núm. 52 (2008)

In this interview, professor Baena talks about his beginnings in education, his conceptions on teaching and learning, the “organic figure” as his model of teaching, the passion as vital axis of the research and the teaching, on Theology, the Bible, and its interpretations.

This article analyzes the play Arran del Mar Caribe (1944), of Ramón de Vinyes, well-known for being the “Catalan wise” of One Hundred Years of Solitude, of Gabriel García Márquez. Set in La Guajira and with migrated Catalans as the principal characters of the drama, it shows us the cultural confrontation and the strangeness of the exiled, who opposes his national affection to the ambiguous experience of the mixed races in the Caribbean. The geographic, literary and historic contexts, both the Colombian and international –including the Second World War, and the nazi presence in the Atlantic coast– allow to the authors to go into the multiple imbrications of the drama in depth, whose tragic elements and “pre-Macondian” context stress the Vinyes’ grasp about Colombian literature and culture.

This article offers a review of different methodologies to mentor pre-service teachers’ pedagogical experience in EFL contexts in Colombia and their pedagogical implications when training future teachers. It also gives an overview of models presented for the purpose of mentoring. Finally, it proposes a model to guide the mentoring of pre-service teachers’ pedagogical experiences at schools in Bogotá considering the implications of talking about the mentoring in the teaching practicum and the roles of the participants. This model is a selection of mentoring strategies that can be extended to other contexts with similar characteristics.

This article affirms that teaching theology is not a simple matter of just learning concepts. Since theology, according to some authors, has a more practical objective: holiness. These statements are brought about by narrative theology from two fundamental categories: Christian revelation as history and narrativity. From these concepts two didactic lines are drawn which are similar with regards to a vision that considers that the theological knowledge has a narrative structure. In this sense, Christian life is similar: “a didactics as the education of the view” and “a didactics as the education of memory”. Then, some theology teaching strategies are shaped. Those strategies would contribute to cause the theological discourse in the life itself of theology students.

Initially, this article presents an approximation to two conceptions about Mathematics and its teaching. Then, the author describes the semantic field of the term “conceptions”. Finally, Restrepo Becerra makes an approximation to diverse approaches about what is the actual interpretation of the Didactic of the Mathematics.

This lesson proposes some connections between Morin’s thought and end the practice of the scientific research. Complex thought has influenced the comprehension of some of the most important phenomena of our times, but specially, on the comprehension of the relation between our structures, or cognitive models, and the possibility of approach us to the less linear and determinist views of reality. The relation explained by Morin between cognitive structures and knowledge of the world suggests some challenges for the practice of the research. The author divides his lesson in three parts: the complexity in science, the relation between complexity and knowledge, and the last part derives some implications for the practice of the scientific research.

According to the formal object of the Didactics, we can consider the problem of the method as a fundamental pedagogical competence in the practice of the catechism. The Catholic Church –in its documents about this topic– has tackled this problem trying to find principles and criteria for the presentation of the Christian Message to the real and concrete human being. However, its considerations and suppositions tackle –from a functional-communicative perspective, but not from an existential-hermeneutical one– the relation between content and method. On the other hand, the practice of the catechism based on an existential-hermeneutical-deconstructive dimension of the relation between enunciation-annunciation of the Christian Message; the reason of the catechism, will be starting point for its didactic renovation. The theological method of critic correlation will enriched and throws light upon the complex, but unavoidable, task to present the reason of our faith to the world, not from a principle of institutional or dogmatic authority, but from the Christian stories and experiences that give sense to the human experiences.

This article presents the first stage of a project which is classified within formative research. The objective is to propose an educational design that involves the curricular design, the pedagogical model, and the teaching strategies related to the formative intents of the program and areas where the project is carried out. In other words, it is expected to establish a coherent link between teaching objectives and pedagogical practice, which implies the design and practical application of teaching and learning strategies in order to improve students’ knowledge, abilities, skills and attitudes based on the context, process and cognitive dimensions involved in the educational design. As a result, the stages of training, practical application and evaluation of that design are expected to complete the whole process of verifying the validity of the research proposal.

The use of moral dilemmas in the university context, as a didactic strategy for the formation of the moral subject, has to be thought rigorously, since it was demonstrated in Suárez & Meza’s research, called “Efecto de una estrategia pedagógica en el desarrollo de la conciencia moral, en un grupo de estudiantes universitarios”, it has a positive effect in the development of a post-conventional moral. However, the use of the moral dilemmas demands clarity about its nature, purpose and methodology, in order to implicate to the subject as rational, emotive and volitive being, going beyond than a simple practice of the moral judgment. Besides, due to the design of the semi-experimental research and to the identification of the own variables, it is demonstrated the contribution of the humanistic formation to the moral and axiological formation of the students.

This article presents the study made in some public educational institutions of Pasto, in order to analyze how the teachers area teaching the written production of stories in 4th degree of primary education. For the recollection, the analysis end the interpretation of the information, it was used the qualitative research, with the ethnographic method. The outcomes are related with the ways of teaching, the knowledge o Pedagogy and the use of contents. The results of the research are the starting point for the built of the didactic strategy LAPICES (Lectura, Apropiación y Producción a través de la Impregnación del Cuento en la Escuela, according to its abbreviation in Spanish). If the writing is a process that is present in all the moments of the human activities, the production of stories, it deserves an important place in the formal education, especially in the first school years.