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
Telling Stories: The Free Interpretation of Texts or the Absence of a Data Analysis Method in Qualitative Research
Section: Editorial Categories: Investigación Educativa Keywords: discourse analysis, qualitative research, methodological rigor, analytical method, subjectivity 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: emotions, performativity, domination , resistance, demands, political formation 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: Decoloniality, language teaching, teacher training, bilingual education, participatory research 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
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: initial training, competence , socio-educational inclusion 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: educational competencies, comprehensive sexual education, school coexistence, educational quality 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: reading, ethnography, self-regulation, emotion, literature 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
Pedagogies for peace: theoretical and investigative approaches in the Colombian context
Section: Perspective Categories: Investigación Educativa, Política Pública y Educación Keywords: Peace education, critical pedagogy, culture of peace This reflective text analyzes peace pedagogies in the Colombian context, emphasizing their importance in building a culture of peace, reconciliation, and social justice. The aim of this work is to understand the role of education in transforming violence and inequality dynamics through the examination of four thematic axes: the historical and conceptual contextualization of peace pedagogy, the relationship between critical pedagogy and historical memory, educational innovation and the school’s role in peacebuilding, and the limitations, potentialities, and challenges of these pedagogies in Colombia. The analysis concludes that peace education in Colombia has made significant progress due to policies such as the Chair for Peace and the increasing inclusion of historical memory in the school curriculum. Critical pedagogy and memory-based practices have proven to be key tools for developing critical thinking and training citizens committed to social change. However, implementing these strategies faces significant challenges, such as unequal access to educational resources, lack of teacher training, and resistance to revisiting the country’s conflictive past. Finally, the text proposes recommendations to strengthen peace education, emphasizing the need for comprehensive teacher training, the promotion of innovative pedagogical practices, and active community participation in the educational process. Education, seen as a space for transformation and hope, is presented here as an essential tool for building a peaceful Colombia.
Copyright (c) 2025 Claudia Roa Mendoza, Miguel Moreno Villota (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Street Visual Art as a Creative and Pedagogical Emergence for Territorial Transformation.Street Visual Art as Cultural Modifiability.
Section: Research Article Categories: Investigación Educativa Keywords: territorial modifiability, street art, teritorial transformation This discussion will focus on showing two relevant aspects to rescue from this research process on the importance of visual street art in the territory, initially to identify the relationship that exists between this kind of expressions with their creative and transforming capacity, their capacity of “cultural modification” through their different practices in the territory and how it becomes a pedagogical process of social learning. And on the other hand, to show part of the methodological approach used to analyze this kind of expressions. The aim is to rescue these two elements as relevant aspects as significant contributions in this experience and in the construction of knowledge about this social phenomenon. In this way, it is possible to demonstrate how street visual expressions generate processes of cultural modifiability, understood as a pedagogical process. The experience of analyzing visual street art as in its creative, transforming, emergent and resistant capacity allows to look for methodologies and new social and community practices that generate transitions in the territories and allow a greater coexistence to achieve the consolidation of peace territories that is only possible through formative and pedagogical processes in society.
Copyright (c) 2025 Wilson Dario López Gómez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching ethics: an exercise of acknowledging the Other
Section: Perspective Categories: Investigación Educativa, Ciencias Humanas y Educación Keywords: Critical Thinking, Ethics Class, The Other, Reality, Discourse This article presents the discourses which revolve around the contribution of the Ethics class since 2020 to the development of critical thinking. It is based on the case study of the Colegio de Nuestra Señora del Buen Consejo located in Bogotá. This study is part of a qualitative analysis of the interviews conducted with the educational community (students, parents, and administrators). As results, it is shown that the teaching of ethics from an ethical-critical pedagogy fosters in the student the development of critical thinking and a new personal ethos that leads them to open their gaze towards the construction of a different society from concrete action and social engagement.
Copyright (c) 1970 Wilmer Andrés Vargas Mazo (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Comparative Study of the “Three Hares with Joined Ears” Pattern from the Mogao Caves of Dunhuang and the “Nasrid Origami Bird” Motif from the Alhambra Palace: An Analysis from the Perspective of Flat Design Composition.
Section: Research Article Categories: Ciencias Humanas y Educación Keywords: The Nasrid Bowtie, The Three Hares with Joined Ears, Variation Figures, Flat Composition, Dunhuang Mogao This article uses as examples the "Three Hares with Joined Ears" pattern from Dunhuang Mogao and the "Nasrid Bowtie" from the Alhambra Palace. First, it analyzes the origin of these patterns and the methods of their creation. Throughout the study of the techniques used to craft both patterns, their similarities are explored. By integrating the concept of "variation figures" in flat composition, a series of creative proposals based on these two forms is developed. Through the analysis of the "Three Hares with Joined Ears" and the "Nasrid Bowtie," valuable insights can be drawn that are applicable to the teaching of design courses.
Copyright (c) 2025 Weili Xie (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Between likes, stress and pending: correlation between social network addiction, stress and academic procrastination in university students
Section: Research Article Categories: Investigación Educativa, Innovación y Tecnología en la Educación Keywords: Academic procrastination, academic stress, network addiction In this research, the following variables were correlated: addiction to social networks, stress, and academic procrastination. The population consisted of 561 undergraduate students in Bogotá. Three self-report questionnaires were applied for data collection and then analyzed using the software SPSS. This research showed positive and significant correlations, indicating that the variables tend to increase proportionally. It was determined that addiction to social networks affects the time spent on academic activities, which is also related to academic stress and a greater tendency to procrastinate.
Copyright (c) 2025 Karen Dayana Albornoz González, Nini Johanna Yepes Acuña (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Section: Editorial Keywords: School, context, Territory This editorial analyzes the evolution of the relationship between the university, the school, and the urban context from the last decades of the 20th century to the early 21st century. Building upon UNESCO’s report “Learning to Be: The World of Education Today and Tomorrow” (1971), led by Edgar Faure, it reexamines the problem of education in the contemporary world, responding to cultural movements such as May 1968, where the educational system and the employment opportunities offered by capitalist society were questioned. The importance of the “Educational City” and the role of science and technology in future education are highlighted, emphasizing the need to democratize the city to include marginalized sectors such as children, women, the elderly, and people with disabilities. Authors like Francesco Tonucci, with works like “The City of Children”, advocate for reclaiming the city for childhood, promoting more democratic and inclusive spaces. The “Charter of Educating Cities” (1990) reinforces this approach, proposing that the city assume an integral educative function. Jaume Trilla Bernet suggests studying the city as context, medium, and educational content, promoting collective actions to integrate all inhabitants into educational processes.
Copyright (c) 2024 Absalón Jiménez Becerra (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Struggles for Recognition and RedistributionAnalysis of narratives in Young University Students
Section: Research Article Categories: Investigación Educativa, Movimientos Sociales y Sindicales en la Educación Keywords: social conflicts, resistance, education This article explores how experiences of humiliation and contempt can motivate struggles for recognition and redistribution in university students, in the moral and political spheres. Through a qualitative approach, based on the assumptions of Coffey and Atkinson (2003) and Connelly and Clandinin (1990), the individual life experiences of five young university students are examined to identify modes of subjectivation and interaction that can be motivational sources of conflicts. social. This study highlights the need for a self-reflective exercise in the pedagogical field to expand the understanding of the life experiences and social effects of young people, including their moral wounds and social struggles. Through the design of narrative hermeneutics (Quintero, 2018), the narratives were interpreted, revealing the subjectivities and ways of reconfiguring their life experiences in family, social and institutional contexts.
Movimientos Sociales y Sindicales en la Educación
Copyright (c) 2025 Yury Andrea Castro Robles (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Initial education and mental health as themes of the educational forum in Colombia. An analysis of local experience in Usme
Section: Research Article Categories: Evaluación y Calidad en la Educación Keywords: educational forum , early education , coexistence, mental health Innovative teaching and learning proposals are developed within the educational institutions of the country, which address the problem situations identified by members of the educational communities in their contexts; however, they rarely find scenarios to make their practices visible and share knowledge. The national educational forum offers a platform for reflection and research on the knowledge produced by schools. This article aims to reflect on the knowledge and practices circulating within the official, private, rural, and urban educational institutions of the town of Usme in the framework of the 2024 local education forum. The methodology selected is discursive textual analysis; this technique allows analyzing the corpus provided by the 35 postulated colleges. In conclusion, the educational forum is a favorable scenario to strengthen the investigative, pedagogical, and didactic, and innovation processes in the Colombian school.
Copyright (c) 2024 Jakeline Cubillos-Sánchez, Juan Pablo Cardona Guio (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Journey towards the Recognition of active Methodologies as a commitment to Inclusive Education.
Section: Research Article Categories: Inclusión y Diversidad en la Educación Keywords: Active Methodologies, Learning Styles, Motivation, teacher, Teaching Styles This article delves into the fascinating systematization of experiences in the municipality of Sopó, Cundinamarca, focusing on the work of the teachers of the Departmental Educational Institutions (IEDs) La Violeta and Pio X (Gabriel). Here, interdisciplinary construction comes to life through active methodologies that not only seek to foster motivation in the classroom, but also promote inclusive education. In this way, a narration of the process begins as a journey full of adventures and transformations in a unique context. The journey begins with the exploration of emotionality and motivation in learning, recognizing the subjectivity of each student, which through meaningful encounters, gives rise to the project “Emotions exemplified from the game”, which highlights how the subject is transversalized by different factors and contexts. In this scenario, the teacher becomes an essential catalyst, introducing dynamics that awaken pleasure and interest in learning As differences in learning styles are recognized, educators adapt their strategies, enriching pedagogical practices within the classroom. Thus, an interdisciplinary approach begins to be woven through five active methodologies, where this journey culminates in an approach that recognizes and values differences, allowing students to take a leading role in their own learning process; in this way, a meaningful educational environment is created, where each voice and experience become a fundamental part of the collective narrative through the podcast "Cold mornings of active discussion", evidencing the transformations from inclusive education and the perspective of the role of the special educator.
Copyright (c) 2024 Juliana Tasama Nuñez, Shirly Yurley Sarmiento Ramírez, Mary Luz Parra Gómez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Advances in Bilingual Pedagogical Formulas: A View from the Systematic Review
Section: Research Article Categories: Investigación Educativa Keywords: education, bilingualism, language policies, pedagogical formulas, systematic review The main objective of this research is to carry out a systematic review focused on the pedagogical formulas for the development of bilingualism of various academic communities at an international level. This systematic review is derived from an ongoing research macro-project entitled "Perceptions around the Implementation of Language Policies for the Development of Bilingualism in Public Institutions of Quindío". The methodology adopted is a systematic review under the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) with an analytical approach. The information was filtered from different databases through the protocol to finally obtain the inclusion of articles and research in the analysis process. For the systematic review, specific inclusion and exclusion criteria, search strategies, and relationships between them were applied. The conclusions of the review highlight eleven bilingual pedagogical formulas on the rise: foreign language immersion (FL), partial immersion, conventional chair, total immersion, dual immersion, CLIL (content and language integrated learning), transitional bilingualism, alternate bilingualism, traditional L2, sustainable multilingualism, and accelerated language teaching. Together, these approaches highlight characteristics that drive the development of bilingualism in diverse academic communities through strategies applied at both the national and local levels.
Copyright (c) 2025 Mg. Carlos Andres Restrepo Zapata, Dra. Martha Luz Valencia Castrillón, Mg. Larissa Tatiana Rico Buitrago (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Emergency Education Strategies: Lessons from Colombia and Argentina for Future Scenarios.
Section: Research Article Categories: Pedagogía y Didáctica, Investigación Educativa, Evaluación y Calidad en la Educación Keywords: • Education in emergencies, • Pedagogical strategies, • Educational equity, • COVID-19 pandemic, • Digital divide This study explores the educational strategies implemented in Colombia and Argentina during the COVID-19 pandemic, highlighting the lessons learned to improve equity in education in emergency contexts. Through an integrative review, academic and normative sources, as well as interviews with education policy experts from both countries, were examined. The study emphasizes the resilience of educational communities but warns against romanticizing this resilience, as doing so may undermine the need for adequate institutional support. The analysis also reveals how the emergency exacerbated educational inequalities, particularly regarding access to digital technologies. Furthermore, it underscores the importance of risk management, emphasizing the need for vulnerability assessments and structural planning to mitigate the impact of future emergencies. The study argues that anticipatory preparation prevents reactive or welfarist responses and helps build more sustainable educational systems. It also highlights the fundamental social role of educational institutions, noting that collaboration between teachers, families, and communities is key to overcoming challenges. Additionally, while virtual education was effective in some cases, it cannot replace in-person education and must be complemented by adequate resources to ensure equity. Finally, the study stresses the relevance of students' mental health and socio-emotional well-being, considering this an essential aspect for future educational policies. The lessons learned suggest the need for inclusive, collaborative, and risk-based approaches to strengthen the equity and resilience of the educational system in the face of future emergencies.
Copyright (c) 2025 Felipe Daniel Quiroga Acero (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Life skills: a dialogue between academia and a tannery industry
Section: Research Article Keywords: Good Manufacturing Practices, Tanneries, Life Skills, Physical Risk, Chemical Risk The tannery industry uses chemical substances and equipment for the treatment of hides, in which operators must be previously familiar with the physical and chemical risk levels for their respective handling. For this reason, a dialogue of knowledge was conducted between the university and the industry by applying a training workshop on Good Manufacturing Practices, in order to avoid the aforementioned risks and their relationship with target 3.9 of the Sustainable Development Goals; for this purpose, the cognitive category of life skills was applied in its dimensions (critical thinking, self-knowledge and decision making). The methodology used was qualitative with a descriptive scope, in which the perceptions of the operators were analyzed using the ATLAS.ti. version 09 program, with which semantic networks were constructed, linking the responses of the operators to a series of questions, which were addressed in each of the work modules (physical risks in the work environment and chemical risks in the industry). At the level of conclusions it is highlighted that the operators applied the dimension of self-knowledge in physical risks highlighting the importance of using Personal Protection Elements to avoid accidents in their daily work; in relation to the dimensions of critical thinking and decision making, these were applied in chemical risks where employees argue the use of pictograms of chemical reagents in the handling of substances in each of their processes. Finally, the population involved establishes the importance of dialogue between academia and industry to continue carrying out this type of activities, which in the future will guarantee a healthy life and promote the well-being of all workers, thus complying with Sustainable Development Goal 3.
Copyright (c) 2025 Gómez, D.L, Guevara, E.A (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Linguistic diversity in higher education: Teacher training and bilingualism in the classroom
Section: Research Article Categories: Investigación Educativa Keywords: bilingualism, higher education, intercultural communication, sociolinguistics The study examines the growing importance of linguistic diversity in higher education by exploring the interrelationship between linguistic diversity, teacher education and bilingualism. The study population comprises higher education institutions, faculty, and students. A mixed approach with an exploratory-exploratory sequential design is used. The results highlight challenges and advances in the consideration of linguistic diversity. Although the institutions implement initiatives to promote it, there are areas for improvement in the integration in educational materials and evaluation of student performance. In teacher training, the integration of specific modules is perceived, but the need for more training and updating of strategies is noted. Regarding bilingualism, programs are actively promoted, but the need to strengthen bilingual spaces and coordinate extracurricular activities is highlighted. Regarding the relationship between these dimensions, there is recognition, but a deeper integration in institutional programs and policies is urged. The findings underscore the importance of interdepartmental coordination and sound institutional policies to comprehensively address linguistic diversity in higher education. Thus, the research highlights the need to move toward more effective and coordinated consideration of linguistic diversity in higher education.
Copyright (c) 2024 Chess Emmanuel Briceño Nuñez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Games to strengthen literal, inferential, and critical reading comprenhesion levels in fourth-grade students
Section: Research Article Categories: Investigación Educativa, Innovación y Tecnología en la Educación Keywords: reading comprehension, literal level, inferential level, critical level This paper presents the results of a study whose objective was to develop a pedagogical proposal based on playful games to strengthen the levels of literal, inferential and critical reading comprehension in fourth grade primary school students at the Sagrado Corazon School of the Municipality of Peace of Ariporo, Casanare-Colombia. It is a qualitative approach study under an action research design supported by techniques such as the questionnaire applied to 29 students. During the implementation, the participant observation technique, for which a field diary was designed to record information during the execution of the games. The results show a basic and medium level of development of the three levels of reading comprehension in the participating students. As a result, a guide of twelve games was designed, distributed in three groups of four to strengthen each dimension. Each of the games was organized as follows: instructions (generative topics, responsible people, beneficiaries and resources), didactic sequence (let's start, play and consolidate our fun), construction and evaluation. As a product of the procedural evaluation in each of the games to observe the improvements in the development of the proposal, a high effectiveness was identified because the majority of the students presented high and basic performances. It is concluded that the game guide fostered students' interest in reading due to its playful nature, which led to a strengthening of attention and thus greater immersion in the text and, therefore, improvements in its understanding.
Copyright (c) 2024 Consuelo Morales Zea, Milena Rodríguez-Dueñas, Yurleidis Meléndez Bellido, Andrea del Pilar Olmos Sanabria (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Strategic alliances in the care of learning disorders for their socio_educational inclusion.
Section: Perspective Categories: Inclusión y Diversidad en la Educación Keywords: disrders, inclusion, learning, aliances Attention to learning disabilities in primary educational institutions in Cuba presents a significant challenge for educational improvement. Implementing strategic partnerships between various agencies and community agents is essential to ensure the socio-educational inclusion of all learners. The educational institution should act as the primary cultural center of the community, leading these collaborations. The evidence gathered demonstrates that constant interaction with families and learners fosters an inclusive educational environment that not only advocates for equity and diversity but also promotes respect for the individual differences of all learners to improve learning and development in the Cuban education system.
Copyright (c) 2024 Arianny Tristá Díaz (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Intercultural Communicative Competence: challenges from formative and authentic evaluation
Section: Perspective Categories: Evaluación y Calidad en la Educación Keywords: intercultural communicative competence, formative evaluation, authentic evaluation The concept of evaluation, in the educational context, has evolved throughout history and different generations have given it various functions - from a positivist approach to a constructive and participatory approach-. Therefore, it is important to reflect on the need for an evaluation that adapts to the changes of the contemporary society and promotes inclusivity, equity and students’ learning and that is also positioned in a reflection-action-reflection approach. Regarding foreign language teaching, intercultural communicative competence should be approached through a formative and authentic evaluation to better assess students’ performance.
Copyright (c) 2024 Jacqueline García Botero, Margarita Alexandra Botero Restrepo, Martha Luz Valencia Castrillón (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of a Didactic Strategy on Cognitive Skills of Critical Thinking.
Section: Research Article Keywords: critical thinking, didactic strategy, high school education, cognitive perspective, quantitative paradigm The promotion of comprehensive education in the school environment requires the development of critical thinking in students, which today is seen as an educational urgency. This type of thinking enables the development of cognitive skills for processing information, evaluating judgments, arguing, and making decisions. Its development is urgent in the Latin American context so that young people have solid tools to exercise their citizenship critically and responsibly. Critical thinking, from a cognitive scientific perspective, involves the development of higher-order mental skills that facilitate informed decision-making, limit bias, and expand the understanding of phenomena of different natures. The purpose of the research is to analyze the effect of a didactic strategy based on constructivism, the scientific community of inquiry, and formative assessment on enhancing critical thinking as a 21st-century competency. This is achieved through the application of the Watson-Glaser Critical Thinking Appraisal to determine the curricular relevance of the proposal. Within the framework of a quantitative, quasi-experimental, cross-sectional, comparative-explanatory methodological design, the validated Watson-Glaser test is applied to 92 high school students. Data derived from the pretest and posttest are processed and analyzed using SPSS software, employing parametric statistics. The application of the test demonstrates the positive effect of the didactic strategy on enhancing students' critical thinking. It is concluded that such curricular proposals are pertinent in classroom work
Copyright (c) 2024 Jakeline Cubillos Sánchez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Open Science Treaty: A Critique of Publication and Viewing Costs in Academia.
Section: Editorial Keywords: Open Science , publication , APC, human Rights Open Science has gained momentum as an essential paradigm in the pursuit of a more equitable society, where knowledge is considered a universal human right. However, we are concerned about how profit-driven motives have infiltrated the academic sphere, primarily through the imposition of Article Processing Charges (APCs) and the restriction of access to information via paywalls. From the perspective of Corporación Discimus and Revista Discimus, these practices undermine the very essence of academia and hinder the free flow of knowledge. In 2021, UNESCO adopted the Recommendation on Open Science, an international framework designed to make science more accessible, inclusive, and transparent. This recommendation emphasizes the importance of collaboration and information sharing for the advancement of science and societal well-being. Recognizing that gaps in technology and innovation can be reduced both between and within countries, UNESCO advocates for concrete actions to ensure a fair and equitable operationalization of Open Science at global, regional, national, and individual levels. The recommendation promotes open access to scientific publications, research data, and other resources, encouraging broader participation from diverse and underrepresented actors in the scientific community.
Copyright (c) 2024 Avendaño. L (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The Foundation of Art's Importance in School: An Insight from Edu-Artistic Research and Student's Integral Development
Section: Research Article Keywords: Art education, Aesthetic education, Future society, Core curriculum For decades, educational-artistic research has yielded results demonstrating the importance of teaching and learning art within the school context. This article reaffirms the notion that art education is pivotal for the comprehensive development of students. Art education encompasses the teaching and learning of art without distinction between its various forms: musical, theatrical, plastic, or visual. Integrality denotes the balanced and complete development of students across all facets of life, encompassing not only academic prowess but also physical, emotional, social, and cultural dimensions, nurturing a spectrum of life skills. Access to comprehensive education is a fundamental right, yet for it to be universally attainable, society must recognize and advocate for it as such. Understanding this integrality entails acknowledging arts education as essential and indispensable for the holistic development of individuals, particularly during their school years; without it, such holistic development would be incomplete. The aesthetic experience stands out as a unique element of arts education, setting it apart from other domains of knowledge. This distinctive quality fosters the holistic development of students, contributing to their personal growth and enabling them to thrive fully and satisfactorily in society. In conclusion, this article underscores the imperative of shifting societal paradigms to facilitate a more meaningful integration of arts education into school curricula. It also encourages continued research efforts in the field of arts education.
Copyright (c) 2024 Andrea Carolina Robayo Florez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Performative Development Strategy (PDS): An educational proposal used in the trombone classes of the Bachelor of Music at the Autonomous University of Aguascalientes/Mexico
Section: Research Article Keywords: teaching strategy; music education; school performance; active learning The objective of this research is to present the Performative Development Strategy (PDE) used in the trombone classes of the Bachelor of Music of the Autonomous University of Aguascalientes (UAA)/Mexico, as well as its implementation during the health emergency caused by SARS-Cov-2 and its impact on the academic performance of students of this instrument during and after the pandemic. To this end, the mixed (qualitative-quantitative) research method was used, where the sample group was made up of the four trombone students of the bachelor's degree of the UAA, during the years of 2020 and 2021. The results of the EDP in the educational action of the analyzed group show a significant increase in their academic performance, a fact that points to the efficacy of this educational strategy in the teaching of the trombone.
teaching strategy; music education; school performance; active learning
Copyright (c) 2024 Leslie Freitas de Torres (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Paths, strokes and lines: a contribution to the (de)construction of education in rural contexts.
Section: Research Article Categories: Inclusión y Diversidad en la Educación, Movimientos Sociales y Sindicales en la Educación, Ciencias Humanas y Educación Keywords: Rural education, Territory, School Abstract This article of reflection arises from experiences lived as a teacher and researcher of an educational institution located in a rural context, as secretary of education of a Colombian municipality classified as sixth category and from the results that emerged in the development of my research work on master's degree. This is how tensions, challenges, realities, and opportunities are made known, to think and (re)think what education is today in the context of rurality, taking as its axis the municipality of Venecia - Southwest Antioqueño Colombiano, which It allowed me to get closer and make known those educational realities that teachers, students, families, teaching directors and the community in general face every day. The objective of this reflective article is to go in search of proposing lines of deterritorialization, in the sense that is addressed by the philosophers Guilles Deleuze and Félix Guattari, for the staging of the existence of other ways of seeing, living and being in the country school. Thus, by assuming cartography as a methodological route, some facts are revealed that complement the present reflection, and that will be that starting point to show experiences, paths and paths towards other ways of feeling, knowing, constructing and (in)build the rural school, based on their identities, traditions and cosmogonies.
Copyright (c) 2024 Jader Sneider Serna Martínez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming education in Colombia: innovation policies with TIC in the digital era
Section: Perspective Categories: Política Pública y Educación, Ciencias Humanas y Educación Keywords: educacional policies , digital society, eduacional innovation , educational quality , skill for the 21st century This article explores the need to transform education in response to technological evolution and globalization. It addresses how the rapid growth and expansion of Information and Communication Technologies (ICT) have altered communication, access to information, and knowledge generation, necessitating new skills and competencies. In the Colombian context, public policies aiming to integrate ICT into education are evaluated, with emphasis on the “Computers for Education” program and the current policy (2020-2024), called “Technologies for Learning”. Although these initiatives have facilitated technological insertion in classrooms, their impact on educational innovation has been limited. The importance of overcoming the digital divide is highlighted, and the need for a more comprehensive educational transformation is emphasized, focusing on teacher training and the effective incorporation of technological tools into educational practices. In conclusion, the results and analysis on the importance of public policies aimed at developing competencies and their eventual impact on the quality of education in the country are presented.
Copyright (c) 2024 Marleny Velasco Sánchez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Descolonial Thought: Route in the Configuration of Descolonial Pedagogies
Section: Research Article Categories: Inclusión y Diversidad en la Educación, Movimientos Sociales y Sindicales en la Educación, Ciencias Humanas y Educación Keywords: Decolonization, Educational research, Alternative education, Latin America, Educational sciences, Colony Descolonialism as a theory has been taking shape since the time of the conquest and has had repercussions to this day within the configuration of a descolonial pedagogy. Therefore, this article seeks to identify how the path of anticolonial struggles was traced so that an epistemic field emerges that interrogates various disciplines of the social sciences which had been configured under Western disciplinary paradigms, interrogating the educational task, favoring nowadays we talk about colonial pedagogies. The methodology used is mediated by the PRISMA protocol, which helped to systematize and reach a subsequent reflection of the information found, from which it was determined that there are authors who contested the hegemonic ways of existing and being in the world other than colonial ones, which crossed pedagogy; these initial approaches were descolonial cracks within the colonial regime, a path for the descolonial bets of indigenous intellectuals, the future of anticolonial discussions and the Modernity/Coloniality group in the reflection on a descolonial pedagogy from which non-hegemonic knowledge is valued. and its need in the modern context.
Copyright (c) 2024 Andrea Marcela Mahecha Montañez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Approach to the participation of rural peasant men within the Sumapaz locality in the upbringing, care, and protection of their daughters and sons, as well as their influence on gender relations and new masculinities.
Section: Research Article Categories: Investigación Educativa, Movimientos Sociales y Sindicales en la Educación Keywords: Fatherhood , rural eduaction , upbringing, gender, masculinity This state of the art emerges from the ongoing research on rural-peasant fatherhoods, specifically in the Sumapaz páramo in Colombia. For this purpose, an academic production and bibliography search was conducted at the international, national, and regional levels, covering the years 2010 to 2023. Therefore, it is structured into three parts. The first part outlines the methodology, detailing the step-by-step process that guided the construction of the state of the art. The second part addresses various categories that allow for the contextualization, understanding, and approach to care, fatherhood, and masculinity, in addition to contexts such as the educational sector, culture, and socio-economic levels. It also presents the findings and gaps identified in the reviewed documents, concluding that there is a limited number of qualitative studies on rural-peasant fatherhood, which is advantageous for our research. Methodologically, the state of the art is supported by a hermeneutic approach.
Copyright (c) 1970 Tamis Carolina Noriega Meza, Magister Natalia Sarmiento Nuñez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0