Licenciatura en Educación Básica con énfasis en Ciencias Sociales
URI permanente para esta colecciónhttp://hdl.handle.net/11349/39
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Ítem Explorando el rendimiento académico en ciencias sociales: Estrategias didácticas para el rendimiento académico de Pruebas Saber 11 del Instituto Bolivariano Esdiseños – Soacha(Universidad Distrital Francisco José de Caldas) Ibáñez Solano, Vanessa Dulaine; Mosquera Suárez, Carlos Javier; Mosquera Suárez, Carlos Javier [0000-0001-8640-0803]The report analyzes the importance of understanding academic performance on the Saber 11 exams beyond mere numerical results. It points out that the ICFES, the institution responsible for evaluating educational quality in Colombia, designs these tests to measure not only knowledge but also the competencies acquired at the end of secondary education. However, at the Instituto Bolivariano ESDISEÑOS in Soacha, challenges persist regarding the effectiveness of the didactic strategies used. The report emphasizes that limiting assessment to scores can obscure essential factors such as socioeconomic context, teaching methodologies, and the emotional and academic support students receive—especially in socially and economically challenging environments like Soacha. Therefore, it proposes analyzing which didactic strategies truly influence academic performance and whether these respond to students’ needs, fostering critical and meaningful learning.Ítem Desigualdades territoriales en perspectiva histórica. De la Nueva Granada a los inicios de la República de Colombia, 1845-1886(Universidad Distrital Francisco José de Caldas) Gordillo Niño, Juan Esteban; Rodríguez Castro, Daniel Eduardo; Molano Camargo, Frank; Molano Camargo Frank [0000-0001-9409-2468]This research analyzes the production of territorial inequalities over a period of three decades (1850 – 1880) during which the country went through two crucial junctures: one economic—the export boom (mainly tobacco, quinine, and indigo)—which articulated territorial ecologies and agrarian capitalism with the capitalist world-ecology; and one political—the federal organization of the territory—which facilitated the transition from multiple provincial units to spaces hostile to the capitalist project, represented as "savage": the national territories. The study addresses the discussions on territorial planning at the end of the Republic of New Granada period and, especially, throughout the existence of the United States of Colombia. The central argument emerging from the research is that both the federal structuring and the export cycles, during the period studied, deepened two types of territorial inequalities. The first was between States, as States like Antioquia, Cundinamarca, and Bolívar concentrated the greatest economic, social infrastructure, and communication benefits, while other States began to lag in these matters. The second territorial inequality arose with the formation of “special territories” or “national territories,” which were peripheral spaces poorly integrated into the dynamics of capitalist development and converted into its internal frontier. These territories ultimately became, and remain to this day, highly conflictive areas with high levels of multidimensional poverty. Furthermore, within the framework of the second half of the 19th century, the study includes a focus on both national and international travelers. Based on these territorial inequalities, the capitalist world-ecology, the agro-export dynamics, and their various facets within the selected context, these travelers recounted a series of experiences, perspectives, and visions surrounding the Magdalena River. Analyzing these accounts through a decolonial and environmental lens allows for a greater understanding of the background of their discourses and interests, as well as their conceptions of the territory, the landscape, and the aspects that comprise it.Ítem Sistematización histórico-pedagógica proyecto huerta escolar Colegio San Patricio(Universidad Distrital Francisco José de Caldas) Suárez Martínez, María Paula; Novoa Patiño, José BenedictoThis report presents the results of the historical and pedagogical systematization of the San Patricio School Garden Project, developed within the framework of the internship conducted during the first semester of the 2025 academic year as a degree option for the Bachelor of Social Sciences degree. As part of the School Environmental Project (PRAE) and with a history dating back to 1972, the San Patricio school garden has evolved from ornamental and hydroponic crops to become a structured project with a compost bin, irrigation system, and 27 growing beds, covering approximately 210 m2. It has become a fundamental pillar of San Patricio School's educational model, aligned with the institution's guiding principles of comprehensive education, social responsibility, and sustainability.Ítem Formación de sujeto político a partir del reconocimiento del territorio escolar: análisis en las IED Colegio Los Comuneros Oswaldo Guayasamín y Colegio Pablo de Tarso(Universidad Distrital Francisco José de Caldas) Acuña Vidal, Yesica Paola; Salazar Ramírez, Nycol Edith; López Camacho, Adriana; López Camacho,Adriana [0000-0002-8445-5699]The research titled “Formation of the Political Subject through the Recognition of School Territory: Analysis at I.E.D. Colegio Los Comuneros Oswaldo Guayasamín and Colegio Pablo de Tarso” is part of the Social Sciences Education Program at Universidad Distrital Francisco José de Caldas, under the guidance of Adriana López Camacho. The study addresses the relationship between school territory and the formation of the political subject in the urban context of Bogotá, specifically in the localities of Usme and Bosa. School territory is understood not only as a physical space but also as a symbolic, social, and political framework where power relations, collective meanings, and everyday experiences shape students’ formation. Based on this premise, a curricular proposal for tenth and eleventh grades was designed following the official guidelines, basic standards, and learning rights of the Social Sciences area, aiming to strengthen the understanding of school territory as a political space and to recognize students as active political subjects capable of interpreting and transforming their reality. Through pedagogical strategies such as workshops, social cartography, and body mapping, the project fostered dialogue and critical reflection that allowed students to reinterpret the meaning of their school territory from their own experiences. The findings reveal a historical disconnection between the curriculum and students’ territorial experiences, emphasizing the need to recontextualize the teaching of territory from students’ everyday realities. In conclusion, the research contributes to understanding school territory as a symbolic and political space that enables critical and civic formation within a contextualized Social Sciences curriculum.Ítem Pasantía en educación nocturna: aprendizajes y experiencias desde el patrimonio(Universidad Distrital Francisco José de Caldas) Trejos Acosta , Brayan Alejandro; Garzón Chiriví, Omar Alberto; Garzón Chiriví, Omar Alberto [0000-0001-8476-6801]This final report focuses on an internship experience conducted at a public school in Bogotá during the evening classes. The internship taught social studies, religion, and computer science to high school students. The internship analyzes the teaching and socialization processes in the evening setting to identify appropriate strategies and resources for teachers to address and teach the curricular content in the different areas. A small project on the historical and architectural heritage of downtown Bogotá was also created and implemented in the classroom as a tool to teach students about the importance of cultural heritage conservationÍtem Residuos en la periferia: Sistematización de una experiencia de educación popular ambiental en la Escuela Popular Guardianes del Río, Villa Cindy - Suba(Universidad Distrital Francisco José De Caldas) Velandia Beltrán, Camila; Molano Camargo, Frank; Molano Camargo, Frank [0000-0001-9409-2468]This monograph aims to describe the pedagogical experience developed at the Escuela Popular Guardianes del Río during 2020 and 2021, in the context of the pandemic. The document systematizes the pedagogical proposal focused on popular environmental education, focusing on the reflection and problematization of solid waste management in peripheral areas. Throughout the text, the implementation process of the pedagogical project is analyzed, along with its impacts, challenges, and lessons learned, as well as its implications for teacher training. Additionally, the monograph provides an overview of the environmental history of the Villa Cindy neighborhood in the locality of Suba and documents the process of establishing the Escuela Popular Guardianes del Río, thus serving as a historical record of this experience.Ítem Informe final de pasantía “Viva la escuela, construyendo cultura de paz” en la I.E Ramón Alvarado Sánchez(Universidad Distrital Francisco José de Caldas) Ortiz Moya, Sergio Nicolás; Agudelo, Elkin DaríoThe following document aims to highlight the various advances, innovations, and activities carried out within the framework of the internship "Viva a la escuela" developed with the Ramón Alvarado Sánchez Educational Institution in the municipality of Garzón-Huila. The goal is to contribute to building a culture of peace among fourth-grade elementary students through the approach of emotional education as a tool for conflict resolution and handling adverse situations.Ítem Espiritualidad del aguante y desterritorialización ontológica: Vivencias del barrismo social con la Fundación Juan Manuel Bermúdez Nieto entre 2006 y 2024(Universidad Distrital Francisco José de Caldas) Currea Ruiz, Andrés Felipe; Herrera Uribe, Laura Camila; Castillo Hernández, Adriana Esther; Camacho Téllez, Jeison Herley; Camacho Téllez, Jeison Herley [0000-0002-3672-7194]This research seeks to make visible the processes of ontological deterritorialization in the life experiences of barrista subjects, who are deterritorialized from football violence and reterritorialized in Barrismo Social. It questions the existence of a spirituality, that of Aguante; a spirituality that changes their attitudes toward life, brings them closer to otherness, and lays the foundation for a collaborative effort within a Colombian political and social project called Barrismo Social, a project in which this spirituality is consolidated.Ítem Sistematización de la experiencia “La noción de patrimonio desde la construcción de memoria: una mirada desde el graffiti”(Universidad Distrital Francisco José de Caldas) Sterling Moreno, María José; Garzón Chiriví, Omar Alberto; Garzón Chiriví, Omar Alberto [0000-0001-8476-6801]This final internship report and degree project examines the teaching of cultural heritage through graffiti. Together with my colleague, we conducted research on the possibility of considering graffiti as cultural heritage, based on a case study of Diego Becerra's work, a young Colombian graffiti artist killed by the National Police of Colombia. This tragic background allowed us to contextualize and raise awareness among sixth-grade students about the importance of heritage and historical memory. Through various pedagogical activities, we promoted critical reflection and appreciation of graffiti as a legitimate form of cultural expression and collective memory. As a final outcome of this educational process, the students participated in creating a mural at their school,Ítem Pedagogía del Cuidado: fortalecimiento de la noviolencia en los procesos pedagógicos en la Acción Colectiva de Objetores y Objetoras de Conciencia - ACOOC(Universidad Distrital Francisco José de Caldas) Vargas Orjuela, Diego Alejandro; Poveda Riaño, Julián Felipe; Camacho Téllez, Jeison Herley; Camacho Téllez,Jeison Herley [0000-0002-3672-7194]This educational and research project systematizes the experience of the Acción Colectiva de Objetores y Objetoras de Conciencia - ACOOC in shaping a Pedagogy of Care, understood as an educational approach aimed at demilitarizing life and promoting nonviolence. Using a Participatory Action Research (PAR) approach, the practices and methodologies developed since 2018 are reconstructed and analyzed, integrating popular pedagogy, gamification, and a human rights approach to address issues such as militarism, gender-based violence, and hegemonic masculinity. The document describes the historical and political context of the organization, the development of its playful-pedagogical tools, and how these have strengthened critical reflection, collective participation, and community care. It concludes that the Pedagogy of Care at ACOOC is, more than a methodological resource, an ethical and political commitment and practice that articulates affectivity, play, and collective action to transform social relations and promote peace in formal, non-formal, and community spaces.Ítem Paisaje Entre Nubes: una experiencia de alfabetización desde el lugar(Universidad Distrital Francisco José de Caldas) Alzate Martínez, David Guillermo; Rodríguez Pizzinato , Liliana Angélica; Rodríguez Pizzinato, Liliana Angélica [0000-0003-1414-936X]This educational research project was developed within the framework of the 2023-2/2024-2 innovation cycle in the field of geographic education, teacher training, and citizenship at the Francisco José de Caldas District University. The project was implemented with seventh-grade students at the Juan Rey District Educational Institution, located in San Cristóbal, Bogotá, Colombia. The research focused on landscape literacy as a tool to strengthen geographic education and civic awareness. Using a qualitative methodology with a historical-hermeneutic approach, workshops, field trips, questionnaires, and journals were used to understand the students' representations of their environment. The results show that landscape literacy promotes a critical understanding of the local landscape, the recognition of its natural and anthropic elements, and the redefinition of the connection with the inhabited place. This experience favored the construction of more conscious perspectives on local environmental problems and the strengthening of active citizenship. This experience culminates in the design of a pedagogical protocol for conducting field trips, recognizing their transformative power in consolidating learning that goes beyond the boundaries of the classroom, fostering a deeper understanding of the place and the world.Ítem Análisis del programa transversal de educación sexual de la Institución Educativa Municipal Técnico Industrial de Tocancipá(Universidad Distrital Francisco José de Caldas) Rivera Celis , Juana Valentina; Escobar Rincón , Liliana del Pilar; Escobar Rincón, Liliana del Pilar [0000-0002-9495-2613]This internship report summarises the implementation of an educational research project within the framework of the Tutoring for Learning and Comprehensive Training programme, which aims to strengthen the comprehensive training of primary and secondary school students in official educational institutions through the pedagogical support of students on work placements or internships from degree programmes. In this sense, it seeks to highlight the importance of researching sex education for teaching practice and training, with a view to generating resources, commitments and initiatives that motivate the creation of new knowledge that will enable the transition to a more empathetic society that is aware of itself and of those who are different. Likewise, this project was written to explore the scope and needs of the pedagogical commitment that is the formation of an institutional sex education project, to question and reflect on the imaginaries and realities experienced in school by those who inhabit it.Ítem Acciones colectivas de las mujeres rururbanas de cuidado del agua como asunto comunitario en los municipios de Acacias y Cubarral Meta(Universidad Distrital Francisco José de Caldas) Benítez Blanco, Daniela Sofía; Herrera Parrado, Maria Camila; Castillo Hernández, Adriana EstherLa presente monografía abarca la manera en que las mujeres Rururbanas de los municipios de Acacias y Cubarral, realizan acciones colecticas para el cuidado de las fuentes hídricas, teniendo en cuenta que en el municipio de Acacias se han venido desarrollando diferentes procesos de extracción de hidrocarburos, junto con la llegada de otras industrias como la del material de arrastre y la industria palmera quienes han generado una apropiación de las fuentes hídricas; mientras que en el municipio de Cubarral estas industrias no han ganado terreno, lo que ha generado que las comunidad empiece procesos de defensa y cuidado de sus territorios. Para esto se propone profundizar en la vivencia de las mujeres en el proceso de defensa y cuidado del agua desde sus diferentes procesos organizativos, en donde se logra identificar que en uno de los municipios existe una hibridación entre lo característico de la urbanidad y lo característico de la ruralidad, y que a partir de ello se adelantan también una serie de acciones alrededor la concientización y apropiación del medio ambiente, pero también se tejen lazo junto con otros procesos organizativos de la región para generar una comunidad defensora del agua. Poner el agua en el centro de la vida, para las mujeres parece un tema fundamental, pues estas reconocen que es desde el agua que se logra gestar la vida y sostenerla al mismo tiempo, es por ello que su labor como defensoras de la misma es tan importante, a su vez reconocen que se enfrentan contra industrias complejas lo que en algunas ocasiones a puesto sus vidas en riesgo. A partir del énfasis comunitario de esta investigación se pretende hacer uso de las herramientas dadas por las Ciencias Sociales para comprender la situación critica en la que se encuentran estos dos municipios y generar procesos de concientización sobre las luchas propias y su importancia en los municipios de Acacias y Cubarral. Por otra parte las mujeres de estos municipios permiten entender características propias de procesos organizativos y de conciencia ambiental, por lo cual se promueve la criticidad social que se fomenta desde la carrera, además de profundizar el compromiso ético y social para con el medio ambiente.Ítem Informe pasantía: Construyendo aulas inclusivas y más humanas: Una experiencia Crese en la Institución Educativa Cocorná(Universidad Distrital Francisco José de Caldas) Chocontá López, Juan Camilo; Novoa Patiño , José BenedictoThis internship report presents the experience carried out at the Institución Educativa Cocorná within the framework of the CRESE program (Competencies for Reconciliation and Socio-Emotional Education). The work focused on building more inclusive and human classrooms by strengthening pedagogical practices and fostering the active participation of students from third, fourth, and fifth grades. Through innovative strategies, didactic resources, and activities aimed at socio-emotional development, the project sought to create a more empathetic, respectful, and collaborative school environment. The experience highlighted the importance of integrating the human dimension into educational processes, enhancing meaningful learning, and contributing to the overall well-being of the school community.Ítem Informe final de las pasantías en la institución educativa Chiloé durante el año 2024 -2025(Universidad Distrital Francisco José de Caldas) Dávila Orozco , Juan Sebastián; Novoa Patiño, José BenedictoThe report presents a teaching internship experience in an urban school context with significant social challenges, showing how pedagogical adaptation, the creation of affective bonds, and the design of meaningful activities allowed academic content to connect with students’ real-life experiences. The classes were conducted across different grade levels and from various teaching perspectives and classroom implementation approaches. A range of didactic strategies were applied such as debates, dramatizations, murals, and the analysis of social and historical conflicts which promoted active participation, critical thinking, and a sense of belonging within the educational environment. The report highlights the importance of a flexible, committed, and context-sensitive teaching approach that responds to both classroom dynamics and local realities.Ítem Transformando el uso del celular en el aula a través del pensamiento crítico y la tecnología(Universidad Distrital Francisco José de Caldas) Bernal Galindo, Karen Alejandra; Fajardo, Néstor; Fajardo Néstor [0000-0001-8892-7959]This study examines the pedagogical intervention carried out at Colegio Charry I.E.D., afternoon shift, addressing the recurrent issue of excessive mobile phone use in classrooms and its relation to reduced academic participation and critical thinking skills. The pervasive role of technology including artificial intelligence tools in students’ daily lives, when lacking reflective pedagogical mediation, limits attention and meaningful interaction. The intervention implemented strategies to consciously integrate technology into the learning process, fostering critical digital literacy and meaningful learning, thus transforming digital challenges into opportunities for the formation of reflective and socially responsible individuals.Ítem Conflictos socioambientales en Bogotá 1990-2020: Conflictos por el uso del suelo, minería en la media luna sur de la ciudad(Universidad Distrital Francisco José de Caldas) Ruiz Soto, Karem Gisela; Molano Camargo, Frank; Molano Camargo,Frank [0000-0001-9409-2468]This research is part of a broader project aimed at characterizing the main socio-environmental conflicts in Bogotá between 1990 and 2020. This study focuses on the conflict generated by open-pit mining in the southern localities of the city. Through a documentary review with a historical-hermeneutic approach, the dynamics of power, resistance, and interactions between human and non-human actors involved in the conflict are analyzed. The results reveal the multiple impacts suffered by communities and the complex social and environmental networks involved, highlighting the need for comprehensive territorial management.Ítem La objeción de conciencia y el cuidado como antídoto al militarismo: una mirada desde la Acción Colectiva de Objetores y Objetoras de Conciencia - ACOOC(Universidad Distrital Francisco José de Caldas) Celeita Díaz, Ana Sofía; Montealegre Lugo, Yuly Sofía; Castillo Hernández, Adriana EstherAmong the various problems that arise in highly militarized societies, it is possible to identify the normalization of practices, values, and mandates that, while serving militarism, also have an impact on various social, cultural, and even economic and political spheres. In addition, certain specific configurations emerge in which gender roles, the value of femininity, and especially masculinity are inscribed. This directly and ruthlessly links being a man to the exercise of warfare, which is developed through strength, uncritical obedience, the nullification of emotions, and a constant willingness to take risks, engage in violence, and participate in armed confrontation. These demands of what it should mean to be a man have been promoted by hegemonic discourses, which have been responsible for making invisible the multiple possibilities in which masculinity can be expressed, denying care and empathy for oneself and others, and fostering impediments to disobeying patriarchal, violent, and hierarchical mandates. In this vein, the following approach seeks to analyze the relationship between conscientious objection and the emergence of caring masculinities as generators of practices that disobey the construction and reinforcement of militarized masculinity. To this end, the research draws on the experience of the Collective Action of Conscientious Objectors (ACOC), which for years has been accompanying young people who refuse to go to war and continue to reproduce practices that militarize their lives. Through research, educational, communicative, legal, and psychosocial actions, this organization has promoted the recognition of nonviolence, antimilitarism, and caring masculinities as alternatives to militarism. We recognize conscientious objection as a legal and constitutionally supported act, but also as an ethical and political stance that challenges the established structures of militarism and patriarchy. It is in this disobedience that we find the emergence of practices and discourses that position care as a way of challenging the hegemonic hierarchies that have been assigned to masculinities. The political value of care is recognized in the construction of alternatives that do not reproduce the violent logics that have been naturalized and reproduced in our society, permeating our relationships, bodies, and lives. Finally, we seek to contribute to the reflection on how masculinities can be transformed to build a society geared toward justice, empathy, and care, in which dependence on violent structures and uncritical obedience is overcome and, instead, relationships based on dignity and justice are built.Ítem La deconstrucción del enemigo y desafío de aprender a vivir juntos(Universidad Distrital Francisco José de Caldas) Cerón Muñoz, Edwin IlichThrough a review of key moments in the life of a former FARC militant, an invaluable opportunity arises to reflect on how to learn to coexist in a context marked by violence. How can we address the painful legacy of the war we experienced? How can we create spaces for dialogue in which, despite differences, it is possible to build bridges between seemingly irreconcilable voices? This process requires not only recognizing and respecting differences, but also challenging our conceptions of the "enemy," understanding that the real challenge is the deconstruction of the enemy. In this sense, peace pedagogy becomes a fundamental tool for fostering a culture of dialogue, empathy, and reconciliation. Instead of reinforcing the antagonisms of the past, it is essential to promote respect for differences and recognition of others. Only in this way can we pave the way for a collective construction of peace, where the other is no longer seen as an enemy, but as a human being with whom we share the process of healing and social reconstruction.Ítem Fortaleciendo ciudadanía y socioemocionalidad: una experiencia CRESE para transformar el ambiente escolar en la I.E. San Agustín en Villanueva, Casanare(Universidad Distrital Francisco José de Caldas) Tibaquira León, Cristhian Andrés; Camacho Téllez, Jeison Herley; Camacho Téllez, Jeison Herley [0000-0002-3672-7194]The report presents the experience of a teaching internship at I.E. San Agustín located in Villanueva in the department of Casanare. San Agustín located Villanueva in the department of Casanare, implementing the pedagogical strategy CRESE (Citizenship, Reconciliation and Socioemotional Education), worked on socioemotional development in elementary students, strengthening skills such as emotional recognition, empathy and peaceful coexistence, through participatory activities and social mapping, a more inclusive and respectful school environment was promoted; the practice evidenced the positive impact of the integral approach in rural multi-grade contexts, although it faced challenges of institutional communication and adjustment of calendars, this experience reaffirms the need to educate from empathy and social transformation.