Repositorio Institucional
Universidad Distrital - RIUD
El Repositorio Institucional de la Universidad Francisco José de Caldas RIUD es una herramienta donde se depositan los objetos digitales que corresponden a la producción intelectual de la Universidad para proteger, preservar, y difundir.
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Envíos recientes
Identificación de áreas prioritarias para el desarrollo de iniciativas de I+D+i, en el marco del CONPES D.C. 35 - Economía Circular.
(Universidad Distrital Francisco José de Caldas) Colmenares, Jeisson Alexander; Romero-Betancur, David; Romero Betancur, David [0000-0003-1330-6116]
This document sets out the priority areas for the development of research (basic and applied) and technological development initiatives focused on sustainable production and consumption, aimed at addressing the challenges of the District and bringing together the different stakeholders within the framework of CONPES D.C. 35 – Circular Economy. The PDEC seeks to transform the linear production and consumption model into a circular one, prioritising resource optimisation, waste reduction and ecosystem regeneration.
The prioritisation process was carried out in two phases: the first through a consultation instrument addressed to various stakeholders (researchers, business representatives and decision-makers), and the second through the analysis of the information collected. The specific objectives of the PDEC were assessed, and research areas were proposed for each of them, taking into account both institutional priorities and the interests expressed by the community.
The results reveal a strong interest in topics related to civic culture and behaviour change, circular business models, efficient management of the material life cycle (including biotechnology and the popular recycling economy), and the strengthening of governance and knowledge management. Research focuses on areas such as education for circularity, waste valorisation technologies, industrial symbiosis, eco-design, reverse logistics and regional partnerships.
This exercise provides a roadmap to guide investment in science, technology and innovation in Bogotá, aligning academic and productive efforts with the challenges and opportunities of the transition towards a circular economy. This prioritisation is expected to contribute to sustainable development and to an improved quality of life for citizens.
Zonificación ambiental de distritos de manejo integrado usando el método AHP
(Universidad Distrital Francisco José de Caldas) Ruiz Morales , Tatiana Lorena; Melo Martínez, Carlos Eduardo; Melo Martínez, Carlos Eduardo [0000-0002-5598-1913]
This project seeks to build a Methodological Guide based on the Analytic Hierarchy Process - AHP method, for the generation of environmental zoning of protected areas, specifically for the category of Integrated Management Districts, as one of the components required in the formulation and updating of Management Plans, in accordance with the provisions of Decree 2372 of 2010 and Decree 1076 of 2015 issued by the Presidency of the Republic. of Colombia, in relation to the National System of Protected Areas.
Laboratorio creativo para la puesta en escena de la danza tradicional colombiana del proyecto curricular arte danzarlo
(Universidad Distrital Francisco José de Caldas) Caro González , Yandy Masiel; Ospina Espitia, Martha Esperanza
This research analyzes the process developed in the first Research–Creation Laboratory in
Colombian Traditional Dance, a subject within the specialization in Colombian Traditional
Dance of the Dance Arts Curriculum Project at Universidad Distrital Francisco José de
Caldas, directed by professors Martha Ospina and Diego Lozano during the 2023-1 academic
term.
As a result of this process, the piece ¡BASTA YA! was created, inspired by the history of
women workers in Antioquia during the 1920s. This monograph examines the theatrical
experimentations that contributed to its construction, with an emphasis on the points of
dialogue between dance and theater, and on the ways in which these languages intertwine to
reveal the narratives of tradition from a critical and contemporary perspective.
Pertinencia de la oferta de educación superior: caso localidad Barrios Unidos
(Universidad Distrital Francisco José de Caldas) Prieto Ferreira, Laura Marcela; Fonseca Novoa, Cristian Leonardo; Rodríguez Rojas, Luz Andrea; Rodríguez Rojas, Luz Andrea [0000-0003-0312-1177]
According to guidelines from international organizations such as UNESCO, the relevance of higher education is understood as a key factor in ensuring that academic training responds to the needs of the social and economic environment and contributes to generating real development opportunities for young people. This project evaluates the relevance of higher education offerings in the Barrios Unidos neighborhood of Bogotá, D.C., based on its economic vocation and the academic and employment expectations of eleventh-grade students. Although the Francisco José de Caldas District University does not have a campus in this area, the research is an institutional initiative to learn about the aspirations of young people from different neighborhoods, who constitute a potential group of future students. The objective was to analyze whether the academic programs available to eleventh-grade students in the Barrios Unidos neighborhood respond to local productive dynamics and their academic and employment interests. A mixed methodology with a descriptive and correlational approach was used, which included the territorial and educational characterization of Barrios Unidos, as well as the application of surveys to students and academic representatives to identify barriers to access, level of knowledge about the institutions presents, and professional expectations. The results show a weak link between local academic offerings and the predominant economic sectors. Economic, social, and institutional barriers affecting access to higher education were also evident, especially for students from low socioeconomic backgrounds. It was concluded that it is necessary to align educational offerings with the needs of the productive environment and strengthen vocational guidance processes, as well as the links between the educational, economic, and governmental sectors, which would offer trajectories more in line with students' interests and improve their chances of entering, remaining in, and effectively connecting with the world of work.
Cuestiones socioambientales (csa) como articulador curricular regional: un estudio de caso en la licenciatura en ciencias naturales y educación ambiental de la Corporación Universitaria Minuto de Dios
(Universidad Distrital Francisco José de Caldas) Sepúlveda Rojas , Esperanza; Mora Penagos , William Manuel; Mora Penagos, William Manuel [0000-0003-4289-4842]
This doctoral research is situated within the research line Inclusion of the Environmental Dimension in Science Education, part of the Science Education emphasis of the Interinstitutional Doctorate in Education at Universidad Distrital Francisco José de Caldas. The study examines the potential of Socio-Environmental Issues (SEI) as regional curricular articulators in the training of pre-service teachers enrolled in the Bachelor’s Degree in Natural Sciences and Environmental Education at UNIMINUTO in the departments of Cundinamarca, Huila, and Santander. The research responds to the need to strengthen the relationship between science education and environmental education in the face of contemporary socio-ecological conflicts and the growing demand for pedagogical approaches that are context-responsive at the territorial, ethical, and political levels. Grounded in critical theoretical perspectives, the study draws from education based on socio-environmental issues, environmental justice education and its links to science education, environmental citizenship education, the pedagogy of environmental conflicts, community-based environmental education, and current curricular debates in higher education and teacher training. The state of the art was developed through a hermeneutic philosophical approach with an abductive foundation, using content analysis supported by Atlas.ti 7. This review enabled the identification of four emergent categories that describe the current environmental field within science education and its relevance to addressing the socio-environmental crisis. Methodologically, the research follows a qualitative and action-research design within an interpretive-critical framework. It adopts a Type 14 transformative inclusive single-case study, drawing on methodological contributions from Rodríguez (1999), Yin (2018), and Stake (1999). The investigation was structured into three phases: (1) diagnosing the causes of curricular disarticulation between science education and environmental education; (2) characterizing environmental conflicts in the three departments through an examination of EJAtlas, OLCA, and OCA databases, complemented by semi-structured interviews with 17 participants; and (3) generating guidelines for a SEI-based curricular adjustment proposal through the analysis of three discussion groups. Findings from Phase 1 reveal that the environmental dimension within the program has been incorporated in a fragmented, intermittent, and primarily declarative manner, with limited structural integration at the mesocurricular level. Phase 2 characterized 41 environmental conflicts: 21 in Cundinamarca, 4 in Huila, and 16 in Santander, classified into typologies such as mining, hydrocarbons, water management, infrastructure, waste management, land use, biodiversity and biological conservation, and violence against environmental leaders. This phase resulted in the creation of an open educational resource consisting of a database and a territorial map of conflicts, as well as the identification of didactic criteria and possibilities for curricular articulation through SEI. Phase 3 produced curricular transformation guidelines aimed at strengthening an interregional, socio-environmentally committed teacher profile capable of understanding and pedagogically addressing ecological-distributive conflicts. Overall, the findings emphasize the need for an educational approach that systematically articulates science and environmental dimensions, grounded in citizen participation, critical analysis, and territorial understanding. The research concludes that teacher training must be anchored in real socio-environmental conflicts and promote situated didactics based on SEI in dialogue with communities. Furthermore, the study demonstrates that environmental education cannot remain confined to the classroom; it must extend into the territory as a space for the collective construction of knowledge—an essential condition for preparing educators to confront the challenges posed by the global environmental crisis.
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