designing strategies in teacher education. Therefore, the developed theme is relevant and highly current, both for the research community in the field of professional teacher knowledge and for faculties that train primary natural science teachers. The book maintains an adequate balance between theory and empirical research experiences, making it a good reference for students and teachers in natural science teacher training programs, for both primary and secondary education. The experiences presented suggest that initial training processes have facilitated progression to more complex and desirable stages, often characterized by hybrid levels, although after graduating (from teacher training faculties) and over time, states of progression-regression may appear, particularly when traditional didactic models prevail in school settings. The book allows for the establishment of different, mostly complementary, perspectives from the invited authors' particular viewpoints. Their theoretical positions—some still under construction, others consolidated but always open to confrontation with the results—leave an open debate on the relationships between CPP and PCK (where one could include the other, or vice versa), understanding PCK as a summation of knowledge or as hybridizations. It also exposes the potential of progression hypotheses in teacher training and the need for their interpretation as progression-regression hypotheses or simply as transition hypotheses, as the compilation clearly shows a great diversity of interpretations, yet also a richness, for continuing to strengthen the research line on CPP and PCK, and their relationship with school knowledge.Ítem Historia, Filosofía y Didáctica de las Ciencias: Aportes para la formación del profesorado de ciencias(Universidad Distrital Francisco José de Caldas) Izquierdo Aymerich, Mercè; García Martínez, Álvaro; Quintanilla Gatica, Mario; Adúriz Bravo, Agustín; García Martínez, Álvaro [0000-0002-3597-6252]The book History, Philosophy, and Didactics of Science: Contributions to Science Teacher Training, by Mercè Izquierdo Aymerich, Álvaro García Martínez, Mario Quintanilla Gatica, and Agustín Adúriz Bravo, addresses an important topic for science teacher training: the contributions of the history and philosophy of science that propose strategies for science teaching. The authors, masters of science education and its special emphasis on the history and philosophy of science, present a fairly comprehensive overview of the topic, while exemplifying its use through the suggestions of well-prepared teaching units that culminate each chapter of the work. It is, therefore, a valuable work for pre-service and practicing teachers in the areas of natural sciences, as well as for master's and doctoral students in educational sciences. The clarity and depth with which the book addresses various issues related to the history and philosophy of science and their application in the development of teaching units for science courses makes it a must-read for anyone interested in delving deeper into the areas of Didactics and the History and Philosophy of Science. The contributions range from the presentation of well-founded arguments on why and how to introduce studies in the History and Philosophy of Science into teaching and research in didactics, to the importance of discussing teacher training based on HFC, providing invaluable models for application in this process. The book concludes with a discussion on the nature of science and citizenship education, concluding with compelling arguments this beautiful work that the reader holds in their hands.Ítem El conocimiento profesional del profesor(a) de ciencias de primaria sobre el conocimiento escolar: dos estudios de caso, en aulas vivas y aulas hospitalarias del distrito capital de Bogotá(Universidad Distrital Francisco José de Caldas) Martínez Rivera, Carmen Alicia; Torres Amado, Lucy; Álvarez Vargas, Elda Estella; Sánchez, David Andrés; Martínez Rivera Carmen Alicia; Martínez Rivera, Carmen Alicia [0000-0003-3822-2920]In this book we present the results of the research THE PROFESSIONAL KNOWLEDGE OF SCIENCE TEACHERS ABOUT SCHOOL KNOWLEDGE: TWO CASE STUDIES IN THE CAPITAL DISTRICT, funded by the Center for Research and Scientific Development (CIDC) of the Francisco José de Caldas District University and carried out in the context of the research line "The Professional Knowledge of Science Teachers and School Knowledge" of the Emphasis on Science Education in the Interinstitutional Doctorate in Education, of the same university. Since Martínez's doctoral thesis (2000), we have proposed conceptual categories to understand this knowledge, organized through a hypothesis of progression in different levels of complexity. In this research, we revisit this proposal, enriched by other studies in this line. These studies, in the Colombian context and particularly in Bogotá's district schools, allow us to understand the complexity of primary school science teachers' professional knowledge. This knowledge, based on different perspectives and informed by the theoretical context of education in general and science didactics in particular, has been nurtured in recent decades. This knowledge contributes significantly to highlighting the teacher as an intellectual and the school as a living space for creation. We construct two case studies with teachers who lead or participate in innovative initiatives, Living Classrooms and Hospital Classrooms, which seek alternatives to traditional teaching approaches. We analyze the cases from the categories: School Content, Sources and Selection Criteria of School Content, Epistemological References and Criteria of Validity of School Knowledge, which we study from three levels of analysis: declarative, action and reflection, and from three categories that we have been deepening in our work: Dynamic Axes, Obstacle and Questioning.Ítem Enseñanza de las ciencias y cultura: múltiples aproximaciones(Universidad Distrital Francisco José de Caldas) Molina Andrade, Adela; Niño El-Hani, Charbel; Sánchez Arteaga, Juanma; Pérez Mesa, María Rocío; Suárez, Oscar Jardey; Bustos Velazco, Edier Hernán; Archila, Pablo Antonio; Castaño Cuéllar, Norma Constanza; Hernández Barbosa, Rubinsten; Aristizabal Fúquene, Andrea; Molina Andrade , Adela; Molina Andrade, Adela [0000-0002-6802-5533]; Niño El-Hani, Charbel [0000-0002-2308-3983]; Sánchez Arteaga, Juanma [0000-0001-6266-4038]; Pérez Mesa, María Rocío [0000-0001-8951-1488]; Suárez, Oscar Jardey [0000-0001-8780-595X]; Archila, Pablo Antonio [0000-0003-0225-4701]; Castaño Cuéllar, Norma Constanza [0000-0001-6747-3986]; Hernández Barbosa, Rubinsten [0000-0002-5595-5344]; Aristizabal Fúquene, Andrea [0000-0003-2043-8686]; Molina Andrade, Adela [0000-0002-6802-5533]This text constitutes the second volume of the research report for the project "Science Teachers' Conceptions of the Phenomenon of Cultural Diversity and its Implications for Teaching," funded by the CIDC of the District University and Colciencias. It covers the developments of the doctoral seminar "Science Teaching and Culture: Multiple Approaches" and its impact on both the research for the participants' doctoral theses and on their training as doctors in Education, as well as on the strengthening of this level of studies. The book is composed of eight chapters. The first contains a description of the seminar, using several of the texts discussed therein as reference. The following seven chapters correspond to essays written by the doctoral students, in which they reflect on science education, addressing topics such as conceptions of biodiversity, cultural artifacts, and learning objects culture-territory relations, scientific argumentation and literacy, alternative ways of thinking, cultural context and curriculum, and professional identity, which represent not only a contribution of the Seminar to their respective doctoral theses, but also broaden and enrich perspectives on the topic of science teaching and culture. As mentioned above, the first chapter offers a description of the doctoral seminar "Science Teaching and Culture: Multiple Approaches," offered by the Interinstitutional Doctorate in Education at the Universidad Distrital campus. This seminar was held in the second semester of 2011, in its third version. It was directed by Professor Adela Molina and included (in its three versions) contributions from Professor Charbel Niño El-Hani, from the Federal University of Bahia, as a visiting professor. Furthermore, this third version of the seminar was supported by Professor Juanma Sánchez-Arteaga, also a researcher at the Federal University of Bahia (Brazil), who participated in the conceptualization and writing of the text on scientific racism.The topics addressed in this chapter, which correspond to those developed in the seminar, are: (a) Discussions around the concept of culture; (b) Multiple meanings of the concept of scientific culture and its implications for teaching goals; (c) Multicultural debates in science teaching; (d) Scientific racism and science teaching; and (e) Cultural diversity, cultural context, and science teaching: the case of teachers' conceptions. In the second chapter, authored by doctoral student Rocío Pérez, the conceptions of biodiversity are addressed, considering the perspectives of science and cultural diversity in relation to teaching, essential aspects in the production of meanings and the configuration of relationships with the world. In this regard, biodiversity in its ontological constitution and the idea of otherness, from cultural diversity, acquires political, social and epistemological dimensions of a historical nature that cross through strong debates between internalist and externalist approaches to science and epistemological discussions in relation to the sharp division between the context of discovery and the context of justification, which transcend the teaching of science and pose profound questions to society, among which the so-called biodiversity crisis stands out. It is proposed how we are currently observing the beginning of a shift towards local historical considerations that emerge in the configuration of conceptions closely related to cultural contexts and the recognition of the otherness, supported by constructivist referents, which put forward alternative educational proposals and show the need for an epistemological and didactic decentering, in addition to offering other options in the reassembly of nature-culture relationships as enclaves of a new social project that involves the recognition of the other and the reconnection between the human and the non-human, as possible perspectives for the care of life in all its expressions and a rethinking of biocultural diversity. In the third chapter, authored by doctoral candidate Oscar Suárez, some reflections are raised on "learning objects as cultural artifacts," where five aspects are developed: conceptions and representations, learning objects, cultural artifacts, the consequences of seeing learning objects as cultural artifacts, concluding with reflections on the conceptions of teachers and students in the use of learning objects as a field to explore. The arguments described lead to the proposal of the benefits of treating learning objects as cultural artifacts and the study of conceptions as a necessary element that could drive didactic changes in their use. In the fourth chapter, authored by doctoral candidate Edier Bustos, the reader finds a proposal oriented to the teaching and learning of science, whose vision maintains a close relationship between education, culture, and territory. The proposal is presented from a cultural perspective, considering the school as a socially constructed territory based on all the social relationships that individuals have within the territorial approach. Starting from the position of the territory as a space of articulation for the development of the communities that interact within it, where the territory emerges in terms of sociocultural relations, represented by their interactions/valued expressions of space with significance for the community, where identity is established in terms of the appropriation of the interactions that occur within it. These ideas are complemented by the recognition of social, cultural, and historical roots, as well as the conception that land has a symbolic meaning. Therefore, it could be affirmed that territory is a preponderant factor in strengthening cultural identity. In the fifth chapter, authored by doctoral candidate Pablo Archila, some of the contributions that argumentation in general offers to the teaching and learning of science are specified, and in particular, the foundations that position it as a language tool and that favor the management of one of the obstacles that scientific literacy must overcome: the language of science. At the same time, the idea is defended that argumentation, as a multidisciplinary subject, plays a determining role in the ways in which science students construct understandings and conceptions about school scientific knowledge (Stipcich, Islas, & Domínguez, 2006; El-Hani & Mortimer, 2007; Texeira, 2010). To this end, questions such as: What does argumentation contribute to science teaching? And what type of scientific culture is addressed in school when argumentation is used? The discussion of these issues allows us to go beyond the image of argumentation as a technique (Texeira, 2010) to consider it as an element that favors scientific literacy as one of the dimensions that could enhance alternatives that privilege a more committed education where school science results in the formation of critical and reflective citizens highly included in the society that they understand and transform (Cajas, 2001; Désautels, Jacques and Larochelle, 2003; Martínez and Molina, 2011) and not for the mass and imposed modeling of scientific minds. In the sixth chapter, authored by doctoral student Norma Constanza Castaño, the influence of Colonizing and modernizing processes as practices of domination, which influenced the forms of appropriation and invisibility of local knowledge, while simultaneously fostering the hegemony of worldviews based on Western thought. Likewise, the book studies the relationships between knowledge and power as organizers of social hierarchies; the importance of recognizing sociocultural contexts and recovering experience in science education as a way of fostering alternative forms, based on the possibilities of interculturality, in a country like Colombia, which is considered multiethnic and multicultural. In the seventh chapter, authored by doctoral candidate Rubinsten Hernández Barbosa, the relationship between cultural context and curriculum in science teaching is discussed around four aspects. The first addresses the relationship between culture and education; it is based on the idea that to understand this relationship, it is essential to recognize the importance of the cultural context in the educational process, since it is through it that individuals express their ways of relating, their interests and their ideas, among other aspects. This idea leads to a rethinking of the role of the school, which must be reformulated; moving from a unifying, neutral, universal, and extraterritorial space to one that recognizes cultural diversity and its implications. The second aspect refers to perspectives on science teaching that take cultural diversity into account. Some research approaches that consider context and cultural diversity are described, and four science teaching positions on this subject are also identified. In the third aspect, some ideas on teacher training are presented, since it has been established that one of the difficulties in developing educational processes that take into account the cultural context is related to traditional teacher training programs. Finally, the fourth aspect addressed is the relationship between teachers and the curriculum. It is noted that the curriculum has traditionally been developed without considering the cultural contexts of educational institutions. Chapter eight, by Andrea Aristizábal, presents some theoretical discussions on the relationships between cultural identity and teacher professional identity. This merits reflections on the conceptualizations of culture, cultural identity, teacher training, and, finally, teacher professional identity as a cultural product. The purpose is to characterize the variations in teacher identity in the country, as a manifestation of the cultural changes that have occurred.Ítem Elementos para una didáctica del lenguaje y las matemáticas en estudiantes sordos de niveles iniciales(Universidad Distrital Francisco José de Caldas) Calderón, Dora Inés; León Corredor, Olga Lucía; Calderón, Dora Inés [0000-0003-1187-6668]; León Corredor, Olga Lucía [0000-0003-4373-8630]This book presents the results of the research project "The Development of Communicative Competence in Mathematics in Deaf Students," code 1130-405-20203, co-funded by Colciencias and the Francisco José de Caldas District University from 2007 to 2010. The project was carried out by the Interdisciplinary Research Group on Language and Mathematics Pedagogy (GIIPLyM). In general terms, the aim was to design a didactic proposal for the initial mathematical education of deaf children, based on the mathematical development of Colombian Sign Language and its relationship with semiotic systems such as Spanish, geometric figural systems, and decimal numeration. To investigate the development of communicative competence in mathematics in early-grade students, the research methodology known as didactic engineering (Artigue et al., 1995; Calderón and León, 2012) was chosen. Using this methodology, a design was developed to achieve the aforementioned macro objective, based on the development of four engineering phases: the preliminary analysis phase, in which the state of the phenomenon under investigation was studied, that is, the state of mathematics and language education in classrooms for deaf children in early grades, and the preparation of the elements for the didactic design. To this end, three ethnographies were conducted in schools exclusively for deaf children. The second phase of a priori analysis was dedicated to the conception and design of teaching situations, which resulted in the DIDACTIC DESIGN constructed for the development of communicative competence in mathematics. The didactic design was considered a macro device that articulated mathematical, cognitive, and linguistic-communicative aspects from the perspective of teaching and learning. The third and fourth phases of experimentation and a posteriori analysis constituted the validation of the design and the identification of emerging didactic aspects.Ítem Miradas contemporáneas en educación: Algunos puntos clave para el debate(Universidad Francisco José de Caldas) Verrangia, Douglas; Maura, Lori; Riechmann, Jorge; Molina Hurtado, María Mercedes; Tamayo Alzate, Óscar Eugenio; D’Amore, Bruno; Zambrano Leal, Armando; Mosquera Suárez, Carlos Javier; Mosquera Suárez, Carlos Javier [0000-0001-8640-0803]; Verrangia, Douglas [0000-0002-1943-4760]; Molina Hurtado, María Mercedes [0000-0001-8869-7743]The complex and evolving dynamics of contemporary societies present an ongoing challenge for academic communities, necessitating continuous debate regarding current educational issues. Intellectual engagement within research environments fosters interaction and collaborative work among local, national, and international academic teams, strengthening and enriching the construction of specialized theories and practices. In the field of education research, this can act as a driving force for integrating diverse components of educational knowledge, contributing to problem-solving and expanding understandings of various educational contexts. The "Contemporary Perspectives in Education: Key Debates for Discussion" Seminar has become a dynamic space for interaction among researchers, teachers, students, and the general public interested in educational debates. It has proven instrumental in opening up epistemological, sociological, historical, pedagogical, didactic, and cultural reflections on various approaches and trends in Education Research, from multiple conceptual and methodological perspectives. Consequently, this Seminar is primarily aimed at the academic and educational community of the Universidad Distrital Francisco José de Caldas, teachers from schools in Bogotá, and generally, educators from various universities and individuals interested in the diverse subjects discussed therein. This second publication is a collaborative effort, a product of some of the sessions held during the "Contemporary Perspectives in Education" Seminar over the past year. It features seven chapters, each corresponding to a conference delivered by distinguished national and international research professors who participated as guests in the curricular and research developments of the Interinstitutional Doctorate Program in Education, based at the Universidad Distrital. Firstly, Dr. Douglas Verrangia from the Federal University of São Carlos (Brazil) presents his conference titled "Multiculturalism, Ethno-Racial Relations and Science Teaching: Some Challenges." He addresses the multifaceted consequences arising from the implementation of Law 10.639/2003 and CNE/CP Opinion 003/2004, which mandate the teaching of African History and Culture in Brazilian schools. Teachers, therefore, face an epistemological paradox requiring discussion for just curricular implementation and a socio-educational vindication of the Black Social Movement. Verrangia adopts a critical stance to situate African and Afro-descendant intellectual production within the field of Science. The second chapter, "Mathematics and Semiotics in the Classroom: A Necessary Point of View," by Dr. Maura Iori from the University of Bologna and the University of Palermo (Italy), highlights the importance of incorporating Semiotics into classrooms. One of the main obstacles for students to become familiar with mathematics lies in the difficulty they face in interpreting the semiotic representations encountered in class. To address this, Iori proposes an articulated management of Peirce's semiotic-interpretive approach and Duval's semiotic-cognitive approach. Dr. Jorge Riechmann's conference, "Understand, Fight, Love: The Life and Thought of Paco Fernández Buey (1943-2012)," is presented in the third chapter. This provides a detailed study of the life and work of this Spanish philosopher. His conference allows us to recognize a Fernández Buey who embodies a polyphony of life: his experiences as a teacher, his political thoughts, his communist proposals, and even his contributions to the philosophy of science, among many other facets of a man whom Riechmann describes with the words of sociologist Antonio Izquierdo Escribano: "Paco... is a lot of Paco." In chapter four, titled "Historical Research as a Tool to Guide Educational Processes," Dr. María Mercedes Molina Hurtado from the National Autonomous University of Mexico (UNAM, Mexico) reflects on the importance of research as a necessary and permanent element for teachers' work. She emphasizes how this must transcend simple academic discussions or inconsequential conferences to become a fundamental part of concrete classroom action. Similarly, the author reflects on the uses, characteristics, and potential weaknesses of Oral History as a research model. Furthermore, Dr. Óscar Eugenio Tamayo from the University of Manizales (Colombia), in chapter five titled "Domain-Specific Didactics and Modularity of the Mind," explores potential relationships between specific and general Science Didactics and the concept of mind modularity, as developed by cognitive sciences. To do so, he approaches the concepts of modules and modularization from a neuroscientific perspective, with constant interventions from Didactics in this dialogue of knowledge. Concepts such as representations, metacognition, and conceptual change, among others, are discussed. Chapter six serves as a recognition from the Universidad Distrital Francisco José de Caldas (Colombia) to Dr. Bruno D'Amore, who received an honorary PhD in Social Sciences and Education from the University of Cyprus in October 2013 for his notable contributions to Mathematics Didactics. This chapter, titled "Learning Mathematics to Use its Language Universally," is the translated version of the speech delivered by the Professor during his honorary doctorate acceptance ceremony. Here, D'Amore describes seven essential points where he discusses, basically, through various historical examples and diverse metaphors, the transcendence of mathematics and its teaching in the development of human knowledge. He continuously highlights the role that Mathematics Didactics has played in Scientific Research. Finally, Dr. Armando Zambrano Leal from ICESI University (Colombia), in chapter seven titled "From Classical Formation to Contemporary Formation," particularly addresses two themes: firstly, he describes the influence of mimesis or imitation in early training practices; secondly, he offers a strong critique of the disciplinarization process that led to Contemporary Formation. The author provides a historical overview describing the factors that contributed to the emergence of Humanism and its particular characteristics, leading to the progressive transformation that eliminated the idea of Classical Formation, primarily using the postulates of Michel Foucault and Phillipe Meirieu as theoretical support. Zambrano presents an important reflection based on his professional and academic experience, as well as recent studies on Education and Formation processes. We can thus affirm that this work presents itself as a highly relevant contribution to academic discussion concerning cultural diversity, mathematics and science didactics, language studies, and historical research. It also holds undeniable value for the various educational communities that engage with it. In this way, the Interinstitutional Doctorate Program in Education of the Universidad Distrital Francisco José de Caldas (DIE-UD) continues to advance actions that strengthen its mission, striving to extend to the community of specialists and interested individuals, developments related to educational contexts through the invaluable contributions of the aforementioned authors.Ítem Concepciones y prácticas sobre la oralidad en la educación media colombiana(Universidad Francisco José de Caldas) Gutiérrez Ríos, Mirta Yolima; Rodríguez Luna, María Elvira; María ElviraWithout losing sight of the spontaneity and richness of spoken language, we construct ourselves through our own voices and those of others, embracing their echoes, resonances, complaints, and evocations. In this endless stream of present and absent voices, the simultaneity of memory and listening become vital elements of the imprint left by those primal narratives that now form our narrative experience. As Raymundo Mier (2009) states, this intertwines the desire for speech and the desire for listening; that is, the act of vocal narration highlights the asymmetry between speaking and listening. To hear ourselves narrated means recovering our own voice in the mouth of another, and to listen to that voice implies assuming our own listening as a prefiguration of the other's narrative experience. Without overlooking this spontaneous nature of orality and the very fact that we are born and constituted in and through verbal exchanges, we also recognize the need for specific communicative, socio-affective, and cultural conditions to establish more democratic interactions with the contemporary world through an exercise of responsible citizenship and participation in the common public space. From this active and interactive perspective of orality, which acquires a performative power, this work presents an analysis of the disciplinary and didactic conceptions of spoken language in current Colombian schools. This analysis stems from a doctoral thesis on the development of oral discursive competence in secondary education. This study arises from a concern about the absence of a pedagogical tradition surrounding the progressive and systematic teaching of orality, particularly when contrasted with the contemporary school's ideals of educating citizens whose oral discursive mastery is a factor of inclusion in various spheres of social action. This is undoubtedly a complex task that, while not new, simultaneously demands positioning oneself in a global scenario where social actors represent new resistances and identities, other ways of interrelation, and diverse forms of emancipation and creation. Therefore, this research adopted a social inquiry with a phenomenological and interpretive approach to teaching. Its aim was to contribute to the construction of a theoretical and methodological framework that would not only improve students' communicative abilities but also facilitate the study of spoken language as an object of knowledge. Thus, the study of orality is approached from a socio-discursive interactionist perspective, considering its nature, social uses, forms of realization, and processes involved in transforming its intrinsic knowledge into didactic representations comprehensible within the educational field. This motivation led to a first hypothesis: In contemporary society and schools, there persists an imbalance in the value given to spoken language compared to written language and other forms of communication, stemming from a system of beliefs, meanings, and rules of action derived from the history and evolution of societies. Consequently, this study focuses on the conceptions of Spanish language teachers as mother tongue educators, who are considered responsible for understanding and supporting the importance of this language activity and proposing didactic actions for its reflective and systematic development. The state of the art in this research revealed the need to genuinely and effectively integrate oral comprehension and production processes into the school curriculum. This means recognizing the implications of speaking and listening activities in teaching and learning processes, thereby acknowledging the interdisciplinary dimension of orality and, consequently, a set of sociocultural, psycho-pedagogical, linguistic, and discursive conditions that enable its appreciation and understanding in school learning. Furthermore, previous research showed that proposals on orality didactics in secondary education fundamentally aim to recognize the problem and propose strategies for change, which confirmed the second hypothesis: The current school context lacks a pedagogical tradition and didactic reflection on orality; therefore, studying teachers' conceptions of spoken language teaching constitutes a first step to understanding and conceptualizing this phenomenon. The study and progressive transformation of disciplinary and didactic conceptions about language teaching necessitate pedagogical and political decisions, which in turn demand a drastic change in the traditional distributive and classificatory teaching of language. In Colombia, this issue has not been sufficiently addressed by curriculum reforms and teacher training programs in the field of language. On the contrary, in mother tongue and literature teaching programs, there is a marked disconnect between theory and pedagogical practice, knowledge that underpins teaching work. There is, however, a transition from grammar and language structure-centered training to teacher training emphasizing philosophical humanism and social research. Nevertheless, the disarticulation between their epistemological, disciplinary, and methodological frameworks and the problematic aspects of educational realities persists. A clear evidence is the occasional and intuitive treatment given to the teaching and learning of spoken language in school, due to teachers lacking solid training to guide these practices. These and other theoretical and methodological assumptions developed in this work lead to its guiding questions: What are the disciplinary and didactic conceptions of spoken language manifested in the discourse and practices of Spanish language teachers? What relationships exist and what implications do these conceptions have for spoken language teaching practices in secondary education classrooms? And, in general, what are the foundations, guidelines, and strategies that support a teacher training proposal aimed at the reflective and systematic teaching of spoken language in secondary education? Consequently, conceptualizing orality as an object of teaching implies a complex process of awareness and transformation from a reference knowledge—largely absent in schools—to teachable knowledge. Hence the importance of approaching the disciplinary and didactic conceptions of Spanish language teachers regarding spoken language teaching, to understand their operational frameworks and methodologies. This analysis highlights the disciplinary, pedagogical, and social relevance of this work, whose significance lies in the absence of studies addressing these specific topics, thus making it a reference and a tool for teacher reflection to confront the impact of the conceptions guiding their educational action. This theoretical-practical knowledge gap and the author's particularity of belonging to the teaching community shaped the research path and gave meaning to the central objective of "contributing to the study of the development of oral discursive competence in secondary education based on the analysis of disciplinary and didactic conceptions of spoken language in current Colombian schools." The work is situated in the fields of education, pedagogy, and didactics, and encounters its first conceptual tension when inquiring into the what, how, and why of spoken language teaching. The phrase "to teach spoken language" is used intentionally to give meaning to this postulate, as for some, it might seem paradoxical to think about "teaching to speak and listen," especially at advanced school levels, as in this case. It is, therefore, about reconstructing and giving meaning to orality as an object of teaching, based on the complexity of relationships that can be established between pedagogical practice and the disciplinary and didactic conceptions of orality. The first chapter succinctly presents the tensions, openness, and needs related to various notions of orality (meanings), its forms of materialization and configuration (manifestations), its approach from different disciplinary fields (perspectives), and its uses (functionality) in sociocultural and school contexts. For this purpose, the instituting and instituted dimensions of orality are adopted. The second chapter presents the analysis, interpretation, and discussion of didactic and disciplinary conceptions of spoken language teaching. Considering that various conceptions with different gradations derive from this central metacategory, they are presented through progression hypotheses derived from the most recurrent statements in interviews and discussion groups, as well as the predominant actions in didactic sequences and their self-confrontation. Contingencies and correspondences between conceptions and practices related to the teaching and learning of spoken language are analyzed, and finally, results are discussed, and theoretical and methodological contributions are made. Guidelines for formulating a teacher training proposal aimed at developing oral discursive competence will be published in another work. This proposal derives from the results obtained and is based on the theoretical assumptions of teachers' professional knowledge. The specific contribution is to propose a reference framework that integrates sociocultural, psycho-pedagogical, linguistic, and discursive dimensions as essential foundations for elaborating the aforementioned guidelines. This is done without losing sight of the sensory capacity of the spoken word—its contact, fascination, and the recognition of a certain taste, smell, and fluidity that make orality awaken sensory activity and acquire a greater sensuality than writing.