Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article presents the results of an action- research project focuses on verifying the level of appropriation of the discursive competence among the students. This study was carried out at the University of San Buenaventura Medellín from level 9 to 10 of English program using vivential tasks with eight students. All tasks were guided with a communicative goal integrating the four skills (speaking, listening, writing and reading; whole language approach) in order to improve learners` appropriation of discursive competence taking into account the syllabus and student`s needs and interests. The results show learners` improvements in their discursive competence such as oral as written. In addition, findings evidence that implementation of vivential tasks was meaningful by factors related to Whole language approach, Task-based language teaching and Communicative goals regards to the syllabus and learner`s needs and interests.

This article aimed to  analyze  the  stained glass window of San José in the Cathedral of Cúcuta-Colombia, from an iconographic and geometric perspective, taking into account the relationship with the temple’s architecture. This article is part of the “Arquimatso” strategy that seeks integration between the disciplines of mathematics and architecture to strengthen historical and architectural studies. From there, a descriptive study is carried out to analyze the geometric qualities of the stained glass art of San Jose, which give the cathedral’s architectural space perceptual resources, religious symbols, and instruments that allow us to think of light as an essential, quantifiable and qualifiable.

The purpose of this study is to establish if gender is a significant factor in the performance of students in Early Childhood Education. For this purpose, the grade averages of 667 Early Childhood Education students from the Faculty of Education of the Universidad Surcolombiana (658 women and 9 men) were obtained, from 2013 to 2018. In general, the results show that there are no statistically differences. significant. It is  concluded  that  the gender variable does not influence the performance of infant education courses.

There is scientific evidence about the positive impact of music on the biopsychosocial development of the human being. However, the academic institutions that form preschool educators assign little importance to the formation of musical skills for professional performance. In fact, the curricular bases of pre-school education recently published by the Ministry of Education in Chile do not give an account of the importance of musical resources as an autonomous and cross-sectional artistic language in the three areas of learning experiences described there. This article seeks to expose the curricular relevance of music education in the institutions that form preschool educators in Chile. Specifically, a critical evaluation is carried out around the curricular bases for preschool education adopting a quantitative, descriptive, transversal and non-experimental design. In order to obtain data, the hourly load of the subjects related to artistic, didactic and particularly musical language of 23 curricula of Chilean university institutions was analyzed. As inclusion and exclusion criteria, training with curricular meshes published in their web portals at the date of the investigation were considered. The results reveal a low percentage of hours designated for musical expression (91% of the institutions analyzed have only one semester of training in the subject), as well as the absence of the subject in 17% of the institutions that participated in the study.

This article is derived from a research project that aims to determine the impact of pedagogical and evaluative practices on the results of critical reading, social and citizenship, and English competences evaluated in Saber 11 test in rural and urban educational institutions from the public sector of the municipality of Tuluá, Valle del Cauca. This study employs a mixed methodology due to the use of instruments and analysis of quantitative information or statistical results, as well as analysis of qualitative information using the interview and focus group. It was possible to describe the pedagogical and evaluative practices and the analysis of their incidence on the results of Saber 11 test, which constitutes a benchmark for the improvement plans of educational institutions aimed at developing the object of study competences, whose purpose is to impact curricular and sociocultural processes of the context and general society. 

Proposing adequate solutions to contribute to the construction of knowledge for agriculture is an inclusive goal not only for government entities but a commitment of the educational institutions involved with the field. To achieve this end, which seeks equity in the countryside and also to improve innovation for farmers, it is essential to address the gaps between the countryside and the city, and make systematization reach their hands in a practical and simple way. However, what measures does agriculture take for the fourth industrial revolution? It is necessary to refine digital educational resources aimed at supporting agro-industrial activities in the field using the tools that Information and Communication Technologies (ICTs) provide under the perspective of a circular economy.   ICTs seek to promote the leadership of our rural inhabitants, through relevant training processes available to all, always oriented to the field and seeking the appropriation of the farmer, their inclusion and development, since these tools used in the work from the field are the main motivation in the search for digital literacy that allows achieving adequate knowledge of their environment and adaptation to climate change.

In the following text the concept of competence consigned in the Basic Standards of Competences in Language is analyzed, from the point of view of the French thinker Edgar Morin (1968), renowned philosopher, sociologist and anthropologist. This is discussed from a contextualized perspective on the demands of the new and emerging communicative ecosystem. This requires a concept of transdisciplinary competence, renewed, and in projection of the multidimensional formation of the contemporary subject. In this measure, the development of this new type of competence, requires the complexity of environments, didactics and methodologies in favor of current education. To this end, the conceptual reference of complex thinking, the place of education in this scenario, the complex area within the curriculum, and the transition between competencies are presented first.

In this research work a study about learning styles was carried out, it was on the students whose freshman year was on 2018 of the educational program of Pharmaceutical Chemical Biologist in the School of Chemical Biological Sciences School of the Autonomous University of Campeche. The study considers the classification of Honey and Alonso, also called CHAEA and the Neurolinguistic Programming Model of Bandler and Grinder of the Visual, Auditive, Kinesthetic channel (VAK). The questionnaires of the two style classifications were applied to the 27 students who entered   in 2018; then, after giving them a course about the styles, these instruments were reapplied to them in 2019. The results show that before the course, 24 students apparently had a specific preferential style considering the classification of  Honey  and  Alonso;  after  the  course   only 13  students  remained  in  a  single preferential channel. Regarding the VAK, before the course 16 students had a preferential channel, after the course 18 students had a preferential channel. The students were informed of the results of the Educational Program, so they could consider them in the development of their learning strategies and therefore strengthening their autonomous learning, which will contribute to increasing the educational achievement in the undergraduate level.

This work presents the development of a gamified educational material to guide ecology concepts in secondary education. The population corresponded to 30 tenth grade students and 4 teachers from a Colombian educational institution. The contents were created according to the guidelines of the Colombian Ministry of Education, addressing the environmental problems that arise worldwide. The validation of the educational material by the students shows the effectiveness of gamification and ICT in attention, readiness for learning and improvement of the classroom environment. Teachers consider the educational material appropriate to the level of teaching, and relevant for class work. It is concluded that the development of a material of this type requires planning based on the needs of the students, the pedagogical model and availability of institutional technological resources.

The purpose of this document is to refer the results of the study carried out with teachers of Normal Schools (teacher educators) of Mexico regarding the levels of appropriation that they handle on Information and communication technologies in support of their teaching practice. The evidence establishes that this level was low, which indicates a limited capacity to design and implement educational scenarios supported by the technologies that restrict the active participation of the student, their deep understanding of the learning content, and their constructive activity. This condition represents a significant opportunity space for the near future as these resources become increasingly indispensable in the educational endeavor.