vol. 2 núm. 1 (2022)

In recent years, one of the main concerns of teachers is to promote life learning in environments of active participation. In this sense, bio-pedagogy emerges as an innovative method capable of mobilizing the student towards autonomous, reflective, and self-regulated learning. Pedagogically, bio-pedagogy has metacognition, the search for contextualized strategies, planning, and the application of learning in daily life as its main axis. This new conception of teaching has allowed the development of a new “bio-learning” concept, which means educating oneself for life, prioritizing autonomous, reflective, and self-regulated learning processes.

This short article emerged from the work of the participants of the research seedbed Proyección Docente Investigador at Universidad Autónoma of Bucaramanga. This study aims to recognition the formation in investigation of Early Childhood Education´s students. The data collection process was performed in focus groups with students from different semester into the program. In those focus groups were identified opportunities to improve education and training in research. Also, how to respond to the interests and needs of those who are preparing to be teachers. This analysis is part of the research the investigative skills that students develop during the undergraduate in Early Childhood Education. Based on these findings, the present preliminary results of that investigate project are presented.

The purpose of this article is to describe the philosophical dialogue as an opportunity to reflect critically and creatively on gender violence among young students in the municipality of Aguachica, through a discussion on gender violence in relation to social, economic and educational aspects through history and the present. Methodologically, this is qualitative research with a bibliographic design. The results provide optimal processes in the teaching of philosophy and empower each subject to recognize social problems, their difficulties, the different points of view and their possible solutions

La innovación en el área educativa.

The mother tongue is a fundamental constituent element within indigenous cultures, because it allows the preservation of identity and ancestral values. This article seeks to describe the main strategies, resources and policies in education that have been developed in Colombia, in order to strengthen indigenous mother tongues between the years 2017 to 2021. A review and documentary analysis of scientific articles, master’s theses and doctorates of research carried out in the country, in order to collect the main contributions of authors regarding the implementation of ethno-educational strategies and linguistic policies that allow strengthening native languages. The results are exposed through three main categories supported by different investigations and authors with approaches aimed mainly at strengthening indigenous languages and their contributions focus on the development of intercultural and sociolinguistic skills in educational settings. At the end, some more relevant aspects are considered, such as the findings, discussions, and comparisons of the different theoretical contributions, and finally, in the conclusion, some considerations of the subject of the review will be taken into account, mainly found in relation to the difficulties and advances arising in the course of the investigations.

The systematization of experiences allows a critical interpretation of SanArte: comprehensive health and well-being service of the National Open and Distance University (UNAD), as a reference in the implementation of health services in educational institutions in Colombia. As well as explaining the process experienced, the various factors that intervened and the relationships between them. The so-called traditional, alternative and complementary (MTAC) or unconventional medicines have been acquiring greater demand in the supply of therapeutic services in the world. Although for now there is not known a single way in the implementation of the MTAC, it is observed that being open-minded and generating dialogues of knowledge is the best disposition to promote these practices, being such a complex, diverse and constantly changing environment. SanArte as a service space in the UNAD environment helps the educational community in the preservation and restoration of health, integrating the physical, emotional and mental component so that through the use and application of alternative therapies and the identification of elements of self-care balance and well-being are achieved.

The observation of the formative evaluation practices allows a process of reflection to detect spaces for improvement. Making an initial diagnosis of the use and appropriation of the Formative Evaluation is the main objective of the application of the measurement instrument. In this way, the School of Education Sciences of the National Open and Distance University UNAD - Zona Centro Boyacá ZCBOY - Colombia has implemented an instrument inspired by an instrument created by the CIFE University Center of Mexico that allows evaluating and observing the formative evaluation processes applied by teachers. From the application of this instrument, it is possible to show that there are advances in formative evaluation, but that there are also areas of opportunity for the improvement of the application of these processes. The main areas of opportunity are represented in the correction based on the follow-up, the selfevaluation processes of the teachers, their training, and the increase in counseling and permanent monitoring of the students. Among the most relevant conclusions, it is found that it is essential to maintain the process of observation of formative assessment practices and their implementation in order to improve the process from the teaching practice.

This article aims to analyze the performance of 20 preschool children in two problem-solving tasks that involve the use of classification and the formulation of hypotheses, respectively. The participants are between 4 and 5 years old enrolled in a Kindergarten in the municipality of Florida, Valle-Colombia. The results showed that preschool student’s use of these cognitive functions is not limited by age, nor by a logical structure that defines them, but rather they use different strategies in solving the same task. This is the case of the classification stage where they used a great variety of categoriesto classify, based on conceptual and perceptual criteria. Regarding the formulation of hypotheses, the participants showed that they have different explanations for the same phenomenon since physical evidence was not the determining factor in their performance, but they also used their previous experiences to formulate their hypotheses. In this way, it is concluded that variability is closely related to changesince it is a precise empirical explicit and visible indicator of the nature of cognitive change.