Initial education and mental health as themes of the educational forum in Colombia. An analysis of local experience in Usme
Article Sidebar
Main Article Content
Abstract
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.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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
How to Cite
References
Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1(1-10), 1-10.
Barragán-Giraldo Diego Fernando. (2023) Sistematización de experiencias educativas: entre teoría y metodología. Revista Internacional de Pedagogía e Innovación Educativa, 3 (1), pp.155-180. ⟨10.51660/ripie.v3i1.122⟩. ⟨halshs-03923844⟩
Clipa Otilia, y Gavriluță Paula. (2017). 27. Early Childhood Education – Parents’ Perceptions. Doi: 10.15405/EPSBS.2017.05.02.210
Echeverría, C.V. (2020). Ecosistema de investigación, formación e innovación. Documento d trabajo, Doctorado en educación y sociedad. Universidad de la Salle.
Sugiarto, Sugiarto. (2021). 18. Membentuk karakter anak sebagai generasi penerus bangsa melalui pendidikan anak usia dini.
Freire, P. (1997). Pedagogía de la autonomía. Saberes necesarios para la práctica educativa. Buenos Aires: Siglo XXI.
Goleman, D. & Davidson (2017). Los beneficios de la meditación. La ciencia demuestra cómo la meditación cambia la mente, el cerebro y el cuerpo. Trad. David González Raga. Barcelona: Kairós.
Milagros, Nores., W., Steven, Barnett. (2016). 15. The Role of Early Childhood Education in Social Behaviour of Children. doi: 10.1007/978-3-319-08398-8_6
Hatice, Bekir. (2019). 12. Early Child Development. Doi: 10.4018/978-1-7998-2952-2.CH010
Jay, J., Knaus, M., & Hesterman, S. (2014). High-quality early childhood education in the early years of school. Every Child, 20(3), 22-23.
Moraes R y Galiazzi C. (2007). Análisis textual discursivo. Ijuí: Unijuí.
Morín, E. (2004). Introducción al pensamiento complejo. México, D. F.: Editorial Gedisa.
Navarro, Sabin, S. G. (2021). Las artes en la vida cotidiana como medio para la expresión socioemocional. Revista Multiversidad Management. Edi.
Neelima, Chopra. (2012). 8. A study of early childhood education programmes in Delhi, India. International Journal of Early Years Education. Doi: 10.1080/09669760.2012.715398
Sopyan, Alif., Ahmad, Irwan., Elihami, Elihami. (2019). (7). Forming characters of early children in non-formal education units.
Secretaría de Educación Distrital, (2024). Documento de orientaciones: Foro educativo Distrital, una Bogotá que inspira.
Kin, Bing, Wu. (2010). (4). Early childhood development and education in China: breaking the cycle of poverty and improving future competitivenes.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.