DISCIMUS: Revista Digital de Educación ISSN: ISSN: 2954-5781, is a publication focused on the fields of education, pedagogy, and didactics. It aims to disseminate research results through research articles, reflections, essays, experiences, and writings where educational research serves as the fundamental axis. It is an open-access, biannual publication. Each edition invites participation from research groups, didactic laboratories, teacher networks, and classroom teachers who seek to expand debates through their pedagogical experiences, didactic interventions, literature reviews, pedagogical proposals, and school narratives.
Open Access Policy at Discimus Journal Discimus Journal is committed to the promotion of free circulation of scientific and academic knowledge, simultaneously ensuring appropriate acknowledgment for our authors while adhering to the ethical principles of scientific publishing. In alignment with this goal, Discimus publishes all its articles under the ATTRIBUTION-NONCOMMERCIAL-SHAREALIKE 4.0 INTERNATIONAL CC BY-NC-SA 4.0
Reflections on Academic Writing and Research
Section: Editorial Categories: Investigación Educativa, Formación Docente, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array The text analyzes the impact of artificial intelligence on academic, technical, and scientific writing practices, highlighting both its pedagogical potential and its ethical, cognitive, and occupational risks. It argues that AI can contribute to learning, research, argumentation, and text production, provided it is used as a support tool and not as a substitute for critical thinking. It also emphasizes the need to verify the information generated, review sources, and preserve responsible authorship in contexts where discourse tends to become a hybrid of human and machine input. The document further outlines the fundamental principles of academic and scientific writing—clarity, precision, communicability, and coherence—which enable the creation of texts that are comprehensible, rigorous, and methodologically sound. Finally, it highlights the importance of the ethical use of direct and indirect citations, as well as consulting reliable references, to ensure the validity of academic discourse. Overall, the text concludes that artificial intelligence can be a valuable resource in education and scientific writing, provided it is integrated in a critical, reflective, and responsible manner.
Copyright (c) 2026 Ilane Ferreira Cavalcante (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The School as a Territory of Life: Body, Care, and Community for the Defense of Life in Rafael Uribe Uribe
Section: Research Article Categories: Pedagogía y Didáctica, Inclusión y Diversidad en la Educación, Movimientos Sociales y Sindicales en la Educación Keywords: Array, Array, Array, Array, Array This reflective article analyzes educational and community-based practices developed at Enrique Olaya Herrera School (IED), located in the Rafael Uribe Uribe district of Bogotá, Colombia, as situated expressions of pedagogies for the care and defense of life. In a territory marked by displacement, informal urbanization, and community fragmentation, the institution has promoted the care of companion animals, school gardening and cultivation processes, as well as environmental education initiatives that strengthen the ties between the school and the community. Drawing on a decolonial ecofeminist perspective and the ethics of care, the article is based on narratives and field journals produced during pedagogical experiences. It argues that these practices constitute forms of community-building and territorial resistance that contribute to sustaining life in the face of logics of dispossession, while connecting with the historical struggles of the communities of Rafael Uribe Uribe to defend and inhabit their territory.
Movimientos Sociales y Sindicales en la Educación
Copyright (c) 2026 Camila Andrea León Vásquez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Is It Still Pedagogy? Ruptures, displacements, and contradictions of Decolonial Education
Section: Perspective Categories: Pedagogía y Didáctica Keywords: Array, Array, Array, Array, Array, Array This research article critically examines the tensions within decolonial pedagogies in relation to modernity. Focusing on three key axes: the impossibility of thinking pedagogy beyond modernity, the shift from the educable subject to the ethical recognition of the enunciative locus, and the critique of literacy as a representational paradigm, it argues that decolonial pedagogies do not represent a complete rupture from modernity, but rather are traversed by a constitutive tension. Likewise, it is noted that the contemporary educational field appears to be opening up to ecologies of knowledges and languages that do not reproduce epistemic hierarchies, but which put into question a key concept of classical pedagogy: formation. Decolonial pedagogies, rather than constituting an alternative model, can be understood as a tension, since modernity remains present even in what seeks to overcome it.
Copyright (c) 2026 Juan Camilo Cardenal Salazar (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Fundamentación de la Educación Religiosa Escolar (ERE) en la educación pública: por un cultivo de la espiritualidad laical en clave política. Informe de resultados de investigación
Section: Research Article Categories: Pedagogía y Didáctica, Investigación Educativa, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array This study examines the crisis of institutional coherence in Religious Education in Schools (RES) provided in Colombia’s public sector, a problem stemming from the structural tension between the constitutional mandate of a secular and pluralistic state and a confessional educational practice whose relevance is questioned by students. The objective is to propose a rigorous theoretical foundation that legitimizes a new educational experience grounded in the principle of “secular spirituality.” Methodologically, it is grounded in a qualitative hermeneutic paradigm, combining documentary research and focus groups with teachers from the public sector. Drawing on the epistemology proposed by Marià Corbí, the study deconstructs spirituality, separating it from institutional religion, to understand it as the Deep Human Quality (DHQ) inherent in the “speaking living being.” The results structure the new horizon of understanding around four constituent axes: the anthropological, which assumes an ontology of interdependence and the possibility of accessing the absolute dimension of existence; the epistemological axis demands a shift from a dogmatic mythical epistemology to an axiological one that validates silent knowledge and free inquiry; the pedagogical axis replaces submission with an experiential “pedagogy of interiority”; and the ethical-political approach posits the ontological inseparability of interiority and social justice, promoting transformative agency through Collective Axiological Projects (CAPs). In conclusion, this research provides public ERE with a scientific framework that respects freedom of conscience and directs education toward the defense of life and pluralism.
Copyright (c) 2026 Juan Carlos Silva Sanabria, José María Siciliani Barraza (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
When Form Falls Ill: Notes Toward a Writing That Breathes
Section: Diálogos Brasil - Colombia Categories: Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array This essay aims to problematize academic writing in the health field as a formative practice and as a device that shapes ways of thinking, researching, and positioning oneself toward knowledge. It is grounded in the understanding that thinking does not consist in applying a predefined method, but in a process in which thought is produced through the very act of writing. The theoretical-analytical trajectory brings together contributions on suffering and work organization, experience, the essay as form, error as a condition of invention, the event, and critiques of neutrality in order to examine the effects of excessive standardization in academic writing. It is argued that the predominance of control, error prevention, and productivist temporalities tends to silence experience, inhibit risk, and impoverish thought, producing texts that are formally compliant but detached from the writer’s implication. Absolute neutrality is understood as a normative fiction that shifts rigor toward an aesthetics of erasure. In contrast, the essay is proposed as an epistemological and ethical choice of rigor, understood as responsibility for the process, interpretive mediation, and the effects produced by the text. The study concludes that writing can function as a space for elaboration, care, and invention, contributing to forms of knowledge production that sustain time, experience, and engagement in the health field.
Copyright (c) 2026 Natasha De Almeida Dutra Toledo, Emília Carvalho Leitão Biato (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
“Do you want a bullet in the head?”: an account of an experience in a militarized school”
Section: Diálogos Brasil - Colombia Keywords: Array, Array, Array, Array This narrative, from the account of a teacher's experience in a militarized school, has the objective to expose the contradictions of public schools militarization in Brazil. Based on studies and news reports about Federal District local reality and national reality, I discuss the main defense arguments of civic-military schools, which focus on the desire for social control, mainly of peripheral youth. I draw attention to the tensions between authority and authoritarianism; rigor and severity; popular desire for control and popular desire for freedom. I take a stand against this education model and defend another one, based on the current laws and regulations and, mainly, on a political project guided by the freedom of being, learning and teaching, balancing authority and freedom, to promote a public education that is free, of social quality, and emancipatory.
Copyright (c) 2026 Carolina Pontes Silva (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
“Critical Profiles” in Public School: Who Is This Black Person Jumping Here and There?
Section: Diálogos Brasil - Colombia Categories: Movimientos Sociales y Sindicales en la Educación, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array This essay draws on an experience situated in the everyday life of a public school in Brazil’s Federal District to critically examine contemporary mechanisms of school segregation and the role of schooling in the reproduction of racialized and class-based inequalities. Inspired by the liturgical structure of a Capoeira Angola roda, the text unfolds through three movements: Ladainha, Louvação, and Corridos, interweaving narrative, critical analysis, and theoretical reflection. Grounded in the observation of a class council and the classificatory practices directed at students, the essay interrogates how ostensibly pedagogical categories function as mechanisms of segregation, reproducing processes of racialization and forms of control over Black and peripheral populations. In dialogue with the theoretical contributions of Moura, Santos, Marx, Engels, Althusser, and Apple, the school is conceptualized as a terrain simultaneously marked by the reproduction and contestation of the power relations that structure society.
Copyright (c) 2026 SAMUEL Cesar Machado, Paulo Gabriel Franco dos Santos (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The office of discomfort: notes from the south for a teaching writing that disturbs reality
Section: Perspective Categories: Pedagogía y Didáctica, Política Pública y Educación, Movimientos Sociales y Sindicales en la Educación, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array This paper explores teachers' academic writing as an act of political intervention rather than merely a technical dissemination skill. It problematizes the tension between an aseptic writing, inherited from an instrumental rationality that permeates educational policy, and a writing anchored in territorial experience and memory. It argues that the act of narrating the school from a critical position, recognizing technological mediations and the cracks in the system, constitutes a form of pedagogical resistance. The weight of normative tradition in citizenship education is analyzed, as well as how it has shaped a teaching subjectivity fearful of the first person. Likewise, the potential of the essay as a border genre capable of accommodating the complexity of educational practice in contexts of conflict and post-agreement is examined. It concludes that the construction of academic networks among peers from the Global South is vital to overflow formalisms and recover the teacher's voice as a legitimate interpreter of social complexity.
Copyright (c) 2026 Iván Viera (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The land that feeds us: analysis of soil pH and physical properties to assess suitability for maize cultivation through a collaborative learning practice at the EMSaD 090 Center in Tlatlauquitepec, Atlixtac, Guerrero, Mexico
Section: Research Article Categories: Pedagogía y Didáctica, Investigación Educativa, Innovación y Tecnología en la Educación, Ciencias Básicas y su Enseñanza Keywords: Array, Array, Array, Array, Array, Array The article presents a collaborative scientific inquiry practice carried out at the EMSaD 090 Center in Tlatlauquitepec, Atlixtac, Guerrero, aimed at determining the suitability of three local soils for maize cultivation through pH analysis and texture assessment. The experience is situated in a rural and Indigenous context where maize constitutes an economic, nutritional, and cultural axis, and where community knowledge about the land offers a central pedagogical resource for science education. Methodologically, the study adopted an educational action research design with a qualitative-descriptive approach, involving 36 third-semester students during November and December 2025. The teams collected samples from three representative sites within the territory, analyzed pH using reactive strips, classified soil texture through the ribbon method, and systematized their observations in field notebooks. The results showed that the site with pine-oak forest cover, clay texture, and pH values between 6.0 and 6.5 presented the most favorable conditions for maize cultivation, while the other soils require differentiated amendments due to physical and chemical limitations or degradation associated with monocropping. The experience demonstrated that the articulation between school-based scientific knowledge and community agricultural knowledge fosters situated learning, strengthens student participation, and legitimizes diverse ways of understanding the territory. It is concluded that these types of practices contribute to contextualized, collaborative, and socially relevant science education. In addition, they project the school as a space for intergenerational dialogue, territorial research, and the collective construction of knowledge.
Copyright (c) 2026 Mtro. Conrado Aldehir De Jesús-Sánchez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Dwelling in the Borderlands: Reflexivities of an Arts Teacher in Preschool
Section: Diálogos Brasil - Colombia Categories: Pedagogía y Didáctica, Ciencias Humanas y Educación, Artes y Educación Keywords: Array, Array, Array, Array This narrative essay reflects on the experience of being an arts teacher in preschool through an exercise of reflexivity that articulates the personal with the social, educational, and political dimensions. Drawing on the concept of the borderlands proposed by Gloria Anzaldúa and the notion of the wound as a starting point for knowledge production developed by bell hooks, it analyzes the tensions that shape teaching practice, such as the feminization of educational labor, the devaluation of art within the school system, and the institutional transformations that affect the pedagogical territory of preschool. In this context, recent educational policies that reconfigure teaching work are examined and understood as forms of displacement. Finally, from the perspective of Gilles Deleuze and Félix Guattari, deterritorialization is proposed as a pedagogical possibility to question power relations within educational settings.
Copyright (c) 2026 Natalia Barrero Cubides (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Connected learning: The use of Digital Technology in Teaching English as a Foreign Language
Section: Research Article Categories: Pedagogía y Didáctica, Investigación Educativa Keywords: Array, Array, Array, Array, Array The aim of this research was to characterize the integration of digital technology into teaching tasks for English as a foreign language at the Language Centers (Córdoba and Boca del Río) of the Universidad Veracruzana. Six semi-structured interviews were conducted with professors using a validated SAMR questionnaire in February and March 2025. The interviews were coded in MAXQDA. At the substitution level, the analog versus digital dichotomy is not present; rather, the transformations and new digital tools are incorporated into the design of activities. At the augmentation level, the management functionality for grade retrieval is identified. At the modification level, intrinsic student motivation and self-assessment skills have been improved through gamification. The redefinition is observed in the rethinking of class organization. The integration of digital technology affects teaching tasks to varying degrees.
Copyright (c) 2026 Andrea Medina Téllez Girón, Herlinda Flores Badillo (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Itineraries of Emotion in the Mathematics Teacher’s Practice
Section: Research Article Categories: Investigación Educativa, Formación Docente Keywords: Array, Array, Array, Array, Array This article develops two itineraries to understand emotionality in the work of mathematics teachers. The study emerges from a doctoral visiting period carried out at the Universidad Autónoma de Guerrero (Mexico) and is situated within the development of a dissertation in the Interinstitutional Doctorate at the Universidad Pedagógica Nacional (Colombia). Its central contribution is a conceptual shift that adopts the identity perspective of Guacaneme & Salazar (2024), who articulate being, doing, and knowing. From this standpoint, the article addresses the question of whether emotional itineraries exist in the mathematics teacher’s work, arguing that they do insofar as emotionality operates as a web that organizes decisions, tensions, and continuities within each sphere. In this context, two analytical routes are proposed: the first moves from doing to emotion, explaining emotional emergence as a situated effect of appraisals; and the transition from emotion to doing, showing how affective impact reorients action when mediated by emotional knowledge.
Copyright (c) 2026 Cristhian Camilo Avendaño Rondon , García-González, María del Socorro (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Renewing Economics studies in the face of crisis: a digital and real learning experience
Section: Research Article Categories: Política Pública y Educación, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array There is a feeling of skepticism and apathy among the college students in Economics due to the excessive abstraction and mathiness into the economic models, under the mainstream methods based on designed troubles and modelizations; for that reason, this paper advocates for heterodox approaches and procedures more realistic, digital, applied and professional. In particular, it shows a teaching innovation project which has helped to improve the Macroeconomics learning (in reconnection of Economics with other Social Sciences), and for students re-engagement. In this project, with these toolkits, the students have had continuous access to practical documents and data from the online platform FRED® (Federal Reserve Economic Data), published by the Federal Reserve Bank of St. Louis, to promote the quality and effectiveness of training from the study of practical cases based on real economic data. In this sense, this paper presents as an example the study of the Phillips curve and its evolution in recent decades. Given the repercussion achieved by this educational initiative, it has begun to be applied at more advanced levels, which involve the use of other related databases such as ALFRED® or FRASER®.
Copyright (c) 2026 Antonio Sánchez-Bayón, Miguel Ángel Alonso-Neira, César Bernal Bravo, Pedro Mellado Moreno (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Educational practices in vulnerable contexts: a reflection from the perspective of complex thought
Section: Experiencias Pedagógicas Categories: Pedagogía y Didáctica, Investigación Educativa, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array The aim of this article is to trace 21st-century educational practices through the lens of complex thinking in vulnerable contexts and explore what this approach has to offer. The following points of reflection were proposed for the development of this article: (a) radical contextualism in vulnerable populations; (b) implementing complex thinking in classrooms; and (c) critical thinking in vulnerable contexts. The following conclusion was reached: radical contextualism and complex thinking allow education in vulnerable areas to transcend its traditional function, becoming a means to reduce inequality, promote meaningful learning, and contribute to social transformation from a holistic and culturally grounded perspective. In short, developing complex thinking in fragile contexts is fundamental in equipping students with the necessary skills to break cycles of exclusion, build autonomy, and lead processes of social change.
Copyright (c) 2026 Fabian Andrey Zarta Rojas (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Towards emotional restoration and improved educational achievement
Section: Research Article Categories: Pedagogía y Didáctica, Investigación Educativa, Innovación y Tecnología en la Educación Keywords: Array, Array, Array, Array Without exception, every young person has experienced some form of conflict, crisis, trauma, suffering, or grief at some point in their life, which can impact their academic performance and mental health. Emotional restoration is necessary as a contribution to comprehensive well-being, as it allows for the management of emotional difficulties arising from these situations. The objective is to present the available evidence of some theoretical contributions from neuroscience and emotional intelligence oriented toward emotional restoration, in order to generate contributions to the theoretical construction of youth emotional education. The methodology presented is a descriptive, systematic review of the literature that leads to an understanding of the contribution of these areas of knowledge to improving educational achievement and emotional well-being. It is hoped that lines of reflection will be established that will lead to further development of public educational policies. This article provides a bibliographic review, which proposes how emotional education focused on emotional restoration, in which associated emotional factors are enhanced and pedagogical strategies are included from theoretical foundations, contributes to students overcoming adverse situations, improving educational achievement and experiencing well-being
Copyright (c) 2026 Murillo-Rojas C. J., Catalina Gómez Villamizar (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Epic Trickster faces the Desert of the Real: An interview with Gregory Rutledge on African-American epic, Western epic tradition in U.S. and the current political crisis
Section: Interviews Categories: Inclusión y Diversidad en la Educación, Ciencia Abierta y Colaboración Académica, Movimientos Sociales y Sindicales en la Educación, Artes y Educación Keywords: Array, Array, Array, Array, Array In this interview, Dr. Gregory E. Rutledge approaches several questions aimed at creating bridges between West African epic and trickster studies, Homeric Americana as a performance, literature and Cultural Studies. Dr. Rutledge’s theory of the "Epic Trickster" focuses on the trans-Atlantic continuity and discontinuity of African epic tradition in the United States and how it collides with White Western epistemology from the colonial period to the present. His methodology—including West African, First American, and European/American forms; literature, film, music, and sport—has anthropological, literary and policy implications. Inspired by three West African epics and African-American literature, the "Epic Trickster" deploys Du Bois' "double-consciousness," Okpewho's African epic performance, Gates' "Signifyin(g) Monkey" and Lott's "love and theft" minstrelsy paradigms; his theoretical approach reformulates “double-consciousness” to analyze the dynamics of appropriation and cultural, epistemic erasure embodied and perpetrated by White-elite culture upon Black culture. Throughout the interview, Dr. Rutledge uses the "Epic Trickster" to raise a deep critique of the Western epistemology. He does so, comparatively, by approaching the U.S.'s literary "melting pot" as a cultural performance including, among other things, archetypal/mythical forms like Homer's epics and an embodied West African epic sense dropped, along with the enslaved, like seasoning into the epic of slavery. Thus, Dr. Rutledge's "Epic Trickster" comparative is situated in the African epic tradition, which was excluded from the Western curricula in the U.S. and Latin America, and animates the deep structures in African-American storytelling from fiction to hip hop. Thus, the "Epic Trickster," comprised of epic performances, tricksters, white supremacy and American Exceptionalism as part of the political mythology, equally speaks to threats represented by the current anti-immigrant and white supremacist rhetoric from the U.S. government. This dialogue opens space to consider the political dimension of the Western epic tradition in American Culture, and the connections between the current political crises and the interpretation/appropriation of the Homeric legacy by White American culture. This approach can enter into dialogue with Latin American decolonial studies due to the structural racism that shaped both the history of the formation of Latin American states and the United States of America.
Ciencia Abierta y Colaboración Académica
Copyright (c) 2026 Gregory E Rutledge, Andrés Eduardo Cabra Sánchez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher Perspectives on the Integration of Sustainable Development Goal 5 (Gender Equality) in Colombian Public Education.
Section: Research Article Categories: Investigación Educativa, Política Pública y Educación Keywords: Array, Array, Array, Array, Array This study explores teachers’ perceptions regarding the integration of SDG 5 (gender equality) into Colombian public education, focusing on the Román Chica Olaya Educational Institution (Lorica, Córdoba). It employs a qualitative multiple-case study design combining documentary analysis (Institutional Educational Project — PEI, Institutional Improvement Plan — PMI, and the Code of Conduct), semi-structured interviews and focus groups; data were analyzed through thematic coding and triangulation. Findings show that teachers recognize the relevance of gender equity but face operational and bureaucratic barriers — insufficient continuous professional development, imprecise curricular guidance and a shortage of contextualized instructional materials. The study recommends sustained gender-focused training, contextualized teaching materials and territorially oriented mechanisms for the implementation of gender equity.
Copyright (c) 2026 Daniel F. León, Alejandra Bustamante (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Neoliberal Rationality, Subjectivity, and Emotions: The Production of Citizenship in School. A State of the Art
Section: Review Article Categories: Investigación Educativa Keywords: Array, Array, Array, Array, Array, Array The purpose of this article is to present the main academic reflections and discussions that have emerged regarding the ways in which neoliberal rationality, understood as a manifestation of governmentality, is operating within the school apparatus, leading to the production of the emotional citizen. These reflections and discussions are derived from the development of the state of the art for the doctoral research project titled: “Governmentality and subjectivation processes in Bogotá's public schools: the emergence of the emotional citizen, 2016–2024”. The state of the art was structured based on the review of fifty academic documents, which were classified into three thematic blocks from which the main conclusions were drawn. It is expected that this state of the art will contribute to recognizing the shifts in academic discussions concerning citizenship in the school within the context of contemporary neoliberalism, and that it will also serve as an input for expanding research that allows for rethinking the place of freedom and emotional education in the school setting.
Copyright (c) 2026 Luis Castro (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Environmental education: a situated perspective based on research in Latin America and Colombian regulations
Section: Review Article Categories: Pedagogía y Didáctica, Investigación Educativa, Ciencias Básicas y su Enseñanza, Política Pública y Educación Keywords: Array, Array, Array, Array El presente artículo constituye un resultado parcial del proceso investigativo desarrollado en el marco de la Comunidad Mixta de Investigación y Formación en Estudios Críticos de la Educación Ambiental del Doctorado en Educación y Sociedad de la Universidad de La Salle. El objetivo es presentar los resultados de la revisión documental hecha al campo de conocimiento de la Educación Ambiental, a partir de artículos científicos y de políticas públicas colombianas que abordan este campo. La información recabada para esta revisión documental se obtuvo en bases de datos, la cual se organizó en fichas, se codificó y categorizó para luego realizar el análisis y las discusiones que aquí se presentan. Los hallazgos obtenidos permiten determinar que, pese a que cerca de la mitad de los trabajos atienden a procesos de sistematización, conceptualización, revisión o reflexión sobre la Educación Ambiental, en la región latinoamericana hay una apuesta en marcha por procesos situados de Educación Ambiental Comunitaria que parten de las necesidades concretas de los contextos específicos. Del mismo modo, esta revisión documental, desde concepciones críticas, advierte sobre los riesgos de enfoques reduccionistas en el campo en mención y señala que las políticas públicas colombianas alrededor de la Educación Ambiental por estar alineadas con las orientaciones globales dictadas por los organismos multilaterales entran en tensión con el enfoque crítico-territorial que reivindica saberes comunitarios y cosmovisiones locales. Por último, esta revisión bibliográfica señala los vacíos que en el terreno de la investigación el campo de conocimiento de la Educación Ambiental puede abordar.
Copyright (c) 2026 Miller Andres Morales Duarte, Andrea Bibiana Quintero Sánchez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Recognition in the peace agreement with the FARC-EP: keys to interpreting school conflict
Section: Research Article Categories: Investigación Educativa Keywords: Array, Array, Array, Array This article is part of a research project entitled "Experiences of Recognition in School Coexistence Based on Audiovisual Narratives." Its objective is to examine the role of the concept of recognition in the 2016 Peace Agreement and the potential impact of its application in the school setting for addressing school conflicts. The article explores how the concept of recognition was incorporated throughout the document, particularly in the work of the Truth Commission. It then outlines several conceptual approaches to recognition and finally mentions initiatives in which recognition plays a central role in educational institutions, providing key insights for addressing school conflicts.
Copyright (c) 2026 José Alejandro Rojas Pacheco (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Social Perception of Juvenile Crime: A Psychopedagogical Approach from Educational Diagnosis in Greater Buenos Aires
Section: Research Article Categories: Investigación Educativa, Política Pública y Educación Keywords: Array, Array, Array, Array, Array This article explores how people in Greater Buenos Aires perceive youth crime from a psycho-pedagogical perspective. We use educational diagnosis as a way to understand society’s ideas about why young people commit crimes. The aim was to identify and compare the views of people from different social groups and examine what shapes their beliefs about causes, blame, and possible solutions to youth crime. For the study, we surveyed 200 people aged 18 to 65 from different socioeconomic backgrounds. The results showed that opinions vary according to respondents’ social position: those with fewer resources tend to see youth crime as the result of broader structural problems such as poverty and lack of education, while middle- and upper-class respondents more often relate it to family-related issues. In addition, nearly 70% of participants said they form their views based on the media. From a psycho-pedagogical standpoint, we understand these beliefs as socially learned constructs that end up labeling young people and making it harder to grasp the complexity of the problem. We conclude that education can help transform these perceptions and encourage a more empathetic and responsible view of youth.
Copyright (c) 2026 Jano Leonel Casini (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Amendment of the Victims' Law: an Outstanding State Obligation in the Implementation of the Final Peace Agreement with the FARC-EP.
Section: Perspective Categories: Política Pública y Educación, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array This article examines the definition of “victim” established in Article 3 of Law 1448 of 2011 (the Victims’ Law) and offers a critical reflection on the need to implement item 6.1.10 of the Final Peace Agreement, which committed the Colombian State to modifying that definition in order to eliminate the exclusion applied to members of armed groups. Unlike the treatment granted to members of the official armed forces, and contrary to international standards on the matter, this exclusion prevents members of non-state armed groups from being recognized as potential victims of the armed conflict, even in cases where they have suffered serious violations of International Humanitarian Law (IHL). To underscore the importance of this legal reform and to illustrate the extent of underreporting resulting from the current legal framework, the article presents findings from a census of former FARC-EP combatants residing in Bogotá. A key result of the census indicates that 76% of respondents considered themselves potential victims of IHL violations within the context of the Colombian armed conflict.
Copyright (c) 2026 Cristian David López Ortiz (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Telling Stories: The Free Interpretation of Texts or the Absence of a Data Analysis Method in Qualitative Research
Section: Editorial Categories: Investigación Educativa Keywords: Array, Array, Array, Array, Array The text problematizes the widespread tendency in qualitative research in Education and Language Studies to replace rigorous data analysis with free interpretations—practices the author refers to as “storytelling.” It argues that although the interpretivist perspective acknowledges the subjective and contextual nature of knowledge, this does not exempt the researcher from explicitly stating the method by which data interpretation is carried out. The lack of such explicitness undermines the internal coherence of the research and weakens its academic evaluation by peers. As a methodological alternative, the author proposes Dialogical Discourse Analysis, grounded in the thought of Bakhtin and the Moscow Circle, which enables the analysis of dialogical relations between subjects through their utterances. Lima emphasizes that this stance must be explicitly detailed in the theoretical-methodological section and warns that its omission compromises the scientific integrity of qualitative research.
Copyright (c) 2025 Samuel de Carvalho Lima (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Political formation: Emotional repertoires of domination and resistance of women leaders in contexts of political violence.
Section: Research Article Categories: Investigación Educativa, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array, Array This article shows a reflection on the effect of emotions in the processes for the constitution of bodies and everyday life politics; particularly in the constitution of the leader female body in territories affected by armed conflict. Using strictly methodological criteria, a review of research aimed at unraveling the sociological and cultural commitment of emotional repertoires was conducted, regardless of the clinical and psychological vision from which the study distances itself. This way, the issue is discussed from two approaches: i.) the cognitive approach to emotions in which adherence to the conceptual assumptions of Martha Nussbaum is highlighted; and, ii.) the second approach adopts a perspective rooted in critical social theory, primarily referencing the conceptual frameworks proposed by feminist theorists Sara Ahmed and Judith Butler. It should be noted that these two approaches have also been related to research based on the leadership of women in public and political life, to give rise to the constitutive relationship of the triad emotions-women -political violence, which is sustained in the resistances and demands that trace the trajectories of leadership.
Copyright (c) 2025 Heydi Arevalo Mendoza (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Reconfiguration of Foreign Language Teacher Education through Collective Praxis, Critical Bilingualism, and Situated Systematization
Section: Research Article Categories: Investigación Educativa, Formación Docente Keywords: Array, Array, Array, Array, Array This reflective article proposes a critical and decolonial reconfiguration of teacher training in foreign languages, in response to the technocratic, standardized, and Eurocentric approaches that have historically structured curricula in this field. Based on the problematization of these models, it raises the urgent need to move towards educational horizons that recognize situated knowledge, life trajectories, and historically subalternized voices. The experience of the Heliconias Dreamers, a Mixed Community for Research, Training, and Innovation (CMIFI), serves as an illustrative case of an epistemic-political praxis that is committed to critical bilingualism, participatory planning, and systematization as a method of reflection and transformation. This experience shows how teachers in training can exercise collective agency to redefine their role, challenge hegemonic teaching logics, and build more just, ethical, and contextually relevant educational processes. The article concludes with four epistemic-methodological principles to guide this transformation and calls for teacher training that does not reproduce oppression but rather enables possibilities for social, cognitive, and educational justice from and with the territories.
Copyright (c) 2025 Cristian Camilo Reyes-Galeano, Alejandra González-Tafur, Sara Manuela Mejía-Ramírez, Shari Daniela Ramírez-Salazar (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Strategy for the inclusion of students with affective behavioral disorders in primary school.
Section: Research Article Categories: Pedagogía y Didáctica, Inclusión y Diversidad en la Educación Keywords: Array, Array, Array In the Cuban school steps have been taken towards a more inclusive practice, considering the multiplicity of students with different characteristics, recognizes the right of all citizens to quality education in accordance with the humanistic principles and values of our society. There are dimensions that enhance the learning of all learners, especially for those in a situation of disability, among which we can mention inclusive, methodological, preventive, corrective and compensatory. That is why the authors determine the objective of this research to Design a strategy for the inclusion of students with affective behavioral disorders in primary school. Different methods and techniques at the empirical level were used, such as: documentary review, interviews with teachers and specialists, class observation. The strategy proposed allows you to incorporate new variants, in accordance with the characteristics of your students and the school level at which you carry out your work.
Copyright (c) 2026 Lic. Zaida Socarrás San Román , Lic. Barbara de Jesús Bolaños Martinez , Lic. Yurisneldis Cedeño Acosta (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
El educador matemático crítico como sujeto político
Section: Research Article Categories: Pedagogía y Didáctica, Investigación Educativa Keywords: Array, Array, Array, Array Este artículo de investigación pretende mostrar los resultados al rastrear en investigaciones, cómo el profesor de matemáticas que se identifica con la perspectiva crítica de la educación matemática se configura o no como sujeto político. Para ello, se hizo la revisión de trece documentos conformados por artículos de investigación, artículos de reflexión y tesis de maestría, publicados durante los últimos ocho años. La revisión documental se basó en la educación matemática crítica y la subjetividad política como marcos de referencia, desde allí, el análisis permitió establecer las categorías el profesor de matemáticas crítico: entre el ideal y la realidad, el profesor de matemáticas Critico: entre la subjetividad y la intersubjetividad y el profesor de matemáticas Critico: del conocimiento disciplinar a la transformación social. Dichas categorías se constituyen como un camino para comprender si un profesor de matemáticas crítico es un sujeto político. Al final, el análisis permite llegar a conclusiones que pueden ser significativas para investigaciones relacionadas con la perspectiva crítica de la educación matemática, puesto que da cuenta de una fuerte relación entre la subjetividad política del profesor de matemáticas y la perspectiva de la educación matemática crítica en la escuela, además, se destaca la importancia que tiene reconocer las características del profesor de matemáticas crítico en la escuela.
Copyright (c) 2026 José Antonio Rodríguez Suárez, Elizabeth Torres Puentes (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The design competence of the educational process in the initial training of a graduate in special education
Section: Research Article Categories: Pedagogía y Didáctica, Inclusión y Diversidad en la Educación, Formación Docente Keywords: Array, Array, Array This paper presents the results of a research study aimed at designing integrative actions to develop the competence of “educational process design” in the initial training of teachers in Special Education, with a focus on addressing socio-educational inclusion. The objective responds to the challenges currently faced by Cuban higher education, including increasing social demands and curriculum features that require contextualized training and active involvement of educational stakeholders. The research employed theoretical, empirical, and statistical-mathematical methods, which made it possible to identify both strengths and limitations in preparing competent professionals for inclusive educational practice. The proposed actions are distinguished by their integrative approach, linking career orientation, disciplinary training, and academic year planning from the first year of the program, in order to strengthen the individual and collective life projects of future professionals. Within this framework, the design of the educational process becomes the central axis of initial teacher training, promoting coherent, contextualized, and socially committed preparation.
Copyright (c) 2025 Irela Mercedes Mc Collin Sed, María Jesús Hernández Carballé , Villegas Rodríguez Silvia Elena (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
ICT in the service of holistic human development: redefining competencies, coexistence, and sexual education in the digital age
Section: Review Article Categories: Innovación y Tecnología en la Educación, Inclusión y Diversidad en la Educación Keywords: Array, Array, Array, Array The article examines the impact of Information and Communication Technologies (ICT) on human integral development, particularly in sexual education, school coexistence, and the development of skills in the digital age. Through a systematic review of 40 academic references, it explores how ICTs influence learning, promote social interaction, and foster critical citizenship. It highlights that the proper use of these technological tools can significantly enhance teaching but also presents risks, particularly regarding unregulated access to inappropriate content about sexuality. In this regard, sexual education in the digital environment must go beyond information about anatomy, integrating respect, equity, and consent, as well as the responsible use of digital platforms. The article emphasizes the importance of training teachers in digital and pedagogical skills to implement an educational model that promotes democratic, inclusive, and critical values while ensuring the ethical use of ICTs in the educational process. Comprehensive sexual education must be addressed collaboratively between educational institutions, governments, and families to ensure a safe and healthy environment for young people in the digital world.
Copyright (c) 2025 Dra. Ana Lucia Peñaloza J., Dra. Kathleen S. Ospino, Dra. Saida M. Rueda, Dra. Amelia M. serpa (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Literature and Its Impact on Emotional Self-Regulation: A Performative Ethnographic Study
Section: Research Article Categories: Investigación Educativa, Ciencias Humanas y Educación Keywords: Array, Array, Array, Array, Array The present document analyzes the impact of reading short novels on emotional self-regulation and its relationship with context in fifth-grade students at María Auxiliadora Educational Institution (Andes), Palomino Educational Institution (Pinillos), and Alfredo Bonilla Educational Institution (Jamundí). For this purpose, qualitative instruments with an ethnographic approach were used, prioritizing contextual relationships and evaluative judgments. The theoretical framework was supported by Nussbaum with her theory of moral emotions, Zimmerman with his proposal on self-regulation in educational environments, and Todorov with his postulates on literature and discourse. Based on these, a set of strategies was developed, including an observation guide, performative ethnography, and semi-structured interviews, revealing relationships between emotion and context, where literature acted as a mediation between the subject and perceived stimuli. In this regard, it is correct to affirm that literature serves as a means to bring forth moral emotions. These emotions arise from the individual's own contexts and influence unconscious manifestations in response to any stimulus.
Copyright (c) 2025 Dr. Candelo (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0