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

This article exposes an artistic experiential proposal through creative thinking, reflective education, and the representation of individual memory as a link for the construction of collective memory with members of the community of San Martín, Meta, Colombia. To do this, the researchers considered the hermeneutic phenomenological method in four stages: preliminary, descriptive, structural, and interpretive. This was done through audiovisual awareness of an animated short along with a questionnaire that led to a process of subjective and group dialogic reflection. For their part, the results evidenced an interpretive process based on the past of the participants from individual and collective memory under a significant integrating perspective. This was configured through a process of symbolic creation, which generated a dialectical bridge between the participating community and universal audiovisual materials. Thus, through projects of this type, the researchers intend to encourage other academic institutions in the country to develop more artistic awareness projects through memory. Likewise, it is expected to continue with the project through visual narratives in a text that integrates the experiences lived in this place with the reflective needs still latent in the field of those who participated in this research proposal.

The study focused on the validation and application of an intercultural sensitivity scale. The objective of the research was to know and compare the degree of intercultural sensitivity of the different disciplines and level of practice of the pedagogy students of the Faculty of Education of the Central University of Chile, considering for this a division by types of practice (initial, intermediate or professional). The investigators worked with a proportionate stratified random sample, made up of more than 30% of the students of each of the six majors of the Faculty of Education, composed of 227 students University students of this Faculty (19.4% men and 77.1% women), who answered a self-application questionnaire. Initially, a cultural adaptation of the items was carried out with the help of expert judges. For the validation of the scale, a reliability analysis was applied to all the items. After its application to the Chilean sample, the results of validation of the instrument yielded a Cronbach Alpha of .87, concluding that the majors of Differential Education, Basic Education, English and Nursery Education were above the total average of the differentiated, reflecting an adequate intercultural sensitivity, while Education Physics and Mathematics were below this average. In conclusion, the validity and reliability of the instrument is confirmed, as well as its adaptation to the local context. Likewise, the investigators consider that this scale could be used as a valid and reliable measure in Chilean university students of pedagogy, which is also favored by its easy and rapid application.

The objective of this research was to characterize the virtual feedback offered by the professors in contrast to the perceptions of the students. The investigation was developed under a qualitative and quantitative paradigm and the participants were two teachers of post-compulsory secondary education and their students. Moreover, the authors carried out a content analysis of the interviews and feedback, as well as a descriptive statistical analysis of satisfaction questionnaires. The results show the need to attend to the characteristics, interests, and needs of the students when planning the delivery of feedback with the use of Information and Communication Technologies (ICT), which influences the perceptions and use of the feedback received.

One of the most urgent aspirations to meet the challenges of today's society is to prepare teachers to act as transformers of the educational processes they lead, based on scientific research. The master's program in education includes this as one of its objectives. However, the learning of statistics is presented as one of the barriers in the fulfillment of this purpose. Therefore, this paper aims to present a pedagogical proposal based on the implementation of a virtual course on statistics applied to educational research, supported by the Moodle platform, addressed to master's degree students in education as an alternative to increase the learning of this subject. It is a pedagogical hybridization of the following trends: problem-based learning, project-based learning, and the inverted classroom. The results of its implementation in an intentional sample of 34 students of the Master's Degree in Didactics of Exact Sciences are presented and analyzed. Moreover, the investigators applied a descriptive and longitudinal experimental design based on the quantitative approach. The learning processes were evaluated from the reports submitted by the students to a sequence of five tasks, which were graded using epistemic adequacy descriptors measured at four levels. The results are encouraging, slightly superiors to other project-based learning proposals (Alvarado et al., 2018). 30 students managed to bring the project to final completion and complete the full cycle of statistical investigation, but only 8 achieved high levels and four dropped out of the course. This suggests that the didactic proposal represents a viable alternative for teaching statistics in the master's degree in education. Future applications are suggested for possible amendments in the design to achieve higher results.

The idea of social commitment as a transversal element in curricular design in educational institutions has prevailed for the last 25 years in Spain in a very uneven manner in its daily implementation in the classroom. Music education taught at music schools should aim to have a positive impact on the social well-being of the community, and should also contribute to alleviate social dysfunctions in the nearby surroundings, creating social cohesion and feelings of community belonging and identity. Nevertheless, there is some inertia to perpetuation of traditional models of music education where there is no room for innovative projects with authentic social engagement. To alleviate this issue, the educational model for mediation and intervention through music is introduced, which adds a new educational orientation to the traditional offer in music schools. This paper pursues the following objectives: 1) to offer some reflection on traditional educational models; and 2) to introduce the music mediation model that can lend support to socio-community educational projects and integrate social commitment. The main contribution of this work is the presentation of a classification of updated music educational models, including the most recent as the gamification model, and introducing in this taxonomy the music mediation model. In this new educational model, music teachers use their musical knowledge applied to educational activities to cause change and transformation in people, thus contributing to relieve the social dysfunctions of the environment and contributing to the welfare state of the community. Among the most relevant conclusions are the need to update the training of music teachers, expanding their skills in terms of socio-community education, or opting for a specialization in the new models. The need to design teaching strategies, methodologies and activities aimed at developing the social mediation model and promoting educational research in this area is confirmed. Finally, the taxonomy presented responds to the reality observed and generated from the current world scenario, but far from being a static classification, it is foreseeable that it will have to be revised in an ongoing dialogue with the context in the coming years and decades.

Since evaluation as a component of the teaching-learning process needs to be constantly studied, this paper aims to propose a rubric that contributes to evaluating the geographic socio-economic competences of the students of the Licenciatura’s Degree in Geography Education during the development of the field practice. In the methodological design, the investigators used qualitative research and employed methods at the empirical level such as the review of documents (the program of the Economic and Social Geography discipline, the study plan and the current study plan, and the bibliography about the rubrics and competency-based training). The authors applied the survey to the students to identify the deficiencies and the degree of satisfaction with the evaluation that is used; moreover, they applied the interview to the teaching staff and the participant observation to appreciate the form and efficiency of this evaluation. The discussion group contributes to shape the socioeconomic competencies and the rubric for their evaluation. Therefore, this paper concludes that the design of rubrics to evaluate the socioeconomic-geographical competences, in the field practice, represents a current need in the program of the discipline Economic and Social Geography for they constitute a novel instrument to evaluate such competences, transforming the historical form of evaluation to obtain an active role of students and teachers, by having defined, the elements of achievement. Hence, the authors consider that this modality is more fair, personalized, and differentiated as for the qualification since it avoids the subjectivity of the teacher.

El presente artículo emerge de la convocatoria 872 del Ministerio de Ciencia y Tecnología de Colombia Min-Ciencias del 2020 en el marco del proyecto promoción de entornos protectores, fundamentados en las prácticas pedagógicas, creación artística y cultural, como apropiación social del conocimiento para la interpretación de la reconciliación en torno a los fenómenos sociales relacionados con el conflicto armado en Iracá Meta (Colombia), el cual tiene por objetivo realizar un análisis cronológico  del conflicto armado en Colombia, además de los antecedentes históricos en el marco cultural y social de las principales regiones atacadas por este nefasto flagelo, la metodología desarrollada fue la investigación narrativa dentro del paradigma cualitativo, es así como la búsqueda del preciado valor de la paz se convierte en punto de encuentro en diferentes escenarios y momentos como objetivo central de los gobiernos de turno, los mismos que a través de políticas públicas de represión e intentos de negociación con las Fuerzas Armadas Revolucionarias de Colombia (FARC) y el Ejército Popular de Liberación (EPL) han sido protagonistas de escenarios sangrientos de la guerra cruel que por cinco décadas se ha convertido en el trasfondo del terror que subyuga a los campesinos y habitantes de las zonas periféricas del vasto territorio colombiano, a vivir realidades que atentan contra la vivencia de los derechos humanos dentro del marco de la libertad y de la paz, siendo este un factor que permea las esferas más allá de las aulas educativas, constituyéndose en un reto para los profesionales de la educación del siglo XXI en Colombia.  

El presente artículo, se presenta con el propósito fundamental de precisar la aplicabilidad de la denominada “Ciencia de Datos” (Data Science) y sus herramientas de “Inteligencia Artificial” (IA), como apoyo al desarrollo de investigaciones cualitativas, aplicadas al estudio de fenómenos sociales complejos. La metodología se corresponde con el denominado Análisis Comparativo Cualitativo, para ello se toman los datos de una investigación cualitativa, referencial, desarrollada usando el método Fenocomplejo, fundamentado en los Modelos de Sistemas Viables de Stafford Beer y la Fenomenología Hermenéutica de Van Manen. Los hallazgos se enfocaron en la comparación de las relaciones existentes entre frases y palabras, así como a los sentimientos emanados desde las anécdotas protocolares de cuatro profesores universitarios activos en dos universidades públicas del estado Trujillo. Finalmente se considera que la Ciencia de Datos y la Inteligencia Artificial son perfectamente aplicables, y recomendables, como apoyo al desarrollo de este tipo de investigaciones

This research was conducted at the Unidad Educativa Fiscomisional Sathya Sai. The objective of this research work was to implement digital tools to improve the academic performance of fourth grade students of the Sathya Sai Fiscomisional Educational Unit. For this reason, the type of research is of positivist paradigm with a quantitative approach of non-experimental and correlational design. The population is defined by 32 students belonging to the fourth grade of the Unidad Educativa Fiscomisional Sathya Sai.  Since it is a finite group, the population was taken, and the survey technique was used to obtain the information.  The instrument was a questionnaire of questions, through which it is obtained as main result that the use of digital tools in the classrooms originated the increase of the academic performance of the fourth grade students, making a comparison of the averages of the courses of the school years 2020-2021 and 2021-2022, with a clear improvement of the average, therefore it is concluded that the use of digital tools in the classrooms affects significantly the performance of the students.

El artículo reporta una investigación que tuvo como propósito interpretar los significados de la acción gerencial ante el cambio institucional de Instituto Tecnológico a Universidad Politécnica Territorial (UPT) en la Universidad Politécnica Territorial José Antonio Anzoátegui (UPTJAA). El Estudio se enmarcó en el paradigma del interpretativismo empleando el método fenomenológico hermenéutico. El proceder cualitativo de la investigación implicó el uso de entrevistas en profundidad a ocho versionantes La sistematización de la información permitió la emergencia de las siguientes categorías orientadoras: a) Accionar para el desarrollo organizacional para la gestión integral de la transformación universitaria, y b) Accionar para la gestión académica y la articulación con el tránsito hacia UPT. Como reflexión final se pudo apreciar que el proceso de transformación ha sido muy complejo en tanto las acciones gerenciales significan importantes brechas entre los propósitos macro institucionales de las UPT y la evolución propia hacia la que transita la cotidianidad académico administrativa de la UPTJAA.