núm. 46 (2005)

After the enactment of the new Colombian Political Constitution in 1991, an immediate response was generated by the secularism option of the State, as a non denominational State, in which the Freedom of Religion in equal legal conditions was guaranteed. In the daily Colombian life since the XIX century it was considered a Christian nation for its customs, rites, and religious practices, the interference of the secular modern world was entering with naturalization papers, among a popular idiosyncrasy covered with expressions of popular religiosity and religious language. This new change immediately made the State institutions secular, especially public schools where the religion of yesteryear gave way to the education of values. As time passes, it is the government itself in its law 115 of 1994 which reintroduced values as an importance of integral formation in a person. It is considered that the individual in all his dimensions, religious or transcendent dimension being one of them. Therefore the government again takes into account the subject «Religion» as a mandatory and fundamental subject in the curriculum. This article tries to make a reenactment of this reality.

This article presents some critical reflections about traditional concepts, which determine the polices related to performance, evaluation and teachers’ professionalism in our country. First of all, there is a look over the meanings which can be found in proposals for professional improvement, as strategies for teaching activity normalization, and the necessary legitimization of non-reflective, instrumental and dependent teachers’ image. Second, it is suggested that an alternative concept make professionalism meaningful, through the permanent formation, as a resource for the teachers to think of themselves in the exercise of a historical-cultural teaching activity.

This article is constituted by a theoretical reflection of the fundamentals of Teaching for Understanding (TFU). Analyzes the relationship between Teaching for Understanding along with different teaching strategies and cognitive and pedagogical theories . It is also the result of a teacher training experience in citizenship competencies within the Teaching for Understanding framework.(TFU), in which teachers from La Salle University and I.E.D Nuevo Chile participated.

The Minimalist Program (Chomsky 1995) consists attempt to situate linguistic theory in the broader cognitive sciences. In these articles the minimalist approach to linguistic theory is formulated and progressively developed. Language Learning destined to the understanding of learning broadly defined. Systematically apply methods from disciplines including psychology, linguistics and cognitive science. It is concerned with fundamental theoretical issues in language learning and representation structure in mind, cognition, pragmatics.

Logo pedagogy is a systematic reflection about a proposal that intends to teach the subject to have a sense of what life is, based on the postulates by Viktor Frankl, father of Logotherapy (third Viennese school of psychology). The article is divided in three parts: in the first one, there is a presentation about the existential sense, starting from the inherent anthropologic dynamics; the second one, develops the essentials of logo pedagogy to understand the reason of its pertinence in the current educative situation; the last one describes a life’s project as dynamism for the construction of meaning, that can be introduced into a school’s environment and can recognize as well, that people are beings of freedom and responsibility, in other words with will of meaning.

This article aims at approaching to what inspection is about. Its benefits, strengths and drawbacks are presented for the professional to be bore in mind when carrying out such process. The inspector should consider his job as a relevant component in the improving educational system. Changes and innovations towards the teaching improvement, curriculum development as well as the academic community rely upon the inspector’s attitude and work.

What has happened to the «lasallista» pedagogical tradition since its arrival to Colombia, in 1890, to the present day? What has taken us from the blurred vision of the great milestones on the vanguard pedagogical proposals to the conformity of having achieved a position in the national pedagogical discourse? To figure out the different leading moments of the pedagogical concern within the community of «Hermanos de las Escuelas Cristianas» It is a duty of history. This research stands out as it pre-figures horizons that have been reading keys for the research on the history of lasallista pedagogy which has been built on the very transformation of enquiry.

This article aims at having a deep look on the knowledge assimilation process in students, and in the characteristics they adopt in their cognitive activity, their learning at university. This study will allow analyzing and reflecting on what is important for teachers: how to teach and how to assure that the teaching practice benefits the integral development of the student.