vol. 10 núm. 1 (2017)

Education in the early years of life is a continuous and integral process, product of multiple experiences that the school provides to children, through interaction with society and the environment, being the basis of comprehensive education of the human being. One of the many tools or pedagogical strategies are play, performing arts, painting and reading, which are transformed into playful pedagogical strategies that favor the integral development of the child. This bibliographic review aims to present the results of several researches that contain a plurality of methodological tools that teachers can use in the classroom to develop better learning in the child. There is a variety of strategies implemented by teachers in educational institutions; however, there is no research that produces and integrates the different pedagogical tools that guide the educational agents, to favor the learning process in children from 0 to 6 years of age, as is the case of the city of Villavicencio, where it can be established that there is not some type of research that presents these tools.

This paper aims to show an approximation to the state of the art of research on training in citizenship, based on the inclusion of the educational component, from the critical thought, the various educational policies and generate ways of being citizens and the world. It is part of the understanding of the multiple meanings that have been setting about citizenship, their relationship to human dimensions, especially the political, economic, social and cultural. In this context, the role of pedagogy in arises how, why and what to integrate the classroom, life experiences and theory including being a citizen , in addition to the relationships established to achieve a civic -minded , critical and emancipation of hegemonic systems.

Is intended to show a first form of approach to the notion of difference here from the educational policies,-when we talk about the difference do not in the sense of opposition to the same, then the difference would be on the side of what is repeated, in where this does not necessarily always be equal-. That is, demonstrate the moment that has had this policy, in relation the forms of institutionalization of education for the difference in Colombia. In that line of ideas, it should be noted that there will be use of history as a tool allowing analyzing policy, its reforms, its effects and its relationship with the notion of difference. Likewise, it is history which will make it possible put into dialogue reflections about the inclusion and education of the difference.

The following article analyzes the school radio project of an educational institution in Cali. In order to account why it has remained for ten years despite not being established as a professional communication media and which has been its impact on the educational community. The study analysis was performed under the theoretical perspectives of the use of the school radio in the classroom, the research methodology is qualitative, information sources were interviews, analysis and participant observation, followed by stages of research in which the categories of study that reflect the questions above problems, the principal basis is that literature teacher posicionate the school radio as a teaching tool to improve argumentative and expository skills of their students through music. To finalize the results, analysis of results and the conclusions are given developed.

This discussion paper arises from the academic proposal made for elective seminar of the Doctorate in Education from Universidad Santo Tomás in Bogotá Colombia ‘la violencia simbólica en la obra de Pierre Bourdieu y el acto pedagógico’. In a very particular scenario being presented in the Colombian nation in recent months in which the political, economic and cultural academic country seeks ways out of decades of war between the government and armed opposition groups, it is necessary that this topic enters into the classroom and reflect about these very pointed and particular tensions that every day are fought at schools, colleges or universities. In this sense, one of them has to do with power relationships between teachers and students, the study of its genesis, its development and evolution are essential for understanding today's school as the setting in which they are educating the new generation of Colombians who, apparently, will be the first to live in a country at peace. It is assumed therefore that the author’s ideas on Bourdieu’s theory stem from the author’s experience of working in Colombia as a teacher in several schools and universities. After years of pedagogical experiences, this would make an interesting insight, through the lens of Bourdieu, into the dominant educational pedagogical approach in a country which is perceived to be unstable by other nations. A position paper on how students may be discriminated against or oppressed because of the power struggles or tensions within the classroom and what Bourdieu might call cultural arbitraries, would make interesting reading. For this  analysis, it is assumed that the theory of Pierre Bourdieu can be helpful to understand this phenomenon, since it allows to address the issue from the theoretical but also leaves the possibility of understanding the phenomenon from teaching practice and the school.

In this article presents the results of research based on understanding the pedagogical practices of teachers of secondary education in the context of digital culture, in two official institutions of primary and secondary education in the departments of Cesar and Santander. In this work the process described implementation, use and appropriation of technologies in educational work, under a phenomenological gaze of the subjects involved. It was substantial depth knowledge of what happens daily in the pedagogical work of teachers when they make use of technology, their successes and difficulties in order to know what kind of training and technological tools required, and what support should be offered to strengthen this type of processes that affect the quality of education.

The present reflective article is developed from the ironic world Borgeano, characterized by this cultural practice Argentina, which allows to manifest different cultural, economic, social, and political events, from irony. Understood this as the literary figure that Borges used in the course of his literary career, revealing the different historical events that permeate the lives of men, from literature.

Evaluation is the spearhead of the quality of education. Educational success is measured through national and international tests that provide a value to certain indicators that are taken as manifestations of competencies developed in the learners. The evaluation can be thought of in terms of its purpose. It is an instrument of power that allows you to sort and select socially who in a Darwinian vision are more suitable in a certain model of educated person for purposes that pursue those who wield the power to institutional and private. Evaluation is the transverse part of education and a means for the development of autonomy.

It is presented the systematization of the pilot experience of a MOOC in which 38 teachers participated in different training levels in order to address the Socio-Scientific Questions (CSC) as a didactic strategy in their pedagogical practices. The systematization is developed according to Mejía (2012), making a categorization of five aspects of transversal analysis: pedagogical practice / professional updating; strategies / teachinglearning resources; CSC approach; context / everydayness; and citizen education. For the discussion of the results, it starts from the interpretation of the information elaborated by the participating professors during the development of the MOOC and of the knowledge of the literature that is brought to the inquiry. Weaknesses were found regarding the platform, technological skills, autonomy, teacher-student communication, and evaluation. The opportunities analyzed make reference to virtual spaces for teaching-learning and the moments of participation. As for the strengths, they were evident in a virtual scenario, sequentiality and the role of students. Finally, some of the threats of the experience at a general level are analyzed in terms of adaptation to a networked society and the use of social networks in education.

This article presents a research in the field of the training of science teachers carried out in an unconventional scenario of teaching learning, elective course type, in the Faculty of Science and Technology of the National Pedagogical University called "The relations science, technology, Society and the environment (CTSA) in the training of science professors". In the development of this proposal for curricular training and integration, pedagogical innovation activities and social appropriation of knowledge and knowledge were carried out around emerging issues in teaching such as socio-scientific issues, CTSA relations and paradigms Andinos of Good Living and Living Well, in the key of the initial formation of graduates in natural sciences such as Physics, Chemistry and Biology, and of interdisciplines such as Electronics and Technological Design.

It is a descriptive theoretical investigation of documentary type. Where the procedure of tracking, organization, systematization and analysis of documents, includes different sources. Basically, electronic located on the WEB, without discarding books and printed research articles, on the relationship between philosophy and science, from its main characteristics to generate knowledge from educational research, likewise, the position of the physicist and philosopher Mario Bunge with this proposition, and how the scientific method is the basis of science and axis of education. In addition, the demonstration of non-Euclidean geometry as a new knowledge generator, which reaches the present in the field of computing and its direct impact on education and essential axis in research in this field.

In this article presents the results of research based on understanding This study aimed to identify, identify and describe the perception of the inmates of Hall 4 of the Acacias-Meta penitentiary on personal, family, educational, social and affective levels according to the ecological model.To begin with, the theory of the ecological model postulated by Brofenbrenner (1987) consists in the scientific study of the progressive mutual accommodation between an active human being in development and the changing properties of the immediate environments in which the person lives (systems) (p .40), which is the "interrelationship of different elements, whether objects, situations or elements, processes, variables, in an organized way which always have a certain function" (p.7).In this way, the situation of incarceration is an experience difficult to assimilate for the person deprived of liberty and their families, at least in the first moments of prison, which generates in these people a constant adaptive effort that, as a consequence , Generates a series of affective, emotional, cognitive and perceptive distortions (Altimirano, 2013), since there are restrictions such as emotional isolation and frustration (Arroyo, 2011); There are also factors that impact on the individual, and which are associated with the same condition of internment, such as deprivation of freedom, withdrawal from social and family networks, withdrawal from working life, cognitive stress associated with concerns By family situation, overcrowding, lack of privacy, among others (Ruiz, 1999).It has as a general objective To know the perception of the inmates of Hall 4 of the penitentiary of Acacias-Meta on the levels of the systems of the ecological model (family, educational, social and affective).As for the methodology was a qualitative approach, phenomenological design, a sample of 22 inmates of ward 4 between the ages of 19 to 44 years; For data collection an in-depth interview was applied. Finally, the analysis of information was carried out through the Atlas Ti program, which is a flexible tool that allows analyzing several aspects and therefore greatly facilitates the organization, management and interpretation of qualitative data (Cuevas and Méndez, 2012).

Given the lack of clarity exerted by philosophy as scholar learning, this investigation look for identify the underlying pedagogical practices in philosophy, in order to analize the didactic problems of teaching philosophy or teaching philosophizing. The qualitative aproach of the investigative exercise, has made possible an approach to three catholic schools contexts, and to the comprehension of students and teachers that share a philosophical academical space. The epistemological and hermeneutical perspective, conciliates the distant relationships among protagonists that are at the philosophical classroom, in order to propose a didactic of sense, where the significance of philosophy, meet whith the signifiers, in other words with the philosophers students, to built a full of sense knowledge. This text shows the first category of investigations developement , which names philosophy's didact.

En Colombia, la medición del impacto de las publicaciones se realiza a través del Índice Bibliográfico Nacional, Publindex, del Sistema Nacional de Indexación y Homologación de Publicaciones en Ciencia, Tecnología e Innovación, creado por Colciencias y activo desde 1996.En el 2016, se generó un nuevo modelo de medición que supone nuevos retos y cuestionamientos en el contexto nacional de las publicaciones científicas.Dentro de los nuevos retos propuestos en la revista RIIEP están: i) fortalecer estrategias de visibilidad e impacto, a partir de la participación en la medición de impacto social en Google Académico (Google Scholar) de autores y artículos científicos; ii) promover la integración de la revista a directorios y bases bibliográficas afines a la temática de la revista; iii) fortalecer el desarrollo de convenios de coedición con instituciones nacionales e internacionales, invitando a los autores y lectores a publicar sus manuscritos en colaboración internacional; iv) generar indicadores cienciométricos alternativos para apoyar la toma de decisiones en materia de comunicación, por medio de la indización de la revista.En este número, los investigadores Jhenifer Mailec Rincón Guevara y Aurelia Patricia Quiñones Granados, en su artículo titulado: “Prácticas pedagógicas en el contexto de la cultura digital para generar aprendizajes significativos en los estudiantes”, analizan las prácticas pedagógicas de los docentes de educación media en el contexto de la cultura digital, en dos instituciones oficiales de educación básica y media ubicadas en los departamentos del Cesar y Santander.Lina Andrea Reyes Ramírez, en su artículo titulado: “Análisis de la emisora escolar como propuesta pedagógica y experiencia estudiantil”, analiza el proyecto de emisora escolar de una institución educativa de la ciudad de Cali, con el fin de dar cuenta de por qué se ha mantenido durante diez años, a pesar de no estar constituida como un medio de comunicación profesional, y cuál ha sido su impacto en la comunidad educativa.Jesús Antonio Quiñones, en su artículo titulado: “Pierre Bourdieu and his concept of Symbolic Violence: what´s happening into Colombian Classrooms?”, analiza cómo los estudiantes pueden ser discriminados u oprimidos debido a las luchas de poder o las tensiones dentro del aula desde la perspectiva de Bourdieu. Este análisis parte de la idea de que la teoría de Pierre Bourdieu puede ser útil para entender este fenómeno, ya que permite abordar el tema desde lo teórico, pero también deja la posibilidad de entender el fenómeno desde la práctica docente y la escuela.Gloria Janneth Orjuela Sánchez, en su artículo titulado: “Tres momentos de institucionalización de la educación de anormales en Colombia: análisis desde las políticas educativas”, presenta una primera forma de acercamiento a la noción de diferencia desde las políticas educativas, con lo que se pretende evidenciar los momentos que han tenido estas políticas, en relación con las formas de institucionalización de la educación para la diferencia en Colombia.Álvaro Hernández Acevedo, en su artículo titulado: “Estado del arte de la investigación Inclusión del componente pedagógico, desde lo crítico, en los principios de la ética de mínimos y máximos de Adela Cortina en la categoría ciudadanía”, analiza el estado del arte de la investigación acerca de la formación en ciudadanía, partiendo de la inclusión del componente pedagógico, desde lo crítico, de las distintas formas políticas educativas de ser y generar ciudadanos de y para el mundo.Alexandra Cortés y Giovanna García, en su artículo titulado: “Estrategias pedagógicas que favorecen el aprendizaje de niñas y niños de 0 a 6 años de edad en Villavicencio, Colombia”, analiza los resultados de diversas investigaciones que contienen pluralidad de herramientas metodológicas que los docentes pueden emplear en el aula de clase, para desarrollar en el niño un mejor aprendizaje.En el artículo titulado: “La evaluación en la tradición educativa colombiana. Instrumento de clasificación social”, los investigadores José Guillermo Ortiz y Hernán Buitrago analizan la evaluación educativa como medio para el desarrollo de la autonomía. Johan Andrés Nieto Bravo, en su artículo titulado: “Hacia una didáctica del sentido. Didácticas emergentes de las prácticas pedagógicas de filosofía en tres escuelas católicas”, identifica las didácticas que subyacen de las prácticas pedagógicas en filosofía, a fin de analizar la problemática de la didáctica de la filosofía.En el artículo “Percepción de los niveles personal, familiar, educativo, social y afectivo en internos de la penitenciaria de Acacías, Meta” de los autores Fernanda Ballen, Ana María Reyes y Francy Rodríguez, se analiza la percepción de los internos del pabellón 4 de la penitenciaria de Acacías, Meta, sobre los niveles de los sistemas del modelo ecológico (familiar, educativo, social y afectivo). Yessika María Rengifo Castillo y Héctor José Sanjuas, en su artículo titulado: “El otro Borges: El mundo de la ironía”, reflexionan sobre el mundo irónico borgeano, caracterizado por esa práctica cultural argentina que permite manifestar diferentes sucesos culturales, económicos, sociales y políticos desde la ironía, entendida esta como la figura literaria a la que recurrió Borges en el transcurso de su carrera literaria, develando los diferentes acontecimientos históricos quepermean la vida de los hombres, desde la literatura.En su artículo titulado “Formación inicial de profesores de ciencias desde los enfoques CTSA y las concepciones andinas de ´vivir bien` y ´buen vivir”, los investigadores Jorge Enrique Ramírez Martínez y María Alejandra Beltrán Penagos, presentan una investigación en el ámbito de la formación de profesores de ciencias llevada a cabo en un escenario no convencional de enseñanza aprendizaje, tipo curso electiva, en la Facultad de Ciencia y Tecnología de la Universidad Pedagógica Nacional en clave de la formación inicial de licenciados en ciencias de la naturaleza como la física, la química y la biología, y de otras disciplinas como la electrónica y el diseño tecnológico.Invitamos a nuestros autores a vincular su producción a Google Académico para favorecer el impacto social de su producción académica, y a nuestros lectores a continuar contribuyendo a nuestro proyecto editorial.