núm. 47 (2005)

Let’s stop for a while to think of our daily lives, letting us know «with estranger eyes» the scenes, persons, and practices that we daily live. If we place ourselves in such a city like Bogotá probably we will pay attention to many circumstances. One of them might be the variety of subjects which are the ones we coexist: the singularity explosion is seen by each one. Some are called men and others women, some are adults, and others children and / or young; we distinguish them by their bodies, their esthetic and/or their behavior; however sometimes to differ is not easy. Our daily life is full of intercultural events. We are from the heterogenic, our differences today are essential part of what we are and express. The socio-politic transformation of the globalization, the techno-cultural in digital technologies which have come from the west, the lost of macro politic speeches which got to nations together for long time, are among others, the aspects that influence in this subjects’ multiplicities, that daily go along the social scenes. Perhaps, the social transformations that are happening are shown the most in the young’s ways of telling, feeling and expressing. Therefore to approach to the young’s subjectivities constitutes an opening to follow the contemporaneous society itself. It’s not that «young people have the exclusivity» (García Canclini, 2004) every body and all the cities in the world attend to an era changes without precedent, but probably the tendencies and tensions which are generating are strongly seen in who we consider «new generations». Consequently there’s a justification to understand the cultural senses that young weaves.

In this article, the introductory text is shown to the initiative of the formulation of researching line called cognition, language and technologies. This text synthesizes the contents in each category that belongs to it and relates them to finally establish a conceptual unified framework. From this framework a functional and justified net of problems is constructed which sends the research projects that are subscribed to it and produces the conditions of formality and procedures that requires its construction.

This article describes the results of the research «a proposal of popular education for adults from the educational «lasallista» pedagogical style»; this is an exercise intended to propose a pedagogic and curricular model for adults who live in deprived areas of the city, this research is inspired in the educational «lasallista» style, that may be useful as a space of extension in the Faculty of Education at La Salle University. This research starts with an identification of characteristics from the context, based on the analysis of surveys applied to students and to a small theoretical track of the community. Then, from a wide documentary revision, there is an identification of theoretical background which has to support the model from the «lasallista» pedagogy, adults’ education and popular education. Subsequently, there is a presentation of the proposal that implies, dimensions, strategies and actions, that later are checked by means of ethnographic tools. The evaluation shows very good outcomes in the pedagogical strategy assumed with CAFAM guidance and the transformation of the attitudes and personal behaviors of students and professors who talk about the effectiveness of work done. Besides, there is evidence of new ways of social organization through a saving fund which has been inspired from school. This researching practice proposes a hopefully way of educational inclusion to adults who have become poor due to the system, and can be animated from a University that believes in the option for poor people as a fundament of its formative work.

It’s necessary to understand the fact of the arrival of the Christian Brothers to Colombia from a historical-critical outlook that allows an objective approach to the situation that characterized the context in which this religious congregation interacted. Only from this orientation could be possible to particularly examine the reasons that originate that ingress to the colombian education view.

Esta investigación se consolida como un segundo paso dentro del proceso: un Dios que rompe con el sufrimiento: teología del principio-misericordia. En esta segunda fase se busca desarrollar una propuesta de acompañamiento teológico-pastoral desde los contextos en los cuales la violencia armada se consolida como el elemento fundamental en la construcción de relaciones y estructuras sociales. Bajar de la cruz la víctima-inocente crucificada, tiene como finalidad desarrollar un proceso de acompañamiento a la comunidad de Puerto Salgar (Tierralta, Córdoba); el cual permita hacer consciente la situación real de cruz en la cual se encuentran para poder diseñar un camino teológicopastoral que posibilite bajar, asumir la resurrección. El artículo está estructurado en cinco partes. La primera, se detiene en aclarar el uso de los conceptos fundamentales sobre los cuales se articula el trabajo investigativo; en el segundo se presenta a grandes rasgos la realidad en el departamento de Córdoba; en el tercero presentamos las articulaciones conceptuales que sostienen la investigación; en el cuarto esbozamos el propósito investigativo y camino propuesto y finalmente en el quinto, se vislumbran los caminos que se pueden desarrollar.

The theological routine is a dynamic activity that may have two movements: one is to turn towards itself and another one to the outside. To do theology is a two ways dynamics; one way gives what to think; the other one leads how to act. So it is a dynamic in two moments: ad-intra and ad-extra theological routine between the movement that is made ad-intra: to think oneself to systematized oneself and the one that is done ad-extra: to project, to confront, to enrich oneself with the contexts to generate the praxis. The how to do theology ad-intra or ad-extra will determine its reflection-systematization as well as its actionprojection. The idea is not to separate these two dynamics but to make separate these two dynamics but to make possible a reflection of the method based on them. The purpose of this text is to show the results of how a research team reached them.

This article presents a reconstruction and interpretation exercise related to my pedagogic practice, by means of the application of a classroom project, which objective was to present a strategy for the analysis of an oral text. It started introducing the proposal in the classroom, with its approval and corresponding development and implementation during the semester (second period 2003). Second, students were asked to elaborate a series of reflective narratives in order to have evidence of the followed process, with the purpose to carry out the necessary adjustments. As a third step, I started the systematization of the project using the written reports done by the students, to identify in that way, positive aspects, doubts and uncertainty throughout the reflective work. As a main conclusion I can say that the exercise of narrating my teaching experience had an educative function, because although there were difficulties at the beginning of the implementation of the proposal, I was able to carry out a self reflection about the process done and I had the chance ask my self about my believes.

The Pedagogy and Didactic investigation line is shown in this document, from the Education Science Faculty. The text centers on, in short, the basic theoretical establishment in its line, the purposes and goals in the pedagogy and didactic investigation field, as well as the procedures and action strategy for its development. At the beginning the document defines an investigation line concept theory and operatively in education, and projects them toward the notion in the pedagogy and didactic line as the epistemology disposition, of theory organized nature, in which the Education Science faculty at la Salle University attempts to answer all the requirements in the pedagogic and educative knowledge, particularly that one about teaching and learning of the disciplines, the contemporaneous didactic configurations, and the articulation between teachers formation process and investigation; difficulties which give sense and direction to the faculty investigation. At the end it collects in a synthesis chart the projects that are currently developed in the line and respond to several problematic given by teachers and investigators from the faculty related with the teaching disciplines, and the teacher formation, among other investigative questions.

The current article deals with Lasallista pedagogy, considered as knowledge, locating us in Colombia between 1915 and 1935, from the epistemic dynamics that allowed their composition: the reflexive preparation of the pedagogical experience itself; the interaction between pedagogical practice and knowledge already constructed or in process of construction and the movement and socialization of the pedagogical knowledge. Each of these dynamic is supported by actions of thoughts that reveal the production of a set of intellectual preparations about a field, a practice and about an object of knowledge which indicates that Lasallista pedagogy can be understood from an epistemological horizon, because it is on the base of knowledge exercises that are sensitive to be socially and academically recognized as such.