DIALOGICA

Editorial

2025-09-29T16:52:14+00:00

Cover

2025-09-29T16:02:50+00:00

full number

2025-09-29T20:08:46+00:00

Index

2025-09-29T16:30:01+00:00

Beyond the blackboard. Comparing traditional and constructivist teaching strategies in the development of logical-mathematical intelligence

2025-07-10T12:49:25+00:00

This paper reports on a research study that aimed to compare the effectiveness of two teaching methods: the traditional model and another that utilizes constructivism, in the development of logical-mathematical intelligence within the framework of Gardner's multiple intelligences. This was achieved with the participation of 27 eighth and ninth-grade students from the rural educational institution La Rastra, located in the municipality of Milán, Department of Caquetá, in Colombia. Through a quantitative approach and the application of different pedagogical strategies, the study sought to determine which of these approaches was more effective in fostering mathematical thinking, problem-solving, and the understanding of abstract mathematical concepts, through the completion of a final test with standardized questions. The results obtained made it possible to identify the strengths and weaknesses of each method, as well as to propose recommendations for the implementation of more effective pedagogical practices.

A reflective look at the teacher as a model and transforming agent

2025-07-10T12:49:24+00:00

This article presents a reflective and interpretive work on the teacher's role as a model and transforming agent in the present day. Its objective is to offer an argumentative framework that highlights the relevance of the teacher figure in the holistic development of students, transcending traditional teaching and becoming a reference for behavior and service. This influence is key to building a more conscious and committed citizenry, forming individuals capable of facing the challenges of the contemporary world and making significant contributions to society. Topics such as the teacher as a guide in learning, their social impact, their motivating role, transformational leadership, and their commitment to educational quality were addressed. Methodologically, it was based on a qualitative interpretive approach supported by the review of various related articles. It concludes that a committed and satisfied teacher becomes an essential pillar for the integral development of their students and the educational community.

Social representations of managerial communication from the perspective of directors and teachers

2025-07-10T12:49:22+00:00

Managerial communication is key in the coordination and productivity of educational institutions, facilitating the exchange and analysis of information between areas and levels. This research seeks to construct a theoretical framework on the social representations of managerial communication from the perspective of directors and teachers in schools in the La Ureña sector, Dominican Republic. A qualitative and interpretative approach will be adopted, using a phenomenological method with techniques such as participant observation and semi-structured interviews. The study will include the collection of information, thematic analysis and formulation of conclusions. The informants will be managers and teachers, and scientific rigor criteria will be applied to ensure the validity of the study. The results highlight that current communicative practices lack integration, evidencing a need for a more proactive communicative management, which not only focuses on operational results, but also on strengthening interpersonal relationships, in order to improve the satisfaction of all the actors involved.

Relevance of religious organizations as support networks for the inclusion of people with disabilities

2025-07-10T12:49:20+00:00

This article examines how support networks contribute to the social, emotional, and functional inclusion of people with disabilities. Special attention is given to the role of religious organizations, which, beyond their spiritual function, have emerged as key social actors in providing assistance and fostering community ties. Based on a theoretical analysis and recent empirical evidence, the article explores the foundations of social support, describes successful interventions, and proposes strategies to strengthen these networks in the current context, considering updated data from international organizations and academic studies.

Transformational educational leadership strategies as a resource for the educational management

2025-07-22T14:54:30+00:00

The research aimed to propose transformational educational leadership strategies as a resource for educational management in the context of the Ines Gomez state elementary school, located in the Kilometer 12 sector of the Cacique Manaure municipality of the Falcon state. The methodology used was based on a quantitative approach under the modality of a feasible project. The study population was one director and six teachers, and as a sample, the same population of the institution was taken, who were subjected to the application of a semi-structured questionnaire-type interview. The results were treated descriptively, indicating that there are marked weaknesses in the leadership implemented by the manager of the school under study, making the relationships between the people who work there not suitable for the challenges experienced in educational institutions. It is necessary to implement transformational leadership to face educational realities.

Decision-making in educational management: from pedagogical practice

2025-07-22T14:54:25+00:00

Decision-making must be interpreted from a multidimensional perspective, recognizing that managerial processes involve a confluence of technical, human, epistemological, social, cultural, and political factors that need to be considered when making decisions within the educational process. The essay's aim was to address ontological aspects related to educational management decision-making from the perspective of pedagogical practice. The method used was content analysis of various consulted documents. The analysis reveals that decisions are often centralized and distant from classroom realities, thus ignoring the valuable tacit knowledge of teachers. Integrating teacher experience is crucial for effective management, promoting bidirectional communication and a paradigm shift towards leadership that values practical knowledge. Thus, grounding managerial decisions in pedagogical practice transforms administration into committed leadership.

Artematics: Fruit of the genealogical tree of the García – Hernández and Coronel – Castillo families

2025-07-26T15:00:32+00:00

From childhood, we've heard that the family is the foundation of society, and after the recent pandemic, we understood this perfectly. The family was the only institution that remained operational, fulfilling its own objectives and those of other institutions like churches, hospitals, and educational centers. This article proposes a theory on cultural inheritance through the narratives or life stories of the author's family members. To achieve this, a genealogical tree was constructed to uncover beliefs, traditions, and professions. Systems Theory was used as the macro theory. This research was guided by the tenets of the Post-Positivist Interpretive Paradigm, and field inquiry involved interviews with six family members. The triangulation process highlighted points of convergence between Art and Mathematics, leading to the formation of ARTHEMATICS.

Self-regulation of learning and academic performance: challenges in the COVID-19 era

2025-08-04T20:55:20+00:00

Self-regulated learning is a skill that each student personally develops to achieve knowledge. In this process, the individual is aware of the cognitive steps that allow them to identify strategies to reach their goals. This study aimed to understand the development of self-regulated learning processes and their impact on the academic performance of secondary school students in Cartagena, Colombia, within the virtual context of the COVID-19 pandemic. A qualitative approach was used, specifically the hermeneutic phenomenological method of educational practice. The research applied anecdotal accounts and conversational interviews, with an interview script as the main instrument. The findings revealed that motivation, emotion management, family support, self-assessment, and the use of ICT positively influenced self-regulated learning. These factors enhanced the students' learning strategies, which in turn improved their academic performance.

Evolution and transcendence of mandatory cross-curricular pedagogical projects in Colombia

2025-09-25T11:06:45+00:00

The purpose of this article is to analyze the historic and legal evolution of mandatory transversal pedagogical projects (PPTO) in Colombia. Based on a theoretical and documentary approach, we seek to identify transversal bets, trends and patterns in the implementation of the PPTO over time, with emphasis on values of inclusion, equity and active citizenship. The methodology adopted is based on a historical-legal analysis through documentation methods and content analysis, focused on the exhaustive review of laws, decrees, resolutions and other documents related to the PPTO. In conclusion, the article highlights the importance of strengthening the implementation of the PPTO to guarantee comprehensive education and contribute to the construction of a more just and democratic society, in line with the approaches of authors such as Zubiría (2019), who emphasizes the need of an education that promotes emotional development and the construction of individual life projects

Language, representation, and argumentation: A critical perspective for inclusive and transformative mathematics teaching

2025-09-25T11:06:42+00:00

This research aims to critically reflect on language, representation, and argumentation in mathematics as means for inclusive, dialogic teaching with cognitive justice, critical evaluation, and integration of ICTs. It was developed using a qualitative approach and thematic-interpretive documentary design, through the analysis of 27 studies published between 2020 and 2024, selected from recognized academic databases. The analysis, supported by ATLAS.ti software, was based on thematic systematization and hermeneutic coding. The findings were organized into five dimensions: language and mathematical communication; representation and multiliteracy; critical argumentation; inclusion and cognitive justice; and critical formative assessment. The need to transform teaching practice and readjust the curriculum to integrate ICTs, promote dialogic assessment, consolidate epistemic inclusion, and commit to cognitive justice was evident. The study proposes a transformative theoretical and methodological approach that is culturally situated and oriented toward educational equity.

International certification of italian language in Venezuela: The PLIDA case

2025-09-25T11:07:02+00:00

The Common European Framework of Reference for Languages is a language policy instrument, renewed in 2020. The reference levels are: A1/A2-B1/B2-C1/C2. For the Italian language, certifications are issued by the Dante Alighieri Society, the University for Foreigners of Perugia, the University for Foreigners of Siena, and the Roma Tre University. The Dante Alighieri Society certification is called PLIDA. This article highlights its evolution and the role of the Maracay Committee, founded in 1996, which pioneer this certification, starting with a first phase in 1999. The second phase runs from 2012 to 2018 and includes the Maracaibo commissions in 2015. The third phase begins with the requirement to obtain Italian nationality through marriage, continuing through the COVID-19 period. The digital transformation phase begins in 2024. To date, more than 1,500 PLIDA certificates have been issued.

INCLUSIVE GASTRONOMY, AN INTERDISCIPLINARY APPROACH TO ENTREPRENEURSHIP AND LABOR INTEGRATION FOR STUDENTS WITH DISABILITIES

2025-09-26T23:01:24+00:00

This article presents an innovative teaching proposal that seeks to promote the social and labor inclusion of students with disabilities through training in the culinary field, as they often face barriers to entering the labor market. This approach seeks to overcome these barriers through tailored training and concrete opportunities. The study is based on the positivist paradigm, which involves the use of quantitative techniques to collect objective data to validate the proposal's effectiveness. The interdisciplinary approach combines elements of pedagogy, psychology, entrepreneurship, and technical culinary training with the aim of building a training model that responds to the needs and potential of students with disabilities. In conclusion, it represents a significant contribution to strengthening entrepreneurship and labor integration for students with disabilities. The results obtained allow us to visualize new possibilities for educational and social inclusion, as well as future lines of research aimed at improving pedagogical practices in diverse contexts.