Doctorado Interinstitucional en Educación con Énfasis en Lenguaje y Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11349/9
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Ítem Construcción social de la infancia en la educación infantil en Colombia a través de la fotografía (2006-2016)Montaño Peña, Natalia; Amador Baquiro, Juan Carlos; 0000-0002-5575-1755This research aimed to understand the social construction of childhood in early childhood education in Colombia through photography produced and circulated in State guidance counselors and digital press between 2006 and 2016. For this reason, the researcher implemented a methodological strategy from a relational perspective for the social studies of childhood supported by the culture studies and visual methods approach which allowed to analyze the images of children in early childhood education, understand them with both Childhood Agents and Agents in training, and disclose the social construction of childhood by integrating the emerging narratives to the photographs from the Childhood Agents, Agents in training and the researcher’s viewpoint. The research results made it possible to recognize: a) the State’s intentions to demonstrate the scope of some commitments to childhood education and child care in the country, concealing some practices with or around children in different regions and communities; b) a few media communication strategies aimed at sensitizing the audience to some news in order to ensure readership; c) the production and reproduction of memories and expectations on behalf of the Agents for the transformation of Early Childhood in the country.Ítem Construcción social de la infancia en la educación infantil en Colombia a través de la fotografía (2006-2016)Montaño Peña, Natalia; Amador Baquiro, Juan Carlos; https://orcid.org/0000-0002-3643-7584This research aimed to understand the social construction of childhood in early childhood education in Colombia through photography produced and circulated in State guidance counselors and digital press between 2006 and 2016. For this reason, the researcher implemented a methodological strategy from a relational perspective for the social studies of childhood supported by the culture studies and visual methods approach which allowed to analyze the images of children in early childhood education, understand them with both Childhood Agents and Agents in training, and disclose the social construction of childhood by integrating the emerging narratives to the photographs from the Childhood Agents, Agents in training and the researcher’s viewpoint. The research results made it possible to recognize: a) the State’s intentions to demonstrate the scope of some commitments to childhood education and child care in the country, concealing some practices with or around children in different regions and communities; b) a few media communication strategies aimed at sensitizing the audience to some news in order to ensure readership; c) the production and reproduction of memories and expectations on behalf of the Agents for the transformation of Early Childhood in the country.Ítem Discursos sobre la sexualidad y el género en colegios públicos de BogotáTiusaba Rivas, Alejandro; Soler Castillo, Sandra Teresa; 0000-0003-3155-5642; Soler Castillo, Sandra Teresa [0000-0003-3155-5642]The objective of this research was to understand gender and sexuality discrimination based on the Critical Analysis of Feminist Discourse of the circulating discourses on the subject in five public schools in the city of Bogotá. It was evident, first of all, that the gender and sexuality discourses present in the public sexual education policies issued in 1993 and 2008 by the Ministry of National Education of Colombia reproduce heteronormative gender and sexuality ideologies that exclude and discriminate against the LGBTIQ+ populations present. in Educational Institutions. Secondly, the analysis showed that the speeches of the teachers in charge of the formulation and elaboration of the Sexuality Education and Construction of Citizenship Projects (PESC) of the schools do not recognize the points of view and needs of the students, causing processes of exclusion and discrimination. Finally, the resistance discourses of LGBTIQ+ young people were analyzed through which some manage to subvert discrimination and build experiences to resist, contradict or renegotiate the heteronormative discourses that circulate in their Educational Institutions in relation to sexual education.Ítem Prácticas comunicativas juveniles y sus formas de acontecer en tres propuestas pedagógicas de la ciudad de Bogotá: Hacia otras pedagogías del lenguaje y la comunicación.Cardona Moya, Diego Fabian; Amador Baquiro, Juan CarlosDespite the fact that in some documents of educational public policy and contemporary pedagogical theory there is a need to structure school language training in people's everyday contexts, and within the framework of the understanding and production of meaning, in different studies, a contrary and counterproductive trend has been identified in the pedagogical practices of language and communication, which results in a prescriptive and normative teaching of linguistic and grammatical rules, and which ignores the students' world of life and excludes their social, cultural and communicative practices. In response to this problem, it has been developed the research Youth communication practices and their forms of occurrence in three pedagogical proposals of the city of Bogotá: towards other pedagogies of language and communication, with the purpose of characterizing the forms and conceptions of communication in the worlds of youth life, to reveal their modes of occurrence in the pedagogy of language and communication. In this context, this thesis presents the most important results of this study, developed as a research project for the Doctorate in Education at the Universidad Distrital Francisco José de Caldas.Ítem Lo poético y la tierra: Una propuesta para la formación y el cuidado.Vásquez Brochero, Francy Lined; García Dussán, Éder AlexánderThat present the development and results of the research that the autor has carried out as a doctoral thesis in the academic interinstitutional Doctorade progam of education in the Universidad Distrital Francisco José de Caldas, Bogotá-Colombia. In the framework of the envirimental crisis thar afront the world, it is necesary to search for pedagogical paths that reorient the relations of man with the earth; Therefore, this thesis is concerned with substantiating a phenomenologically based training proposal that, based on literature, promotes caring for the earth as part of caring for oneself in a group of children in basic education. This research is based on phenomenology as a philosophy and as a method and understands training as the process of structuring consciousness from experience. Likewise, it understand the literature as an experience that can motivate a conscious inhabiting of the earth from rooting and caring for it. As one of the main results of this research, it was shown that the poetic makes possible an original encounter with the earth, from the affective dimension, which, in turn, makes possible the constitution of a reflective attitude that favors the constitution of a provision of care as a way of being of man on earth.Ítem Experiencias poéticas. Un viaje desde la subjetividad hacia la apropiación del mundo.Ávila Serrano, Liliana; García Dussan, Éder AlexanderThe purpose of this article is to describe how the understanding of the conditions that made possible the formation of subjectivity and the poetic appropriation of the world was achieved in a group of high school students from a public institution in the city of Bogotá, based on the literary phenomenon. To achieve this, it was used a qualitative method, with a descriptive-interpretive way and using a design based on hermeneutical phenomenology, whose collection of experiential material was direct observation, anecdotal writing and the interview, deployed in a pedagogical resource innovative called 'poetic experiences'. The most important results show effects not only in the professor-researcher but also in the participating students. Thanks to the use of literary reading, the formation of subjectivity was evidenced in the participants, being relevant that they expressed the way in which they appropriated their experiences, emotions, feelings, sensations and ideas through authentic written production. This work allowed to certify the configuration of spaces of experience of the literary text in which a euphony was achieved between the texts, the subjectivity of the young people and their expressiveness regarding their worlds of life (Lebenswelt).Ítem La salvación de la escucha : didáctica de lo bello. configuraciones didácticas para la formación de sujetos discursivos escuchantesLeón Suárez, Juliana Patricia; Calderón, Dora InésThis thesis raises the need to be trained in and from listening in everyday practices: the relationship with oneself, with others and with the Other (knowledge, society, history, the cyberspace, the myth and the universe…); a lack of awareness of the complexities and multidimensionalities of listening is recognised, which require constant epistemological, pedagogical and didactic reflection. The objectives of the research are: 1. Postulate components of the formation of listening in various educational and social contexts. 2. Propose didactic configurations of listening, necessary for the formation of listening discursive subjects. The thesis is constructed from an analogical and dialogical hermeneutic perspective, inscribed in critical pedagogy and didactics. The methodological design is defined as a hermeneutic listening device, which makes participants of the research resonate and converse. The research methodology aims to overcome the polarity between qualitative and quantitative paradigms to take elements of both, and is inspired by design-based research for the creation of didactic configurations. The thesis studies three cases of "listening at the edges" in various Colombian contexts: 1. An educational proposal for inclusive dance with deaf and hearing children. Here we observe the phenomenon of listening to broaden its conception, in what will be an aesthetic of listening. 2. In-depth interviews with four professionals working with survivors and/or relatives of victims of the armed conflict in Colombia. This scenario allows us to understand and demonstrate an ethics of listening. 3. The subjects of Production and understanding of texts and Argumentative Discourse in the Proyecto Curricular de Arte Danzario of the Universidad Distrital, in the midst of the National Strike 2019 and the beginning of the Covid Pandemic 19. There the deliberative listening is defining for the citizen formation. The cross-analysis of the data allows us to conclude the multidimensional character of listening, to define it as a prudent reasoned action, that is, in a virtue. Some didactic principles of listening are proposed based on their disposition and proportionality, which can be applied through didactic configurations and didactic movements of listening, according to the evolution of dialogical relations in diverse and particular contexts.Ítem Reconfiguraciones narrativas de experiencias de ser cuerpos docentesVillalba Labrador, Raimundo; Calderón, Dora Inés; martinez thomas, moniqueA review of the literature on the Teacher’s Body shed light on the lack of academic output in the field of education dealing with this topic, which implies that the body has almost gone unnoticed by research on issues regarding teachers (Cabra Ayala y Escobar, 2014; Martínez Álvarez y González Calvo, 2016; Sparkes, 1996, among others). We conducted a narrative research-creation process to outline a proposal that allowed us to understand the teacher’s body from the creation of short stories to tell the experiences lived by teachers: body stories. Our assumption is that to understand part of the concept of “body we are” (Rico Bovio, 1998), we need to tell a story (Bruner, 2003; Bolívar, 2002). As we live our lives in a narrative way and understand them in terms of narration (MacIntyre, 2004), we believe that the narrative approach suits the purpose of understanding the body from the stories that tell its experience. Likewise, we also acknowledge that teachers, like other subjects, are immersed in a myriad of stories coming from their professional practice which have not yet been told. From a narrative approach, these stories want to be told and are looking for a storyteller (Ricoeur, 2006). Hence, we proposed a methodology of narrative creation to identify the body landmarks for the different experiences these bodies had lived during their teacher practices, so that we could recount and regain such living experiences by building up storytelling (body stories). This creativity approach allowed participant teachers to build a corpus of 30 body stories that account for the particular experiences of being a teacher’s body within the different events that take place in their professional practices. Findings from the analytical and creative process of the narrative corpus provided both some analytical reconfigurations (8 analytical understandings on the teacher’s body) and a poetic reconfiguration (an illustrated book). These outputs not only expand, foster and strengthen what it means to be a teacher’s body, but they also increase the emerging literature on studies regarding the teacher’s body in the field of educational research. They also suggest a narrative approach for research on this.Ítem Escritura de textos históricos subalternos: elementos teórico metodológicos para narrar una historia de la educación en el Chocó desde la colonia hasta el siglo XIXMolina Roa, Nelson Andrés; Soler Castillo, SandraThis paper outlines a linguistic theoretical and methodological framework for reading and writing historical texts from subaltern studies perspective. The research offers: an epistemological and methodological framework for subaltern studies, a reading and writing method for subaltern historical narratives, and as a pilot test, two narratives related to the Chocó region: a general history of the Chocó region from the colony to the 19th century from a critical perspective, and a subaltern history of education in Chocó from the colony to the 19th century.Ítem La educación rural en zonas afectadas por el conflicto armado: estudio del ideologema paz territorialMolina Ríos, Juliana Angélica; Quintero Mejía, MarietaDerived from the signing of the Peace Accords (2016), a series of challenges arose in relation to rural education, which is seen as an axis that underpins the construction of Territorial Peace. In this sense, the article gives an account of the meanings that rural teachers in Arauca give to the maximum enunciative Territorial Peace, proposed from the official discourse. Thus, the theoretical framework presents the central categories: rural education and the notion of ideologeme from the glotopolitical perspective. The methodology shows the qualitative approach of the research. Likewise, the systematization and analysis of information starts from elements of a pragmatic order, where illocutionary speech acts are considered in relation to their configuration within ideological systems. The analysis is developed from the places of enunciation in which rural teachers are located, namely: the valuation of self-experience, the experience of the profession of being a teacher in relation to community life and institutional functioning. The results and final discussion show that reproduction and modes of circulation of Territorial Peace is associated with situations of humiliation and contempt that teachers claim to have experienced in communicative exchanges with armed actors. Likewise, the teachers established relationships between: the real territory and the time of the uncertainty of returning to war and, b) the lived territory and the time of human concern. On the other hand, the resistance and interpellations found in this thesis, which the teachers associate with the Territorial Peace ideologeme, are linked to: a) the struggle for recognition of their work as teachers in the territory; b) appeals to the state to achieve better working and living conditions in the midst of a precarious educational system; c) new ways of acting, through which teachers position themselves as managers of the territory of the human, that is, the latter as subjects of change who struggle to transform their social and educational reality.Ítem Emociones morales en planes de vida de jóvenes universitariosDomínguez, María Elvia; Quintero, MarietaThe purpose of this research was to understand the emotional substrate in the life plans of young university students, in terms of their value judgments of a dignified and good life in situations of vulnerability, as well as their intentionality and communication modes in the university experience. Two methodological strategies were developed: the self-examination as a biographical narrative of the aspirations of a good life and worthy of the life plan, and the public deliberation these in a group discussion. Quintero-Mejia’s Narrative Hermeneutical Investigative Proposal (2019) guided the description and comprehension on moral emotions present in life plans. The self-examination revealed emotional conflicts about vulnerable situations with reconstructive judgments that showed how fear, guilt, shame or humiliation affected emotional balance. Public deliberation mobilized commitment to actions, feelings, and narrative imagination in life with others. In both cases, each student showed compromising judgments for their own good (personal flourishing) and beliefs towards the common good (justice).Ítem Hipertextualidad y conectividad: alternativas de la cultura digital para la configuración de ambientes educativosQuintana Ramírez, Antonio; Muñoz González, GermánThis tesis the result of a research whose main objective was to make an interpretive description of the educational practices of students and teachers in hypermedialized and connected educational environments. This purpose responds to the need to make approaches and contributions to the reflections of the educational work of the school from the new explorations that alternately have been taking place in cybercultural environments, which are fundamentally characterized by the potentialities of connectivity -in and outside of the network— and by the hypertextuality-hypermediality that is innate to digital environments. To respond to this objective, the central question has been raised: What elements allow describing the educational practices of the subjects who participate in hypermedialized and interconnected environments?Ítem Correlaciones entre el mundo de la vida, la pedagogía de la literatura y la comprensión del fenómeno literario como posibilidad de experiencia en el aulaNicholls Anzola, Miguel Ángel; García Dussan, EderThe educational questions from which this research project was developed began from analyzing the possibilities of constituting theoretical foundations for a pedagogy of literature, considering the need to rethink educational practices in this area, since it is essential to think this pedagogy of literature in the teacher training in Spanish language and literature and its impact at school as a concept. Thus, the starting point was the assumption that reading literature texts and the general approach to literature in the classroom should become an experience, that is, a transcendent phenomenon. The literary text was called as a literary phenomenon which has the power to open wide possibilities of understanding the work, the individual and its context. The phenomenological principal World of life has taken as a basis, proposing how this can become a methodologically valid option that guides the understanding of literary works with the aim of proposing the conception of the pedagogy posed. The functional architecture of the research involved four stages: first, the previous studies regarding the relationship between literature, phenomenology and education, besides, the studies related to the corpus. Secondly, the theoretical foundation was given for the construction of the proposal of the phenomenological method applied to the literary work analysis and its educational implications. Third, an original phenomenological method was built and applied to the selected corpus to test its viability. Finally, the scope and consequences of considering the proposed method can be configured to rethink the pedagogy and for the reading of literary texts as such were proposed, as a contribution to the construction of the subject conscious of the constitution of the World of life of the self and the others, and of the acknowledgement of the role of the other as meaning giver related to one’s existence.Ítem Experiencias educativas que acogen la alteridad y las diferencias. El caso del Liceo VALGarcía Castillo, Angélica María; Soler Castillo, Sandra TerezaInclusive education is an approach that proposes education for all people, without exception, through the elimination of barriers to learning and the creation of the necessary supports (Unesco, 2005). At the international level, and also in Colombia, there is a broad legal framework that protects and promotes inclusive education, configuring it as a right; However, the antecedents show a gap between what is enacted in the laws and the reality in the school, as well as the perpetuation of rhetorics of otherness that refer to exclusion as a contrary and unexpected result by the promoters of inclusion in the educational field and at school. This situation aroused an investigative interest to identify an educational institution that, in some way, managed to embrace differences and otherness and thus understand the educational experience, describe it and abstract elements to take into account in the current discussion about how to be together in school. The conceptual context adopted in this research was based on the presuppositions of the pedagogies of differences and on the concepts of otherness, of education as experience and of the ethics of the gaze. A qualitative study was carried out based on the ethnographic perspective of the case study (Stake, 1999; Ameigeiras, 2006) and from an epistemology of the known subject (Vasilachis, 2007) with a flexible design and with the use of techniques such as the review of institutional, normative and legal documents (Valles, 1999), participant observation, in-depth interview and ethnographic interview (Ameigeiras, 2006). In this way, an immersion exercise was carried out in an educational institution with extensive experience and recognition for its educational practices based on respect and the promotion of differences. The results yielded descriptions and conceptual relationships that account for what is significant and that makes sense for the participants of the educational experience that, in the light of the research, become valuable elements for: a) the consideration of open educational institutions to differences; b) the current pedagogical discussion on inclusive education that deconstructs this concept; and c) decentralization of responsibility for inclusion imposed on teachers, becoming more of an experience for all educational actors. Finally, it is concluded that the legal and normative framework on inclusive education does not have the scope to move education and its members; therefore, an alternative path of openness to differences and otherness must be sought based on an ethical reflection around the gaze of the other and the experience that this entails.Ítem Imagen, subjetividad y jóvenes. prácticas pedagógicas otras en las artes visuales para el cambio socialGutiérrez Castro, Flor Ángela; Soler Castillo, SandraHis research project names the practice of visual arts at school as a mobile and changing process that occurs in a variety of practice architecture (Kemmis et al., 2014b, pp. 25–26). The theory of the architecture of the practices is used in the methodological design of the Participatory Action Research IAP with the objective of understanding and transforming the own visual arts pedagogical practices so that they contribute to the constitution of the young person as a subject through collaborative creation of other communication spaces for social change. This scope resulted in the development of a theory of knowledge that supports the visual pedagogies configured in the education of the gaze: 1. Speaking well. See at the beginning of otherness. 2. Doing good. See in the sense of ethical and aesthetic reasons. 3. Relating well. See in the commitment to liberation. This approach illustrates other pedagogical environments framed in a gear that, studied in the light of praxis can be considered as the structure where art can achieve its essential task: the commitment to social change.Ítem Experiencia estética en la educación musical interactiva : una mirada desde la escuelaNasif Contreras, Yamal Esteban; Amador Baquiro, Juan CarlosThis thesis presents the results of an ethnography with five experiences of music education using digital media, located in four public schools in Bogotá. The five experiences were selected after making a massive call to the music teachers of the Capital District through the Internet. The research emerged as a response to the problem that rigid artistic education pedagogies still exist in Colombia that have not included the use of digital media in their practices (Bamford, 2009). As part of the research, a view through the history of music education in Colombia was conducted through the consultation of primary and secondary sources, in which it was found that in music education in Colombia a colonialist division between Colombian popular music and European classical music has predominated. Among the main conclusions an interactive music education as an emerging pedagogy is proposed (Adell and Castañeda, 2015: Gros, 2015: Magro, 2016) to take advantage of the current digital revolution and to materialize the proposals made in the 20th century on aesthetic experience by John Dewey (2008) and on the pedagogy of communication proposed by Mario Kaplún (2002), and adapt them to the technological, social and cultural conditions of the 21st century. In addition, it is proposed that interactive music education enhances the role of students as co-creators (Siemens, 2010) and also includes expressions of Colombian popular music in music education, in order to overcome the colonialist division found and give some possible guidelines to future experiences of music education with digital media in Bogotá and Colombia.Ítem Los indígenas en las crónicas de indias. Una aproximación a su comprensión desde los estudios críticosVargas Manrique, Pedro José; Soler Castillo, Sandra TeresaThis research is a contribution to the analysis of Pre-Hispanic populations’ representation (Colonized indigenous groups) on Chronicles of Indian, through the joint of three critical perspectives, the Studies of discourse criticism as a theoretical support, the De-colonial Studies and Bajtin’s Hermeneutics as interpretative horizons. These are analyzed as they are mentioned, what it is said about them, the argumentative schemes which support that representation and the violent actions from Europeans colonizers against indigenous.Ítem El género discursivo epidíctico en el aula : el orgullo del maestro.Montoya Castillo, Mario; Calderón, Dora InésEach statement presents an actor trying to show how good of a reality that is, in this case, university career, the University, the world opens for each of the freshmen, the future and get professional commitment self and society. But you can also see that other reality shows: jail, the world of drugs, alcohol. In other words, we can say that would discursively two realities: one, highly appreciated and represented in the university world with all its possibilities of action; the other, negatively valued and represented in the world of prison, drugs and alcohol, we might call, in very general terms, social anomie.Ítem Prácticas y representaciones sociales de la escritura académica en la Universidad (Pregrado).Ortíz Casallas, Elsa María; Calderón, Dora InésThe invention of writing in the history of mankind simply did not involve the acquisition of a registration technical language, but a different way to know, to differentiate and exercise control (Olson, 1998; Ong, 1987). The writing has been important in the cultural history of mankind and remains in the many forms it takes and new literacias that opens in the modern world (Tolsckinsky and Simo, 2001). Goody and Watts (1963) in his seminal essay "The consequences of literacy" discussed how literacy, while writing, affects social and cultural issues such as collective memory, self-image community, political participation, complexity knowledge and cultural repertoire, the division of labor, complexity and differentiation of institutions and social stratification.Ítem Análisis de las concepciones disciplinares y didácticas sobre la lengua oral en la escuela colombiana actual: un estudio sobre el desarrollo de la competencia discursiva oral en la educación media.Gutiérrez Ríos, Mirta Yolima; Rodríguez Luna, María ElviraThe contemporary school facing the formation of citizens whose appropriation of spoken language is a factor of inclusion in various fields of social action, which involves boosting in these generations a comprehensive oral and expressive domain, intended to favor the democratization of relations which set the current world in the exercise of their citizenship and responsible participation in the common public space. In this thesis the previous budget is collected and supports the need to denature the oral language activity in school and in society today, characterized by the absence of a linguistic consciousness, and pedagogical discourse on the spoken language, with the In order to elucidate the epistemological status of orality as language activity and at the same time as interdisciplinary dimension, which involves consideration of a number of socio-cultural, psycho-pedagogical, linguistic and discursive conditions that will enable their appreciation and understanding in Media education in Colombia.