This article shows the process and results of “Action-Research ITCI for interdisciplinary curricular transformation and integration: Towards a critical reflection from the practices of teaching and learning of IED Delia Zapata Olivella”. This research was developed in the institutional framework of the Institute for Educational Research and Teaching Development, IDEP, the Colombian Institute for the Development of Science and Technology, Colciencias and the University of La Salle. It thus presents a work that won the interdisciplinary curriculum changes evidenced in improving teaching practices and learning from the design of thematic and interdisciplinary teaching strategies, interaction between students and exchange of experiences and knowledge gained. Therefore, the classroom is not already the exclusive place for learning.

This article presents the research I am developing within the team of the line called «Values, Citizenship and Popular Education». It is understood that to construct democratic culture, that is, an ethics of living together to educate children and youngsters, it is essential to favor necessary arrangements to construct the following dimensions: life project, identity-inner being and social commitment. This research has worked the life project construction for citizenship from the participative perspective, stating that citizen education must be made up by participative mediations that develop the critic and reflexive capacity in favor of the construction of the life project dimension within the theoretical framework Profile of the mediator teacher published in 2003 by Loernzo Tébar Belmonte. Both the life project and the above mentioned dimensions are part of the research proposal called «Mediation Pedagogic Practices in a proposal to create citizenship in children and youngsters». The dimension presented here, proposes an ethnographic research methodology which wants to find the sense of categories such as attitude, desire, preconventional morality, conventional morality, and postconventional morality, the establishment of priorities, objectives and goals for the service of children and young people registered in basic education in the Liceo Hermano Miguel de la Salle in Bogotá. They are a sample population of 30 3-4 strata students, who together with 4 undergraduate students from the School of Education at Universidad de La Salle, work in six workshops in the life project dimension to develop citizenship; these are strategic instruments to contact the population and they make possible to create a realistic and faithful image of the group and its unit regarding the construction of the life project for citizenship.

<p>Narratives and formation practicum in building a culture of peace, care and good treatment, form a human rights approach systematizes the formative experience of workshop makers in three Lasallian schools, joint with the democratic exercises of the Lasallian school culture, this is made by the Oficina de la Región Latinoamericana Lasallista (Relal) through the Observatorio Educativo Lasallista para los derechos de la Niñez y la Juventud en América Latina y el Caribe. The research was made from teaching-learning materials that were designed by the workshop makers and the videos that were compiled by the Relal. As results of such research, the pedagogical bias from the narrative of formation practicum in a culture of peace, care and good treatment for 7 years old boys and girls.</p>

La noción de gubernamentalidad que aquí se expone, parte de una aprehensión metodológica foucultiana elaborada por el maestro Carlos Noguera; sin embargo, y como aporte de la investigación doctoral en reformas a la Educación Superior y Docencia universitaria que el autor de este texto está desarrollando, integra la perspectiva teórica de Niklas Luhmann o teoría de sistemas para exponer cómo en las formas nuevas de gobernar a la educación superior, el docente universitario contemporáneo se ha convertido en sistemas psíquicos de operación u operaciones de investigación y docencia, que permiten la auto referencia y el gobierno de sí y ser gobernados por un sistema de producción cognitiva desde el trabajo inmaterial de los dos sistemas psíquicos de operación docente en el marco de dos sistemas: el económico: capital humano y capital cognitivo y el de la educación superior reformada.

Este artículo plantea la constitución de interrelaciones multiculturales en contextos escolares; específicamente, con maestras afrodescendientes. Para esto, se plantearon ejes emergentes e integradores: subjetividades, multiculturalidad, territorio y experiencia pedagógica junto con el vigor formativo de la historia de vida en relación dialógica con los estudiantes. El trabajo tiene como objetivo indagar la cotidianidad y la interacción, desde el enfoque de la historia de vida, para visibilizar el entramado donde se tejen las prácticas y saberes escolares que constituyen subjetividades. Esta perspectiva sitúa la comprensión como posibilidad de trasformación, cimentada en la interpretación y el diálogo con los significados y los sentidos de lo que el otro quiere decir con sus palabras o sus silencios. Se originan, así, varias narrativas de una maestra afro del Colegio Ciudadela Educativa de Bosa en cuya ontología y epistemología se halla tanto la práctica como el concepto mismo de la experiencia pedagógica y se hace posible la emergencia de nuevas etnicidades afrourbanas que fortalecen las relaciones multiculturales.