Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes
Through the Volver a la Escuela program, the Directorate for the Inclusion and Integration of Populations of Bogotá’s Secretariat of Education promotes flexible educational strategies to ensure that vulnerable populations can access and are included in the education system. Within this context, Cole...
Guardat en:
| Autor principal: | |
|---|---|
| Format: | Online |
| Idioma: | espanyol |
| Publicat: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
|
| Matèries: | |
| Accés en línia: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3595 |
| Etiquetes: |
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|
| _version_ | 1858041903815065600 |
|---|---|
| author | Arenas López, Andres |
| author_browse | Arenas López, Andres |
| author_facet | Arenas López, Andres |
| author_sort | Arenas López, Andres |
| collection | OJS- Educación y Ciudad |
| description | Through the Volver a la Escuela program, the Directorate for the Inclusion and Integration of Populations of Bogotá’s Secretariat of Education promotes flexible educational strategies to ensure that vulnerable populations can access and are included in the education system. Within this context, Colegio Restrepo Millán implements flexible initiatives to address the educational needs of children and young people from the Emberá population. This article, which reports on a pedagogical experience, describes the application of problem-based learning and the STEM+ approach with Emberá students enrolled in second grade of Basic Processes during the second semester of 2024, with the aim of advancing interdisciplinarity from the area of technology, a subject that facilitates the transversal integration of intercultural academic content from science, mathematics, and Spanish. Active methodologies allow developing experiential activities that foster essential skills for solving problems related to the immediate environment. Through flexible teaching-learning processes that articulate different disciplinary fields, traditional elements of Emberá culture, and technological tools, creativity, innovation, critical thinking, and collaborative work are promoted. The integration of elements intrinsic to this indigenous group contributes to strengthening identity, facilitates the preservation of their native language, reinforces the learning of Spanish as a second language, and fosters empathy with the teacher. As a result of this initiative, we have achieved a more dynamic and consistent participation of Emberá students in their educational processes. |
| first_indexed | 2026-02-24T16:00:42Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3595 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:42Z |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-35952026-02-02T23:52:11Z Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes Aprendizaje basado en problemas y enfoque STEM+ para la alfabetización tecnológica de estudiantes Emberá de grado segundo de Procesos Básicos Arenas López, Andres población Emberá procesos básicos STEM modelos educativos flexibles educación intercultural Emberá population basic Processes STEM flexible educational models intercultural education Through the Volver a la Escuela program, the Directorate for the Inclusion and Integration of Populations of Bogotá’s Secretariat of Education promotes flexible educational strategies to ensure that vulnerable populations can access and are included in the education system. Within this context, Colegio Restrepo Millán implements flexible initiatives to address the educational needs of children and young people from the Emberá population. This article, which reports on a pedagogical experience, describes the application of problem-based learning and the STEM+ approach with Emberá students enrolled in second grade of Basic Processes during the second semester of 2024, with the aim of advancing interdisciplinarity from the area of technology, a subject that facilitates the transversal integration of intercultural academic content from science, mathematics, and Spanish. Active methodologies allow developing experiential activities that foster essential skills for solving problems related to the immediate environment. Through flexible teaching-learning processes that articulate different disciplinary fields, traditional elements of Emberá culture, and technological tools, creativity, innovation, critical thinking, and collaborative work are promoted. The integration of elements intrinsic to this indigenous group contributes to strengthening identity, facilitates the preservation of their native language, reinforces the learning of Spanish as a second language, and fosters empathy with the teacher. As a result of this initiative, we have achieved a more dynamic and consistent participation of Emberá students in their educational processes. A través del Programa Volver a la Escuela, la Dirección de Inclusión e Integración de Poblaciones de la Secretaría de Educación de Bogotá promueve estrategias educativas flexibles para garantizar el acceso y la inclusión de poblaciones vulnerables en el sistema educativo. En tal contexto, en el Colegio Restrepo Millán se desarrollan iniciativas flexibles para atender las necesidades educativas de niños, niñas y jóvenes de la población Emberá. Este artículo, donde se reporta una experiencia pedagógica, describe la aplicación del aprendizaje basado en problemas y el enfoque STEM+ con estudiantes Emberá de segundo grado de Procesos Básicos durante el segundo semestre de 2024, con el propósito de avanzar en la interdisciplinariedad desde el área de tecnología, una asignatura que facilita la transversalización de contenidos académicos interculturales de ciencias, matemáticas y español. Las metodologías activas permiten desarrollar actividades experienciales que fomentan habilidades esenciales para la resolución de problemas relacionados con el entorno inmediato. Mediante procesos de enseñanza-aprendizaje flexibles que articulan diferentes campos disciplinares, elementos tradicionales de la cultura Emberá y herramientas tecnológicas, se promueven la creatividad, la innovación, el pensamiento crítico y el trabajo colaborativo. La integración de elementos propios de esta etnia indígena contribuye al fortalecimiento de la identidad, facilita la preservación de su lengua materna, refuerza el aprendizaje del español como segunda lengua y genera empatía con el docente. Como resultado de esta iniciativa, se ha logrado motivar una participación más dinámica y constante de la población estudiantil Emberá en sus procesos educativos. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2026-01-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3595 10.36737/01230425.3595 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3595 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3595 Educación y Ciudad; Núm. 50 (2025): Temática libre (enero-junio); e3595 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3595/2564 Derechos de autor 2026 Andres Alfonso Arenas López https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | población Emberá procesos básicos STEM modelos educativos flexibles educación intercultural Emberá population basic Processes STEM flexible educational models intercultural education Arenas López, Andres Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes |
| title | Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes |
| title_alt | Aprendizaje basado en problemas y enfoque STEM+ para la alfabetización tecnológica de estudiantes Emberá de grado segundo de Procesos Básicos |
| title_full | Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes |
| title_fullStr | Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes |
| title_full_unstemmed | Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes |
| title_short | Problem-Based Learning and STEM+ Approach for Technological Literacy among Emberá Students in the Second Grade of Basic Processes |
| title_sort | problem based learning and stem approach for technological literacy among embera students in the second grade of basic processes |
| topic | población Emberá procesos básicos STEM modelos educativos flexibles educación intercultural Emberá population basic Processes STEM flexible educational models intercultural education |
| topic_facet | población Emberá procesos básicos STEM modelos educativos flexibles educación intercultural Emberá population basic Processes STEM flexible educational models intercultural education |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3595 |
| work_keys_str_mv | AT arenaslopezandres problembasedlearningandstemapproachfortechnologicalliteracyamongemberastudentsinthesecondgradeofbasicprocesses AT arenaslopezandres aprendizajebasadoenproblemasyenfoquestemparalaalfabetizaciontecnologicadeestudiantesemberadegradosegundodeprocesosbasicos |