Ngā hua rapu - "knowledge"

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.…”
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New teachers: reflections from knowledge and training mā Mina Urrutia, Maritza Bibiana

Ngā marau: “…pedagogical knowledge…”
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Pedagogical thoughts on knowledge from the "backpacking" in the city mā Castro, Guillermo Williamson

Ngā marau: “…knowledge…”
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The teacher as a knowledge builder, a look that means mā Cárdenas Rojas, Diana Marcela, Fonseca Parra, Ángela Patricia

“…This article represents an overview that, from an alternative approach, positions the teacher as knowledge creator.  It allows a review of necessary path to reach such approach and accounts two researches whose conclusions enable the characterization of the teacher's knowledge around the academic concepts taught by the language and Physical Education teacher´s. …”
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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: “…traditional knowledge…”
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Towards an Ecology of Knowledge for Interdisciplinary Teacher Education: Some Practical Orientations mā Salamanca-Aroca, Claudia, Sepúlveda-Bernales, Valeria Jimena

“…However, the epistemological roots detected in Chilean pre-service teacher education result in knowledge fragmentation, contrary to the political and social demands that promote interdisciplinarity for the complementarity of knowledge. …”
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Policies, Knowledge, and Narratives of Sexuality Education: A Review of Latin American Literature 2000-202 mā Vélez de la Calle, Claudia del Pilar, Santamaría-Vargas, Juliana del Pilar

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Ancestral and traditional knowledge linked to pedagogical practice from an intercultural approach: a study carried out with teachers of sciences in initial training mā Uribe-Pérez, Marisol

Ngā marau: “…ancestral and traditional knowledge…”
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Basic learning rights and Transmedia Narrative, another way to learn in math class mā Charria Castaño, Liliana

Ngā marau: “…knowledge…”
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Insects at school: an alternative in science education for the construction of a reflective and contextual environmental education mā Sánchez Torres, Angélica, Reyes Del Valle, María Lizeth

Ngā marau: “…scholarly scientific knowledge…”
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A new educational paradigm mā Severin, Eugenio

Ngā marau: “…knowledge society…”
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School and Pedagogical Práxis: Transforming Bond of Graduates in Teachers mā Rojas López, Ronald Andrés

Ngā marau: “…pedagogical knowledge…”
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Educational Robotics: An Integrative Didactic Interdiscipline for Teaching mā Molano García, Diego José, Acero Ordóñez, Óscar Leonardo

Ngā marau: “…knowledge integration…”
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The multiverse school: Conjectures towards another educational story mā Chacón Montes, Jonnathan

Ngā marau: “…knowledges…”
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Be a teacher, a process in constant construction mā Herrera Casilimas, Gloria Elena

Ngā marau: “…knowledge…”
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Networks of Teachers and Knowers : Border environmental dialogues in the city-region relationship and its cultural-communicative practices mā Castiblanco Roldán, Andrés, Cuineme Rodríguez, Mónica

Ngā marau: “…environmental knowledge…”
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Challenges in Teacher training at Colombian Superior Normal Schools mā Lozano-Flórez, Daniel, Pérez, Tito Hernando, Vásquez-Alape, Luis Ernesto

“…It is concluded that training in the ENS recognizes the diverse social contexts and offers responses to the problems present in the territory, recognizing and respecting traditional and ancestral knowledge and practices, a fact that has led to the construction of own knowledge, which integrates the knowledge scientific, technological, and traditional.…”
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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. However, there is no integrative pedagogical theory that focuses on the dialogue between traditional and academic knowledge. …”
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Hegemony of normality in the School mā Villa Rojas, Yennifer Paola

“…This reflective article presents the tensions that the hegemony of normality awakens in the Colombian school, attending the need of a critical perspective on the ways in which educational inclusion is constructed, from a rehabilitative perspective, where the subject with disability is taken to the maximum of possible normalization, energized by illegitimate support teachers from their knowledge and profile.…”
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Problems and challenges of rural education in Colombia mā Arias Gaviria, Jairo

“…They assume technologies that are not usually familiar to rurality and convey an ideology of closeness to this modernized world, in which rural education conveys a general curriculum, of a national character, that leaves out the own knowledge of its inhabitants.…”
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