Doctorado Interinstitucional en Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11349/30016
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Ítem Escuela y educación superior: temas para la reflexiónRengifo Correa, Ángela Adriana; Arias Gómez, Diego; Martínez Mora, Nathalia; Castañeda Rojas, Giovanny; Velásquez León, Luis Fernando; Gil Chaves, Diana; Rodríguez Valbuena, Luisa Fernanda; Molina Gómez, Carlos Alberto; Orfa Garzón Rayo, Orfa; García Sánchez, Bárbara Yadira; García Sánchez, Bárbara Yadira [0000-0001-9363-6259]; Velásquez León, Luis Fernando [0000-0003-2218-7737]; Rodríguez Valbuena, Luisa Fernanda [0000-0003-3845-350X]; Molina Gómez, Carlos Alberto [0000-0002-6153-7675]This book presents progress of doctoral thesis projects of the Emphasis on History of Education, Pedagogy and Comparative Education of the Interinstitutional Doctorate in Education of the Francisco José de Caldas District University, the National Pedagogical University and the Universidad del Valle. The book is divided into four parts: School and curriculum; School and violence; Teacher training and critical pedagogies and Higher education.Ítem Usos de las narrativas, epistemologías y metodologías: Aportes para la investigaciónQuintero Mejía, Marieta; Quintero Mejía, Marieta [0000-0002-8001-4511]Since the 80's we have witnessed the emergence of the use of narrative in qualitative research. In this book seeks to present some epistemological assumptions that allow researchers to understand the conceptual postulates in this field. For this, from the philosophy Authors such as Aristotle and Ricoeur will allow the narrative to be situated as a source of understanding of human experience. In addition, to present the place of narrative in understanding of virtues and vices, the figure of the narrator, in the works of Benjamin, Todorov and Arendt, reveals the silence and the ruins of the community resulting from wars and armed conflicts. These conceptual journeys are accompanied with the presentation of methodologies for research of a hermeneutic nature.Ítem Technology in ELT: Achievements and challenges for ELT developmentCastañeda-Peña, Harold; Guerrero, Carmen Helena; Méndez Rivera, Pilar; Castañeda, Jairo Enrique; Díaz, Juliana; López, María Eugenia; Reinhardt, Jonathon; Rincón, Luis; Rodríguez Buitrago, Carolina; Castañeda-Peña, Harold; Castañeda-Peña, Harold [0000-0002-6828-8712]; Guerrero, Carmen Helena [0000-0003-4011-788X]; Méndez Rivera, Pilar [0000-0001-9284-4611]; Castañeda, Jairo Enrique [0000-0002-3002-7947]The Doctorado Interinstitucional en Educación, ELT Education Major, at Universidad Distrital Francisco José de Caldas was one of the stakeholders supporting the 51st ASOCOPI’s Annual Congress. … This Congress was a vivid forum for English language teachers and experts interested in discussing how technology has been integrated into English language teaching (ELT) and learning. This book shows a selection of papers presented in the Congress that reflect achievements and challenges for English language teaching and learning development. There are three parts to this book which constitute the three Rs of technology in ELT as a contribution of this Congress for the academic community: Rethinking, Researching and Re experiencing.Ítem “¡Mira, un negro!” Elementos para pensar el racismo y la resistenciaSoler Castillo, Sandra; Soler Castillo, Sandra [0000-0003-3155-5642]Colombian educational institutions are marked by differences: gender, ethnic, racial, social class, learning styles, physical condition, etc. Recent diversity policies celebrate these differences and highlight that we learn from and in diversity. In fact, today schools bring us closer to that other “stranger” in the educational system who appears strange, dangerous and even threatening: he occupies our space, sits next to us, looks at us and speaks to us in a different way. But the issue is not a matter of celebrations, as public policies intend; Differences alone do not create solidarities; historical exclusions, even less so. The “white” is and has been educated to see and interpret the world through the eyes of privilege. The educational institution, since its establishment by Santander and its delivery to the Church, as well as since the establishment of Lancasterism, has repeatedly failed to provide an equitable education, in which everyone fits; not just male, white, Christian, heterosexual citizens of a certain social class. The school carries a historical debt with women, people of African descent and indigenous people, and with people with different physical and mental conditions: deaf people, blind people and a long list of those excluded. New educational policies focused on celebrating diversity, as an abstract good, fail to promote “naive” and superficial changes. Behind the mask of diversity are hidden additive approaches, which add and do not integrate, and which do not critically examine the school as a politically mediated institution in which there is an implication of social, historical, cultural and economic factors, which have historically generated a deeply unequal and oppressive system.Ítem Ambientes de aprendizaje accesibles que fomentan la afectividad en contextos universitariosCastiblanco Carrasco, Rodulfo Armando; Bravo Osorio, Felipe; Molano Caro, Gladys; Rocha Martínez, Rolando; Lopes Reis, Márcia; Centeno Bravo, Blanca Nevai; Alfonso Novoa, Gabriela; López Jimenez, Harvey; Laguna Laguna, Odalye Yanet; León Corredor, Olga Lucía; Romero Cruz, Jaime Humberto; León Corredor, Olga Lucía; Romero Cruz, Jaime Humberto; León Corredor, Olga Lucía [0000-0003-4373-8630]; Castiblanco Carrasco, Rodulfo Armando [0000-0002-6805-8239]; Rocha Martínez, Rolando [0000-0002-9162-9861]; Centeno Bravo, Blanca Nevai [0000-0003-2391-238X]; Alfonso Novoa, Gabriela [0000-0002-6997-8563]; Laguna Laguna, Odalye Yanet [0000-0001-7631-6595]The book presents progressive conceptualizations to build a Methodology for Designing Accessible Learning Environments that they promote affectivity. This methodology is aimed at educators and university administrators from Latin America with different educational aspects that could also be universal. The methodology analyzes learning environments, from a socio-cultural perspective to help solve problems of higher education and, in this way, contribute to improve the educational and economic condition of our populations and, in particular, populations at risk of university exclusion.Ítem Maestros, hegemonía y contradiscursoSoler Castillo, Sandra; Baquero Másmela, Pedro; Soler Castillo, Sandra [0000-0003-3155-5642]; Baquero Másmela, Pedro [0000-0002-6142-3387]Teachers, hegemony and counterdiscourse is the title with which researchers Sandra Soler and Pedro Baquero – from the inter-institutional research group Discourse Studies – collect, in this book, the fruit of two investigations carried out around the figure and representations of the teacher of the public sector in Colombia. The investigations, closely linked by their thematic field and line of research, located precisely in the studies of discourse and education, differ, however, in terms of the objects of study and the analytical perspectives that are chosen to address the question of the representations of the teacher and their mobilization in the discursive production of specific social actors, such as the media and the teachers' union itself. While the first investigation deals with the study of the representations of the teacher and his actions in the media communication in order to "unmask the social representations that crystallize the media discourse, and from which the interpreters - readers construct meaning(s)", the second, focuses on developing and applying the concept of counterdiscourse (Angenot, 1989, 1998, 2010) to the analysis of the teachers' own discursive elaborations, from which they have resisted and/or legitimized the hegemonic official discourse about themselves as social actors.Ítem Contravenciones escolares: entornos barriales e inseguridad urbanaGarcía Sánchez, Bárbara Yadira; García Sánchez, Bárbara Yadira [0000-0001-9363-6259]This book presents the results of the research project titled "School violence, neighborhood environments and urban insecurity in Bogotá" funded by the Scientific Research and Development Center of the Francisco José de Caldas District University. The project proposed a study on the relationship between school violence, specifically child and youth violations, with neighborhood environments and the perception of insecurity among different members of the educational communities in five schools in Bogotá. The research was theoretically supported by studies with a socio-pedagogical approach, through the application of qualitative methods contemplated in the Nucleus of Social Education NES Research Model. Childhood and youth contraventions are behaviors that go against healthy coexistence and non-compliance with the rules; They occur in the family environment, at school and in the neighborhood, and in general, in public and private spaces. They affect both individuals and groups. The child or youth population that commits these types of acts is called offenders, unlike those who commit crimes who are called offenders. Contraventions affect two large fields: social treatment and coexistence, and property. The first field includes fights in school spaces associated with personal injuries, alcohol consumption and illegal carrying of weapons; and in the second field, violations of property expressed through petty theft.Ítem Panorama de los estudios del discurso en ColombiaFerroni, Adolfo; Botero Torres, Raúl Alberto; Saavedra Rey, Sneider; Vega Rincón, Jhon Janer; García Dussán, Éder; Ramírez Peña, Luis Alfonso; Vargas Manrique, Pedro José; Bahamón Serrano, Paloma; Gutiérrez Ríos, Yolima; Soler Castillo, Sandra; Carrillo García, Stefany; Barreto, Alex; Yenny, Cortés; Díaz Cortés, Jorge Enrique; Serna Díaz, José Leonardo; Luján Tubio, María; Soler Castillo, Sandra; Calderón, Dora Inés; Soler Castillo, Sandra [0000-0003-3155-5642]; Calderón, Dora Inés [0000-0003-1187-6668]The texts presented here were the response to the call for publication by the Latin American Association of Discourse Studies, ALED, held in Bogotá in September 2012. They offer an overview, by no means exhaustive, of the current state of discourse studies. discourse in Colombia: themes, theoretical and methodological perspectives for analysis.Ítem Enseñanza y aprendizaje de las matemáticas: problemas semióticos, epistemológicos y prácticosD´Amore, Bruno; Radford, LuisIn this book, Bruno D'Amore and Luis Radford highlight, in the light of new approaches - especially sociocultural - that have progressively been imposed in the field of mathematics education, the need to rethink some central notions today. of didactics, such as those of knowledge, knowledge and learning... What unites [the authors], and that I perceive in a particular way within the reflection that they lead, is the importance that both grant to epistemological and semiotic dimension. (Foreword)Ítem Relatos de nación y escuela: Colombia en los imaginarios de docentes en formaciónArias Gómez, Diego Hernán; Arias Gómez, Diego Hernán [0000-0002-0116-0896]The book Tales of Nation and School, by Professor Diego Hernán Arias, allows us to understand that loyalty to one's nation is lived in many ways and that any generalization is not appropriate; If there is any, it is the one that confirms that these boys and girls, who represent a small part of Colombia's students, according to their stories, have a desire for a nation, they long for something to believe in, they have projects and dreams, many even use the nation as an argumentative excuse to demand the presence of a State that most of the time seems elusive and absent. The present study also examines the way in which citizens who open themselves to the world say they experience their belonging to Colombia, young undergraduate students who were invited to tell their experiences of affiliation, their memories of connection to the nation, their reflections on what it means being Colombian or Colombian and the place of education and school in this complex configuration.Ítem Enseñando geometría con tecnología digital: una propuesta desde la Teoría de las Situaciones DidácticasAcosta Gempeler, Martín Eduardo; Fiallo Leal, Jorge Enrique; Acosta Gempeler, Martín Eduardo [0000-0003-1002-069X]; Fiallo Leal, Jorge Enrique [0000-0002-3103-3994]This book arose from the need to delve into the main lines of knowledge opened by the Institutional Project for the Use of Dynamic Geometry, developed on a national scale in order to establish the impact of technologies in the teaching of mathematics in secondary education. In response to the weaknesses found, the Edumat-UIS research group formulated the Institutional Project for the Use of Dynamic Geometry that addresses, among other aspects, the training needs of mathematics teachers in terms of knowledge of new teaching strategies, design of materials and new working relationships between the teacher and his own teaching practice. With this document, the first steps are taken for the development of a geometry curriculum based on the use of dynamic geometry software, a theoretical framework is formulated that allows designing teaching activities to achieve specific learning objectives, and analyzing and evaluating its implementation in real class situations for sixth, seventh, eighth and ninth grade students. On the other hand, this publication opens the way to incorporate digital technologies in the teaching of mathematics in an assertive way, and in addition, it is a continuous training strategy for mathematics teachers.Ítem Violencias en contextoGuerrero Barón, Javier; García Sánchez, Bárbara Yadira; Guerrero Barón, Javier [0009-0006-0158-9680]; García Sánchez, Bárbara Yadira [0000-0001-9363-6259]This is the first part of the results of the study entitled La violencia escolar en Bogotá: Una mirada desde los maestros, familias y jóvenes in which in Bogotá: A look from teachers, families and young people in which we intend to systematize the systematize the research experience carried out with the implementation of a qualitative model a qualitative model based on Participatory Action Research, PAR, to prevent violence in the family, the family, the family and the youth. to prevent violence in the family, school and neighborhood, through the application of the Social Education Nuclei model. the Núcleos de Educación Social (Social Education Nuclei) model. This book aims to contextualize school violence and its main manifestations in the "outside" of the school. manifestations in the "outside" of the school, in its neighborhood-urban environment, in the general context of the globalized society. of globalized society and Latin America and, of course, of Colombia, without ceasing to be a of Colombia, without ceasing to be a case study of Bogota. In the case of Bogota, in addition to these spatial references of the urban and the neighborhood, we have to take into the territorial and administrative unit known as the locality3 , the neighborhood and the different as locality3 , neighborhood and the different territorial "zones" that language introduces, such as block, block language introduces, such as block, block or neighborhood, which are expressions of urban or urbanistic urban or urbanistic, but which for us are social or community units of analysis. community units of analysis. Finally, it is not superfluous to recall the three basic principles that have illuminated our practical work with the communities: the our practical work with communities: the first: "to believe in the greatness of the small"; the second: "to change the small"; second "change inside and transform the rest" and third "know-act-transform". "to know-act-transform and re-signify the relationships of daily life".Ítem Núcleos de educación social - NESGarcía Sánchez, Bárbara Yadira; Guerrero Barón, Javier; García Sánchez, Bárbara Yadira [0000-0001-9363-6259]; Guerrero Barón, Javier [0009-0006-0158-9680]The Núcleos de Educación Social -NES- Model presented below is the result of the analysis, reflection and systematization is the result of the analysis, reflection and systematization of the experience with the experience with the Núcleos de Educación Familiar -NEF- program since the 1990s in since the 1990s in educational, family and neighborhood contexts in Bogotá. of Bogota. From this experience, we have taken the theoretical and methodological approach through Research-Action-Participation procedures. This book is a support for those for those who want to learn about the experience and above all for those who want to learn and and apply it in their environment, especially in families, schools and neighborhoods. schools and neighborhoods. However, we believe that the model can be applied to problems in a wide range of environments, depending on the decisions made by depending on the decisions of the communities. Where where there is a problem and a community willing to solve it collectively, there is the possibility of understanding and acting on it. the possibility of understanding it and acting on it through an NES. We hope that this book will become a working tool for field practitioners such as pedagogues and professionals in the field, such as pedagogues, sociologists, social workers, psychologists, anthropologists or anthropologists, psychologists, anthropologists or agents of any community, regardless of their profession or trade. regardless of their profession or trade. But we do not rule out the possibility of opening up new urban scenarios such as factories, companies, housing complexes, new settlements, neighborhoods, neighborhood boards, etc. settlements, neighborhoods, community action boards, parents' associations, boards of directors, associations and associations, parents' associations, boards of directors, youth associations and clubs, any urban conglomerate that wants to urban conglomerate that wants to collectively solve its daily life problems. daily life.Ítem Cultura, saber y poder en Colombia: Diálogos entre estudios culturales y pedagogías críticasPérez, Rocío; Rodríguez Silva, Laura Angélica; López Martínez, Miguel Ángel; González, Sherly; Chaparro Suárez, Martha Cecilia; Nasif Contreras, Yamal Esteban; Chacón Sánchez, Mario Fernando; Calle Pinto, Martha Ligia; Ruiz Castillo, Sandra Elvira; Uribe Pérez, Marisol; Cardona Londoño, Claudia María; Amador Baquiro, Juan Carlos; Amador Baquiro, Juan Carlos; Rodríguez Silva, Laura Angélica [0000-0001-9333-6432]; López Martínez, Miguel Ángel [0000-0002-6430-9598]; González, Sherly [0000-0003-1145-0552]; Chaparro Suárez, Martha Cecilia [0009-0005-0760-8689]; Nasif Contreras, Yamal Esteban [0000-0002-0070-2833]; Chacón Sánchez, Mario Fernando [0000-0001-9228-8651]; Calle Pinto, Martha Ligia [0000-0003-2003-4091]; Ruiz Castillo, Sandra Elvira [0000-0002-4112-0119]; Uribe Pérez, Marisol [0000-0001-6238-8782]; Cardona Londoño, Claudia María [0000-0001-5430-1392]; Amador Baquiro, Juan Carlos [0000-0002-5575-1755]This work explores, based on research advances corresponding to the Interinstitutional Doctorate in Education, the possible relationships between cultural studies, education and critical pedagogies. Although Cultural Studies and Critical Pedagogies are fields of study with different research objects, theories and methods, both coincide in the interest in making readings of reality in which cultures, hegemonies are interwoven, in a dense and problematic way. and the resistances. In other words, it is a relationship possible thanks to a shared vocation for the interpretation of power and everyday life, not only based on the analysis of the contradictions between capital and work posed by Marxism since the 19th century, or produced after the deployment of discourse, knowledge and practices - through powerful technologies of government -, as Foucault suggests, but also by the ways in which culture and education are strategically installed around national projects, identities and representations. shared. This makes culture, education and pedagogy become useful analytical categories to understand how imagined communities, identities and forms of government are configured for social reproduction, as well as mixtures, hybridizations and resistances located on the horizon of social classes. , ethnicities, genders, diverse sexualities and generations.Ítem Violencia escolar relacionada con barras de fútbol en BogotáCañón Cueca, Luz Stella; Cañón Cueca, Luz Stella [0000-0003-0159-8262]The present study constitutes an effort to understand one of the violence that affects the life of schools in Bogotá, produced by the connection of young people in school with the phenomenon of soccer barrismo and the various situations to which it is linked, among others, the consumption and distribution of psychoactive substances, the carrying and use of weapons, the approach to gangs and criminal gangs. Likewise, the purpose is to find an explanation for the behaviors of students who adhere to these groups, hence a look at the situation they must face in socialization spaces such as school, family and neighborhood.Ítem Ser maestro de ciencias: productor de conocimiento profesional y crecimiento escolarMartínez Rivera, Carmen Alicia; Martínez Rivera, Carmen Alicia [0000-0003-3822-2920]In this book I share some of the concerns and reflections about science teachers, their professional knowledge and school knowledge; I wonder about the teacher as a professional, as an intellectual, and his relationship with a specific disciplinary field, science didactics, as well as with other epistemologies, not only of the sciences but those inherent to the school process, which allow us to refer to professional knowledge. of the teacher and school knowledge with epistemologically differentiated knowledge.Ítem Perspectivas epistemológicas, culturales y didácticas en educación en ciencias y la formación de profesores: avances de investigaciónCifuentes Arcila, María Cristina; Castillo Ayala, Juan Carlos; Pedreros Martínez, Rosa Inés; Reyes Roncancio, Jaime Duván; Venegas Segura, Andrés Arturo; Molina Andrade, Adela; Molina Andrade, Adela [0000-0002-6802-5533]; Pedreros Martínez, Rosa Inés [0000-0003-3120-0526]; Reyes Roncancio, Jaime Duván [0000-0002-9229-1196]; Venegas Segura, Andrés Arturo [0000-0001-8065-5696]This book gathers advances of several doctoral theses of the Emphasis in Science Education of the Universidad Distrital and Universidad del Valle, of the Interinstitutional Doctorate in Education, DIE. The authors are university professors: María Cristina Cifuentes, Rosa Inés Pedreros and Juan Carlos Castillo are professors at Universidad Pedagógica Nacional, and Jaime Duvan Reyes and Andrés Arturo Venegas are professors at Universidad Distrital. The problems addressed in the first two chapters are essentially aimed at deepening the teacher's knowledge and the implications in their training, and in the last three chapters, the notions of nature and the concepts of equilibrium and time, important for science education, are discussed and analyzed from an epistemological and anthropological point of view to advance in the discussion and study of the relationship between cultural diversity and science education.Ítem Perspectivas en la didáctica de las matemáticasD'Amore, Bruno; Díaz Godino, Juan; Calderon, Dora Inés; Vasco Uribe, Carlos Eduardo; Saenz-Ludlow, Adalira; Batanero, Carmen; Font Moll, Vicenç; Álvarez Jiménez, Carlos; Athanasopoulou, Anna; León Corredor, Olga Lucía; Calderón, Dora Inés; D'Amore, Bruno [0000-0002-5834-9438]; Díaz Godino, Juan [0000-0001-8409-0258]; Calderon, Dora Inés [0000-0003-1187-6668]; León Corredor, Olga Lucía [0000-0003-4373-8630]; Saenz-Ludlow, Adalira [0000-0001-9361-3129]; Batanero, Carmen [0000-0003-1384-8863]; Font Moll, Vicenç [0000-0003-1405-0458]; Athanasopoulou, Anna [0000-0001-6170-5782]The Mathematics Education emphasis of the Interinstitutional Doctorate in Education of the Universidad Distrital Francisco José de Caldas, Universidad del Valle and Universidad Pedagógica Nacional, presents this work to the community of professors and researchers as a contribution to the discussion of the developments in this intellectual field. The work compiles research results of the groups registered at the Universidad Distrital. In addition, four guest researchers collaborated in this publication: Carmen Batanero, PhD in Mathematics and professor of statistics and didactics at the University of Granada (Spain); Vicenç Font, PhD in Didactics of Mathematics and professor at the University of Barcelona; Carlos Álvarez, PhD in Mathematics, specialist in History of Mathematics and professor at the Universidad Autónoma de México; and Anna Athanasopoulou, PhD in Mathematics Education and professor of mathematics at North Carolina. The book has two characteristics: it presents the results of research carried out within the framework of the aforementioned groups. At the same time, the set of compiled articles forms a scenario in which different perspectives in the research of mathematics didactics converge. The work is structured in two parts: the first is dedicated to present General elements of the didactics of mathematics through three articles that, in our opinion, open the panorama of epistemological, pedagogical and linguistic elements that can contribute to the understanding of mathematics education in general. The second one is entitled Specific elements in the didactics of mathematics: experiences for the classroom. Under this theme, three articles are compiled that we consider, contribute particular experiences with methodologies, tools or proposals to work in class. Thus, we offer this set of articles for the consideration of the community as a space for academic dialogue on the problems of the didactics of mathematics.Ítem Algunas aproximaciones a la investigación en educación en enseñanza de las Ciencias Naturales en América LatinaLocatélli, Rogério José; Candela, Antonia; Sepúlveda, Claudia; Niño El-Hani, Charbel; Bermúdez, Gonzalo; de Longhi, Ana Lía; Justi, Rosária; Queiroz, Ariadne S.; Mendonça, Paula C. C.; Mosquera Suárez, Carlos Javier; Martínez Rivera, Carmen Alicia; Rivero García, Ana; Ferreira, Poliana F. M; Pessoa de Carvalho, Anna María; 0000-0002-6802-5533; Sepúlveda, Claudia [0000-0001-6044-9852]; Niño El-Hani, Charbel [0000-0002-2308-3983]; Justi, Rosária [0000-0001-6535-5046]; Mosquera Suárez, Carlos Javier [0000-0001-8640-0803]; Rivero García, Ana [0000-0002-3130-6905]; Ferreira, Poliana F. M [0009-0003-3294-0355]; Candela, Antonia [0000-0002-9001-4451]This book presents eight works of reflection, reporting of research results and methodological contributions from researchers from Mexico, Brazil, Argentina and Colombia. The book deals with three major problems: early childhood education, the teaching of concepts and teacher training. The first three chapters deal with the topic of early childhood education in the field of science teaching: “Analysis of the reasoning used by students when solving the problems proposed in physical knowledge activities”, by Rogério José LocateTli and Anna María Pessoa de Carvalho, from the University of Sao Paulo; “An ethnographic study on science teaching in primary school classrooms”, authored by Antonia Candela, from CINVESTAV; and "Methodological contributions to the study of relationships between cultural context and ideas about the nature of boys and girls", by Adela Molina, professor at the Francisco José de Caldas District University in the Interinstitutional Doctorate in Education, DIE. The fourth, fifth and sixth chapters deal, with different approaches, with the teaching of specific concepts: "Epistemological and ontological obstacles in understanding the Darwinian concept of adaptation: implications in the teaching of evolution", authored by Claudia Sepúlveda and Charbel Niño El -Hani, from the State University of Feira de Santana and the Federal University of Bahia, in Brazil, respectively; “Analysis of the didactic transposition of the concept of biodiversity. Guidelines for teaching”, by González Bermúdez and Ana Lía de Longhi, from the National University of Córdoba, Argentina; and “Contributions of teaching based on modeling in the development of visualization capacity”, by Rosaría Justi, Polaina F. M. Ferreira, Ariadne S. Queiroz and Paula C. C. Mendoça. from the Federal University of Minas Gerais, Brazil. Finally, in the seventh and eighth chapters the problem of training science teachers is addressed: “Didactic change and the training of science teachers. Current and future perspectives of the teacher”, authored by Carlos Javier Mosquera Suárez, professor at the District University in the Interinstitutional Doctorate in Education; and “The professional knowledge of teachers has become a relevant field of research, both nationally and internationally,” by Carmen Alicia Martínez Rivera and Ana Rivero, professors at the Universidad Distrital in the Interinstitutional Doctorate of Education and the University of SeviIIa, respectively.Ítem Lenguaje y educación: Perspectivas metodológicas y teóricas para su estudioCalderón, Dora Inés; León, Olga Lucía; Plantin, Christian; Soler Castillo, Sandra; Muñoz González, Germán; Quintero Mejía, Marieta; Vasco Montoya, Eloisa; Rodríguez Luna, María Elvira; Cárdenas Páez, Jesús Alfonso; Soler Castillo, Sandra; Calderón, Dora Inés [0000-0003-1187-6668]; León, Olga Lucía [0000-0003-4373-8630]; Plantin, Christian [0000-0003-0639-332X]; Soler Castillo, Sandra [0000-0003-3155-5642]; Muñoz González, Germán [0000-0002-4564-5828]; Quintero Mejía, Marieta [0000-0002-8001-4511]; Rodríguez Luna, María Elvira [0000-0002-9307-3545]; Cárdenas Páez, Jesús Alfonso [0000-0002-8111-6704]The book presented below is the result of the first pooling of the theoretical and methodological assumptions of the lines of research that support the Language Emphasis of the Inter-institutional Department of Education, DIE. There are several points in common in the approaches presented here. In the first instance, a clear break with the classic approaches of structuralist and positivist research, as pointed out when speaking of hermeneutic and ethnographic criticism, critical discourse analysis and narrative research as new ways of approaching social realities. Secondly, there is a trend towards inter- and transdisciplinary studies that require a constant dialogue between sciences such as history, sociology, psychology, philosophy, pedagogy and linguistics. It should not be forgotten that these "new" approaches to problems are not "new" at all; most of them draw on disciplines and methodologies with some tradition in social studies, such as ethnography, interactionism, pragmatics, sociolinguistics or discourse analysis. The new trends in research recognize the contributions and advances made in certain fields of knowledge in order to broaden their outlook and horizons and to delve deeper into the causes and consequences of phenomena with the aim of deepening their explanations. Another aspect has to do with the epistemological turn of the sciences towards discourse and language; a turn around the meaning given by the actors to their actions, which becomes the starting point for interpretation and in which social practices are understood fundamentally as the product of discursive practices. The authors hope that these pages will serve as a guide for teachers seeking to approach the problem of language in general, and more specifically in the educational context.