vol. 3 núm. 2 (2024)

El sistema educativo es la manera más particular de ligar la política como el mecanismo de desarrollo de un territorio y la forma más representativa de sectorizar los grupos humanos y delimitar los procesos de la “sociedad, educación y pedagogía moderna”. Es por ello que no hablamos de un sistema educativo único por las particularidades de nuestra geografía y condiciones humanas en Colombia; pensar un sistema educativo es generar cambios desde los entes de control MEN, SED, SEM y establecimientos educativos, con el fin de afianzar un sistema que responda a las necesidades nacionales y no limite el desarrollo de capacidades, reconocimiento cultural con el fin de ampliar el saber, el ser, el hacer y el buen vivir. Es allí donde debemos apostar en la construcción, sincronización e interconexión de la educación en contexto desde la interculturalidad como una apuesta para la búsqueda de las relaciones entre culturas donde exista la equidad, el respeto, las condiciones justas y armoniosas para el fortalecimiento de identidades y el acercamiento a otras culturas aportando a la construcción de un sentido y valoración de sí mismo, bajo las capacidades que inciden en la relación con otros.

In this reflective paper, the author attempts to examine my language-learning and language-teaching journey. This reflective exploration delineates an educational philosophy that encapsulates the transformative potential inherent in language education. By accentuating the significance of adaptable pedagogies and learner-centered approaches, the author advocates for a paradigmatic shift in language teaching, emphasizing the transmission of linguistic knowledge and the cultivation of a dynamic, engaging, and inclusive educational environment. Furthermore, the author's educational philosophy diverges from conventional didactic models, highlighting the multifaceted nature of effective language teaching. It focuses on nurturing critical thinking, cultural awareness, and communicative competence, fostering an environment that amalgamates linguistic proficiency with socio-cultural insights. Three proposals are presented to enhance my language teaching process; They aim to foster diverse learning styles, and active engagement, and facilitate language acquisition. This paper is a reflection on the emphasis on the transformative nature of my journey and the potential impact of the proposed pedagogical strategies on language learning and teaching.

The teaching practice, especially of the teacher educator, motivates the implementation of the research project PIE075, which, from the perspective of multidimensional thinking (critical, careful, and creative), seeks to contribute to the reflection on the topic, as well as to the development and strengthening of the abilities related to these "ways of thinking" that bring about a conscious experience of the educational practice. The theoretical framework on which this research is based is close to the perspectives of Matthew Lipman, philosopher, and theorist of the "Philosophy for Children" program, who, in his speech, refers to multidimensional thinking as an aspect of relevance in educational/pedagogical processes. Considering the above, the study proposes the development of multidimensional thinking skills diagnostic of UNAD's School of Education Sciences (ECEDU) teachers, in the Central Zone of Bogotá Cundinamarca (ZCBC), from the implementation of research communities, following the field of epistemological knowledge in which the project is based; finding, from its analysis, outcomes that provide relevant elements for the structure of a training plan that addresses these needs.

En este trabajo de revisión se examina el proceso de educación inclusiva en niños y niñas a partir de investigaciones realizadas en Colombia durante los últimos diez años (2013-2023). En el marco analítico del enfoque incluyente el cual busca que todas las personas, independientemente de sus diferencias y capacidades, tengan acceso a educarse dignamente y gocen de las mismas oportunidades de aprendizaje y desarrollo personal. Metodológicamente, se usa la investigación documental que incluye una búsqueda en repositorios digitales de diversas universidades colombianas y el buscador académico Google Académico. Se seleccionaron 20 documentos entre trabajos de pregrado, tesis de maestría/doctorado y artículos científicos, que luego fueron registrados en una ficha de lectura. Los principales resultados se reportan en cuatro categorías: educación inclusiva y la labor de la familia, educación inclusiva y rol del trabajador social, educación inclusiva y rol de los docentes y finalmente educación inclusiva y políticas públicas. Por último, las conclusiones se muestran, manifestando que existe una gran variedad de investigaciones orientadas a la inclusión educativa, con amplia cantidad de autores interesados en conocer y analizar el impacto que genera este proceso a la población con discapacidad o talentos opcionales.

Assessment has always been one of the most crucial stages of the teaching process at all educational levels. So much so that for many years the evaluation was considered as an activity addressed only to students to determine their achievements. However, to transform the teaching and learning processes, students should not only be assessed for them to identify their weaknesses or strengths. Assessment as a formative purpose should allow students to reflect on the way they learn and encourage them to improve. Metacognition applied to this process of teaching and learning English is essential because it promotes self-regulation and reflection, helps identify strengths and weaknesses, and facilitates feedback between students and teachers.

This study delves into the benefits and challenges of transforming a monolingual school into a bilingual one in the Colombian context. The theoretical framework highlights the complexities of bilingualism in Colombia, emphasizing the need for a critical approach to the concept and the challenges faced by monolingual schools. Methodologically, content analysis was employed to analyze the transition process, considering the empirical, exploratory, and predictive nature of this research method. The study drew on various sources, including a literature review, contrasting charts, and index cards, to provide a comprehensive overview of the topic. The findings emphasize the significance of a well-planned bilingualism project, which demands time, resources, qualified teachers, and appropriate teaching materials. Success hinges on a gradual, carefully monitored implementation process. Learners benefit from acquiring a foreign language, particularly English, which equips them to navigate a globalized world. The study advocates a sequential and staggered approach, involving regular evaluation and a variety of activities to strengthen language proficiency. In conclusion, this research underscores the importance of well-executed bilingualism projects in Colombian schools taking into consideration that such initiatives offer learners the skills needed to thrive in a globalized world while enhancing the quality of education and the school as an institution.

Accessible communication is essential for the inclusion of deaf people in scientific and cultural society. The language barrier that deaf people face when trying to access written Spanish can limit their self-efficacy and their ability to participate fully in society. However, Optical Character Recognition (OCR) technology and Artificial Intelligence offer an innovative solution: the application of a Spanish signifier translator to Colombian Sign Language (CSL). This tool allows deaf people to understand their environment in Spanish in an autonomous way, which promotes inclusion and active participation in the scientific and cultural society. The application of OCR technology in the detection, reading, and conversion of Colombian Sign Language is essential to provide better living conditions for people with hearing disabilities and to bring together two cultures that have traditionally been distanced by the language barrier. This article describes the stages of development of the mobile application, the technology used, and the role of the sign language translator in promoting accessible communication and the participation of deaf people in a scientific and cultural society.

The purpose was to analyze the teaching and learning strategies that promote critical thinking in the students of the School of Education Sciences of the UNAD in Valledupar, with a qualitative-descriptive approach. The sources were the Syllabus and the Learning Guides of the different courses of the undergraduate programs for the period 16-04/2021 of the mentioned school. The development was by moments: 1: bibliographic review, 2: review of the Syllabus and the Learning Guides, 3: comparison and classification of strategies in subcategories and, 4: the findings were interpreted, analyzed and discussed. As results: 5 Learning Strategies were identified, of which Problem Based Learning (PBL) is the one most used by the courses of the different undergraduate programs. The Teaching Strategies were grouped into 13, the most used being: graphic organizers, product design and open-ended questionnaires. The cognitive skills that are promoted with the proposed teaching strategies are very much associated with higher order thinking levels. Concluding that, in Colombia the ability to think critically has been lost and teachers have forgotten to teach their students this skill.