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

  Este artículo es un avance de la investigación relacionada con la aplicación del Modelo Holístico de Liderazgo Policial (MHLP) de la Policía Nacional de Colombia (PONAL), en la Escuela de Carabineros Provincia de Vélez (ESVEL). En el caso de las escuelas de formación policial, aún no se han desarrollado procesos del MHLP. Por ello, ante esta necesidad y como un aporte a los docentes de la Escuela de Carabineros Provincia de Vélez, se está desarrollando el trabajo de investigación que antecede el presente artículo, cuya pregunta es ¿Cómo diseñar una estrategia didáctica para la aplicación del Modelo Holístico de Liderazgo Policial (MHLP), desde la práctica docente, en el Técnico Profesional en Servicio de Policía de la Escuela de Carabineros Provincia de Vélez “Mayor General Manuel José López Gómez”?, y cuyo objetivo general se enmarca en el diseño de la misma. Este estudio toma como base la investigación cualitativa, bajo un enfoque hermenéutico, apoyados en el estudio de caso. En el proceso de análisis de resultados de entrevistas, análisis documental y observaciones, se ha encontrado que los docentes desarrollan en sus clases aspectos del liderazgo, pero no cuentan con el conocimiento del MHLP. Asimismo, el plan de estudios no tiene una asignatura propia de liderazgo, estas situaciones permiten generar nuevas herramientas didácticas y pedagógicas que permitan la interiorización del Modelo Holístico en los futuros policiales.

From the analysis of the defining aspects and paradigms of the concepts philosophy, pedagogy and epistemology and their contextualization in today's society, being fundamental elements in the understanding of the foundations of 21st century education, it is possible to identify emerging paradigms, among they, those referring to classroom practices or to the strategies that teachers apply in the teaching-learning processes. Precisely, in the analysis carried out in this essay it is identified that one of the emerging paradigms that underlies current educational practices is the implicit conception that exists in the teacher and student relationship, where the first one is considered the owner of knowledge or “ enlightened ”and the second, a being devoid of“ light ”that is to say, without knowledge, who should only be willing to learn and receive without discussion the information provided by the teacher. Thus, the identification of this paradigm in educational practices, in relation to philosophy, pedagogy and educational epistemology, should motivate teachers and professionals in the exercise of education to reflect and rethink the teleological character of their own practice from processes and final results, through the systematic and continuity in the metacognitive exercise, with the consequent generation of strategies to guide the educational practice towards the formative horizontality between teacher and student (not as a student), under the premise that both can be learners in the educational process mediated by bilateral communication and thus enhance the teaching-learning process of both. These strategies to foster horizontality in the student teacher relationship are consolidated and strengthened since the creation of epistemological research and debate spaces in institutional academic circles, to forge an institutional culture of epistemological research-action whose relevance is increasingly evident in this trans-complex society

To talk about early training in research, is to highlight one of the main needs of elementary education institutions, not only in Colombia, but in all Latin America. The goal of this article is to provide a series of reflections on the role of the teacher in the early training of research skills and on the relationship between competences, research processes and didactics. The main approach indicates that it is not necessary to teach the child the methodology so that he / she can learn the skills to investigate in an early age, but that it is important to develop basic competences, such as analysis and observation, the ability to collect and process information to identify problems, as well as, discipline, perseverance, responsibility, honesty, among others. All of this to help children acquire  and develop the required skills before going to college, since learning to investigate is not achieved in two years which it is the time that a postgraduate degree lasts. These competencies require a particular didactic from the teacher, such as motivation towards reading and writing, encouraging the good use of technology, assigning presentations to children, setting up work groups to analyze situations that represent solutions to problems, start the class with questions on the subject, instead of starting directly with the explanation, etc. The basic competences developed in early education are those that will grant the researcher the perfect conditions for him / her to master the concept of science, the process and execution of a research and also feel satisfied during the process.

The contribution that the classic authors Augusto Comte, Max Weber and Carlos Marx have made to the Social Sciences from different areas has been very significant, these materialize in the foundation of currents such as positivism, sociology and Marxism. The present article not only tries to analyze how these authors through Christianity have maintained their thought but to understand the validity of the classic thought by means of appreciations to this religion.With some intellectual productions, these classics of the social sciences have established contrasts and similarities with respect to the usefulness of Christianity in history, from the positivist philosophy of Comte, he visualized it with the so-called law of the intellectual evolution of humanity or the law of the three stadiums. Weber, makes an interpretation of Christianity through his masterpiece the Protestant Ethic and the Spirit of capitalism; and Marx, makes some considerations starting from the origin of Christianity and then analyzes the relationship with Marxism, at this point it was possible to show that in Latin America there are points of convergence.Regarding the conclusions, the most evident one emphasizes the relationship between Christianity and Marxism, which is more of ideological and political convenience than of philosophical essence.

In the present article makes a reflection about the teacher training of the university in the health area with emphasis on pedagogical practices, as a need for commitment of the universities that carry out the training of a competent professional in the dimensions of being, knowledge, know how to do and know how to coexist, that allows the future professional to be inserted in the productive sector with capacity to solve problems throughout life. The problem of higher education in Colombia continues to be one of the main topics of discussion in the different academic spaces of this country, so that we continue to think about methods and practices in a disciplinary way, when teaching, therefore, it is necessary to rethink from a critical perspective the pedagogical practices in the academic programs that offer health careers with the purpose of making possible some transformations in the teaching process and from a transdisciplinary conception. In the case of teachers in the health area, although they have mastery of their disciplinary area, they have difficulties to guide competency-based teaching, which requires the teacher to develop the skills aimed at incorporating and complementing pedagogical practices under a system of educational strategies, which not only aim to impart knowledge in a specific area, but also encourage the process of significant teaching and learning.

To start with the approach to this topic, it is necessary to contextualize the reader in order to guide it towards a more dynamic process of understanding, for this reason, as a first moment, the concept of philosophy will be landed to consolidate strong theoretical-cognitive bases from There it will progress in complexity to the point of providing some necessary and relevant tools to carry out an exegesis process about Genesis and the development of the theory of knowledge. Afterwards, the origin of knowledge will be analyzed starting with a historical journey from the origin of the first human beings, next, through classical Greece, and meeting the naturalist philosophers, the pre-Socratic philosophers, and the 3 great universal Greek philosophers (Socrates, Plato and Aristotle). Then, the development of philosophy in the Middle Ages will be known, given by a cultural fusion that led to social and philosophical transformations typical of the conditions that were faced and that generally revolved around the Theocentric conception. Moving forward chronologically, the modern age or epoch of discovery will be addressed, where philosophical movements that go against the immediately previous period arise and where a new trend towards reason is privileged. Finally, the contemporary era is approached as a moment of scientific boom that brings with it a social crisis and global tension, a product of the consequences of unbridled development, which for some does not represent progress for humanity.