Ngā hua rapu - "territory"

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

Ngā marau: “…territory…”
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Guardians of the Earth: Building Love with the Territory, an Educational Experience of Coexistence at School mā Pulido-Montealegre, Erika Hazen, Moreno-Maldonado, Sebastián

“…The objective was to redefine the relationship that the students established with nature in their Territory, based on a Participatory Action Research methodology. …”
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Guardianes del patrimonio cultural, ancestral, territorial y ambiental de San Cristóbal mā Giraldo Alegría, Jimmy Alexander, González Forero, Edgar Eliécer, Romaña, Jaslin Yulieth, Carranza Chacón, Ángela María, Ortiz Ocampo, Carlos Santiago, Jiménez Tuta, Luisa María, Ortiz Méndez, Danna Valentina, Ortiz Méndez, Nikol Tatiana, Martínez Carrillo, Andrés Felipe, Díaz Hernández, Fanny Alexandra, Garavito Suárez, Hammes Reineth

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

“…Faced with this reality, the reservation advances practices that revitalize the value of their mother tongue and their cultural identity, such as the incorporation of the subject Nasa yuwe in the Ethno-educational Institution of the territory and the unification of the alphabet of the Nasa people.…”
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In search of educational agency with a territorial approach in urban school settings. Systematic review of investigative background mā Diago Camacho, Juan Sebastián

Ngā marau: “…Spatial/territorial approaches…”
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Diseño y proyección del sistema territorial de evaluación de la educación en Santafé de Bogotá

“…El diseño del Sistema de Evaluación Territorial de la Educación para Santafé de Bogotá es el resultado de la iniciativa presentada por la unidad de evaluación del Instituto para la Investigación Educativa y el Desarrollo Pedagógico IDEP, consciente de la necesidad de adelantar estudios de esta naturaleza para contribuir con ello a proponer articulaciones coherentes con los esfuerzos hechos en esta área. …”
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Los procesos de subjetivación y la construcción territorial: un acercamiento desde experiencias de organizaciones sociales en Buenos Aires mā Vommaro, Pablo

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

Ngā marau: “…curriculum, territory…”
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Balance del plan territorial de formación docente 2009-2012 y construcción de lineamientos de políticas de formación de maestros. Informe final

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La UPZ La Flora: tales of stories and memories mā Devia Góngora, Leonardo

Ngā marau: “…territory…”
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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: “…territories…”
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Notiarrayanes: more than a pedagogical practice, it is a place to promote meeting, dialogue and construction mā Castañeda Vanegas, Alexander

“…This article describes the strengths and possibilities of the blog "Notiarrayanes", an innovative research strategy that seeks to promote the construction of identity and memory of the territory, recognizing them as key elements for achieving peace. …”
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Teacher networks in the midst of social regulation and teacher control mā Jaime Fajardo, Juan Carlos

“…But, in order to face this, some teacher networks in Bogotá break with this orientation, opt for the collective, embrace the territory, form political subjects and reflect on their work, among other proactive resistances.…”
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In the key of love and struggle another school is possible mā Sierra Jaime, Teresa de Jesús

“…The Other School Project is possible, advanced in an educational institution in Bogotá, it raises new normative paradigms, the empowerment of school actors, significant changes in the exercise of power and the circulation of knowledge with pedagogies and didactics that make literature, the cinema and art, pretexts to enhance an emancipatory territory on the school stage.…”
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Self-Directed Learning: Teaching about Avifauna in a Rural Institution (La Calera) mā Cortés-Dussán, Germán Duglas, Araméndiz-Méndez, Amine Paola, Cantor-Marentes, Heidy Rocío

“…This strategy of Environmental Education in rural areas allowed students to learn about the bird species in their territory, their ecology and role in the ecosystem.…”
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Problem Based Learning in Environmental Education, perspectives on Mining from student awareness in La Jagua de Ibirico mā Marimón Pérez, Carlos Alfredo, García Cogollo, Jeanvier Jesús, Díaz Muegue, Luis Carlos

“…Changes were observed with respect to the purpose of this research, evidencing a strengthening of critical thinking in relation to the understanding of sustainable development, its pillars and its connection with mining activities in the territory.…”
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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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Make it Real: The Clover is Ours mā Forero Ruiz, Andrés Felipe

“…First, the historical context and the territory where the house is located, are described in the present paper. …”
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Proyecto recuperación de la memoria histórica de tres instituciones educativas de la localidad de Chapinero del distrito capital. Informe ejecutivo

“…La primera parte corresponde a una mirada de contexto, donde se hace una breve explicación de los cerros orientales, desde un enfoque sistémico que posibilita la mirada territorial del proceso. Allí se hace una diferenciación entre lo legal y lo legitimo en la construcción y apropiación social del territorio y su relación con la ciudad. …”
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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

“…Thus, through an intercultural curriculum, school, pedagogy, and teachers contribute to epistemological justice by revitalizing and validating the knowledge of territories and communities and integrating it into academia. …”
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