Ngā hua rapu - "community"

The School Community: collectivity Towards Transdisciplinary Research mā Castañeda Lozano, Yebrail

“…The following article has the purpose of describing the budgets that the school community requires to move from a disciplinary school of simplicity to the school of transdisciplinarity of investigative complexity. …”
Whiwhi kuputuhi katoa

Community Education and Ethnobotany: Roots of Knowledge from An Environmental Approach mā Castillo Ruge, Mayel Camila, Rodríguez Vargas, Leidy Katherine, Pachón Barbosa, Néstor Adolfo

Ngā marau: “…community education…”
Whiwhi kuputuhi katoa

Experiences of sexual dissidence and gender dissidence in Bogotá schools: the place of teachers of the LGBTIQ population and the opinions of the school community mā Ramírez-Rincón, Michael Eduardo, Velasco López, Gloria Susana

Ngā marau: “…school community…”
Whiwhi kuputuhi katoa

“Eina”. The to knit and disarm of a teacher mā Escorcia Romero, Tadiana Guadalupe

Ngā marau: “…community…”
Whiwhi kuputuhi katoa

The reflexive teacher, an open posture to action for change mā Jiménez Jaimes, Daniel

Ngā marau: “…community…”
Whiwhi kuputuhi katoa

Challenges in Teacher training at Colombian Superior Normal Schools mā Lozano-Flórez, Daniel, Pérez, Tito Hernando, Vásquez-Alape, Luis Ernesto

Ngā marau: “…community outreach…”
Whiwhi kuputuhi katoa

A new educational paradigm mā Severin, Eugenio

Ngā marau: “…community…”
Whiwhi kuputuhi katoa

Notiarrayanes: more than a pedagogical practice, it is a place to promote meeting, dialogue and construction mā Castañeda Vanegas, Alexander

Ngā marau: “…community…”
Whiwhi kuputuhi katoa

Prevention in Hogares Comunitarios de Bienestar: A Case Study about Pedagogical Strategies and Social Vulnerability mā Meneses Cortes, Juan Camilo, Gutiérrez Avendaño, Jairo

Ngā marau: “…communities…”
Whiwhi kuputuhi katoa

Educational Strategies that Consolidate Meanings of Life in Popular Sectors mā González-Terreros, María-Isabel, López Gómez, Wilson Darío, Cardona Sánchez, Fernando, Rojas-Pabón, Marysol

Ngā marau: “…school-community…”
Whiwhi kuputuhi katoa

From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks mā Meneses-Runza, Ingrid Nathalia, Castañeda-Cantillo, Ana Elvira

Ngā marau: “…learning Communities…”
Whiwhi kuputuhi katoa

Make it Real: The Clover is Ours mā Forero Ruiz, Andrés Felipe

Ngā marau: “…community art…”
Whiwhi kuputuhi katoa

Practices of Resistance in the Use of the Nasa Yuwe Language in the Ancestral Territory of the Nasa Indigenous Reservation mā Díaz-Sánchez, Edisson

Ngā marau: “…Nasa community…”
Whiwhi kuputuhi katoa

Onomastic Discourse Study to the Characterization of the Quotidian Education mā Díaz-Fernández, Roman Camilo

“…The study had two stages: an exploratory selection/lexical opinion survey was applied to people from a school community. Then, a study of salience to the onomastics of the speech community was carried out. …”
Whiwhi kuputuhi katoa

Confinement, Face-to-Face: A Look at the Construction of a Pedagogical Experience During the Pandemic mā Castro-Hernández, Diana D., Cárdenas-Maldonado, Oscar Mauricio

“…The following text presents a pedagogical experience occurred in the district educational institution Eduardo Umaña Luna IED (EUL) - Bogotá Colombia, in the scenario of remote non-presential education caused by the SARS-CoV-2 pandemic; having as theoretical background the tension originated in the fact of moving and inhabiting the school from a materiality to a virtuality; generating on the one hand, a sharing of the sensitive (Rancière, 2009) by producing in the actors of the educational community other practices of socialization mediated by technological tools; and on the other hand, a pedagogical framework for the understanding of subjectivities mediated by online interaction and socialization, the latter and following the conceptualization outlined by Zemelman (2005) from the production and understanding of subjectivities in modernity, in terms of concepts such as agency, resistances and powers identified in the trajectory of the pedagogical experience, which links and gives voice to the educational community.…”
Whiwhi kuputuhi katoa

Mestizo pedagogies: An epistemic proposal for intercultural education in Colombia and Latin America mā Ramos Guerrero, Jorge Orlando, Martínez Castro, Andrés Felipe, Mafla Ortega, Liliam

“…Emergent pedagogies have opened the possibility for discussions on localized, community-based, and counter-hegemonic forms of knowledge to emerge. …”
Whiwhi kuputuhi katoa

Pedagogical thoughts on knowledge from the "backpacking" in the city mā Castro, Guillermo Williamson

“…Educating in and for the city is educating citizens willing to discover it in everything that it wants to offer and allow discovering, to generate a curriculum and pedagogy that is based, from its social and / or institutional specificity, with the curriculum and pedagogy of the local, neighborhood, community urban territory. Educators integrated in themselves, integrated in the world and their community, can apprehend it, understand it, rationalize it in knowledge and teach it and continue learning it in dialogical pedagogical processes. …”
Whiwhi kuputuhi katoa

Weaving environmental knowledge, the ancestral territory and coexistence mā Garavito Suarez, Hammes Reineth, Chaparro, Sandra

“…From the PRAE (School Environmental Project) the activity was proposed as a way of rescuing their knowledge on environmental, cultural, community and territorial issues. …”
Whiwhi kuputuhi katoa

Considerations on research in math education in Colombia mā Flórez Rojano, Iván Darío, Céspedes Guevara, Nelly Yolanda

“…It formulates, as a proposal, some fields of reflection around the scenarios of the curriculum, didactics and evaluation in terms of challenges and trends for the educational community that promote the rapprochement between research and the school context.…”
Whiwhi kuputuhi katoa

School Counselor More Than A Pedagogue: ¿A change of Paradigm? Or just ¿A change in our Functions? mā Borja, Carlos

“…Our categories, based on reality, contextual in Schools and transcending conceptual and imaginary frontiers about our work, in Public Educational Institutions, reaching the community and impacting Society.…”
Whiwhi kuputuhi katoa