núm. 50 (2007)

In this paper, narrative is presented as an essential source for building knowledge and pedagogical narratives about the teacher’s self, promoting the possibility of generating reflective and critical voice towards himself and his own pedagogical practice from an emancipatory and sociocultural comprehension. In this way, the content exposed here highlights the importance of narrative’s reflective use and its potential as a configurative and transformable teacher’s option. Contents and senses recognition is proposed as an alternative that is created subjectively, having meaningful school experiences as a source for generating new comprehension about school world and teacher’s identity. As a result, promoting and hearing the teacher’s voice, materialized through narratives, is a critical action that goes beyond the instrumental comprehension of the teacher in the school world.

This article is the final report of a research carried out from 2005 to 2006 with tutor teachers of the pedagogical practice in the B.A. in Spanish, English and French Teaching. This research was developed from a qualitative approach framed in the education research-action as a theoretical and practical proposal to transform the pedagogical practice. The problem to be studied was to determine the theoretical and practical effects and transformations derived from the incorporation of education research action to the practice development in the process of teachers’ education in the Department of Modern Languages at Universidad de La Salle. In this regard, the methodological procedure, proposed from the three stages: planning, action and reflection, was developed in three academic semesters, considering the length of the pedagogical practice in the current curricular structure in the B.A. in Spanish, English and French Teaching. Data collection includes systematization of experiences, diaries, class planners, semi-structures interviews and participating observations. This research highlighted the importance of research-action in education of tutors and of students. On the other hand, it shows the transformations in the process of practice related to reconception and purpose, the practice scenery, methodology and the role of the tutor.

The teaching of religion at schools is a pertinent topic that invites to think about its content, nature and intention in order to re-formulate school religious education. All of this is based on theories regarding religiosity and beliefs of humankind, and to project it from citizenship, co-citizenship, sense of belonging, communication and a critical thought to different environments of daily relationships with himself and with others. Therefore it is a contribution to a permanent reflection regarding religion teaching.

This article proposes a historic-critic view on the model of catholic education established by the Ratio Studiorum and by the Jesuitical pedagogical practices from 1900 to 1930, in the background of the establishment of the Colombian society’ identity in its predominant archetypes. The perspective is focused on the problem of the construction of the catholic individual under the ethic, intellectual and cultural bets and principles explicit in this pedagogic style, under the protection of the ecclesial conservatism of this time, and the trends presented between this and the modernist mood of the bourgeoisie, that propose a dichotomy to conform the society. This becomes a concern for education institutions and consolidates them as agents of resistance and moral culture in front of the revolutions unchained, in order to preserve autonomy, will and understanding in the individual. This reflection is under the methodological referents of Michael Foucault in his analysis of the devises of power present in the culture, its ideological settlements and mainly the institutions, scenery that provides the source of discovery of the catholic subjectivity and presents the most pertinent inquiries to its formulation and follow-up.

This article presents some of the results of the research titled “Experience Systematization of the Program Actualization in Technology and Education in High Schools from Latin America – ATEES (Spanish Acronym) developed in Colombia from 2000 - 2004”. It tried to rebuild the ATEES experience regarding the ICTs implementation in educational processes and teachers’ formation. This article shows the state of the art, main achievements of the experience and its disadvantage in education institutions.

As a category of the narrative analysis the actions in the Passion in Saint Jhon’ gospel are studied. It analyzes the number, chronological, logical and hierarchical relations among them. This article is a small part of the narrative analysis detailed in The Passion carried out by the research team Theology and Story, of the B.A. in Religious Teaching, of the Faculty of Sciences of Education in Universidad de La Salle.

Some proposals inscribed in the methodological roads of multi-disciplines appear when taking the city as object of semiotic study. The intention of this study is to examine, integrate and comment in a systemic way the studies that about Bogotá have been developed from the 80s up to now, as a support of the state of the art of the research, in the Universidad de la Salle, titled “Representations of the city of Bogotá by university youth”, included in the research line “Contemporary subjects and Culture”.

This article is a preliminary report of the advances of a research project whose aim is to describe and characterize the didactic sequences that structure the teaching practices of six teachers of English of the Languages Department at Universidad de la Salle. Data collection includes class observations, teachers’ logs and interviews. The discussion focus on the advances obtained both during the piloting process carried out during 2006 and from the research process of the current year. From a constructivist perspective, the didactic sequences of the teachers are factual. It is observed that the structural bases of the didactic sequences are the language skills, the textbook and the teachers’ pedagogical criterion.

Implementing cultural teaching strategies in an EFL classroom has been recently considered as a critical factor for involving students in a wider vision of learning a language. Teaching culture in a foreign language classroom makes a useful contribution to the understanding of this term and clarifies important issues about how to approach it and teach it. This article provides information about the preliminary findings of the first phase of a research project carried out with English teachers at Universidad de La Salle in order to diagnose the conception of culture, current teaching strategies and materials teachers are using to address culture in their practices.

This article shows the applicability of regulation 020 of 2000 which protects the education for children displaced by violence, specifically in 6 District Education Institutions in locality 19, Ciudad Bolivar, in the Capital District. At the same time, it shows a brief historic panorama of the forced displacement in Colombia and the national and international institutions that help the population who have suffered from this calamity. The results of this research are quantitative and qualitative and focus on the situation these Colombian children have to face daily. They have been forced to leave their natural environment to face new social, cultural and educational contexts foreign to their daily activities.