LÍNEA IMAGINARIA

INTEGRATION OF DIDACTIC TECHNOLOGIES IN THE CLASSROOM: DIDACTIC STRATEGIES FOR ACTIVE LEARNING

2025-11-05T21:53:17+00:00

The integration of didactic technologies in the classroom represents a key strategy to transform educational processes and foster active learning. This article examines the impact of digital tools on teaching, emphasizing their role in learning personalization, student engagement, and collaborative knowledge construction. Through a mixed-methods approach, various technological integration strategies were analyzed, including the use of interactive platforms, methodologies such as flipped classrooms, and adaptive digital resources. Findings indicate that the implementation of didactic technologies significantly enhances motivation and academic performance, provided they are supported by adequate infrastructure and continuous teacher training. However, challenges such as the digital divide, unequal access to technology, and the need for inclusive educational policies to ensure sustainability were identified. It is concluded that the effective use of technologies in the classroom not only optimizes the teaching-learning process but also requires strategic planning that considers the training of educational actors and equitable access to digital resources.

THE TRAINING OF PRACTICAL LAW IN LAW SCHOOLS IN COLOMBIA

2025-11-05T21:53:16+00:00

The purpose of this article is to raise awareness about the need to generate a corpus aimed at students or graduates of law schools, which supports the resolution of litigation, based on the application of approaches such as technical, scientific and legal; where the treatment of evidentiary material elements and physical evidence, means of proof and evidence is vital for the structuring of the theory of the case, interrogations, cross-examinations or closing arguments, deconstructing the existing theories of applied law teaching and developing complex thinking in the scholar; proposing to fulfill this purpose the application of the research-action method, under a qualitative-inductive approach, having as a first step to follow the examination of the methodology used by some law faculties of universities in the metropolitan area of Bucaramanga in the teaching of applied law, exploring and describing it to then generate a teaching model; that leads to the foundation of a clear and systematic defense proposal, regardless of the educational models of practical law received in the classrooms. The possible level of impact of this work is reflected in the number of legal professionals produced by Colombia´s law schools, which as of March 31, 2023, as indicated by the National Registry Unit of Lawyers and Auxiliaries of Justice, number of registered lawyears was 1,327,913 the above is framed in the updating of knowledge that responds to the needs of a society that must adapt to the internal and external events of daily life. The aim is to present a serious pedagogical proposal with scientific rigor as “a discipline that conceptualizes, applies and experiments with different knowledge about the teaching of specific knowledge in a specific culture” (Zuluaga. 1999).

CHALLENGES AND OPPORTUNITIES IN INCLUSIVE EDUCATION IN COLOMBIA

2025-11-04T02:00:35+00:00

The Colombian educational system faces significant challenges in implementing inclusive education for children with special needs. Although educational policies have progressed, as established in the General Education Law and Decree 1421 of 2017, inclusion remains a challenge, especially in rural areas. The article analyzes the current shortcomings of the system, emphasizing the need for specialized teacher training, the limited pedagogical resources, insufficient support policies, and the limited access to education. Additionally, the impact of some parents' denial in accepting their children's special conditions is highlighted, influenced by psychological, social, and cultural factors, as well as the lack of information about available resources. Family expectations and social stigma also play an important role in this dynamic.Moreover, external tests taken by students in their final year of secondary education have become a tool to measure the educational quality offered by each institution in Colombia. These standardized tests do not take into account students with a variety of needs, posing another barrier that the entire student population in inclusive education must face. The conclusions underline the need to strengthen teacher training, increase investment in adapted resources, and ensure the proper implementation of public policies. Despite the difficulties, there are opportunities to improve inclusion through educational technology and training programs. To move towards effective inclusive education, it is crucial to raise awareness among families and promote a culture of acceptance regarding special educational needs, thereby ensuring that all children receive the necessary attention and support.

COMPARISON OF PERFORMANCE IN THE SABER 11 TESTS BETWEEN THE CAMACHO ANGARITA EDUCATIONAL INSTITUTIONS IN THE RURAL AREA AND SOLEDAD MEDINA IN THE URBAN AREA IN CHAPARRAL, TOLIMA, COLOMBIA.

2025-11-05T21:53:14+00:00

This study conducted a comparative analysis of academic performance in the Saber 11 tests between the Camacho Angarita Rural Educational Institution and Soledad Medina Educational Institution of the urban sector, located in the municipality of Chaparral, Tolima, Colombia. The main objective was to determine whether there were significant differences in the academic results of both institutions and to understand the contextual factors that explain such differences. A quantitative approach was used, which allowed the analysis of secondary data from the Saber 11 during the years 2022-2023. Descriptive and analytical statistical techniques, including analysis of variance (ANOVA) and multiple regression, were used to evaluate academic performance and its determinants. The results showed that, compared to Camacho Angarita, the Soledad Medina Educational Institution had a better performance on average, especially in the subjects of mathematics and language. Factors such as the socioeconomic level of the students, the educational infrastructure, the training of teachers and the availability of pedagogical materials were considered relevant determinants. In contrast, the rural institution faced conditions such as a lack of infrastructure and educational resources and the fact that students were from different social strata. Finally, this study shows that the location of the institutions, as well as other contextual and educational factors, influences the differences in academic performance.

GAMIFICATION AS A TOOL FOR THE DEVELOPMENT OF READING COMPREHENSION IN TENTH GRADE STUDENTS AT IER SAN JOSÉ DE CASTRO

2025-11-05T21:53:13+00:00

This research focuses on the implementation of gamification as a tool to strengthen reading comprehension skills in tenth grade students of the Rural Educational Institution San José de Castro, located in the municipality of Arboledas, department of Norte de Santander. The research was developed under the mixed methodology, with a sequential explanatory design approach, where a sample of 29 students was chosen, to which a pre-test and post-test diagnostic test was applied to measure the levels of reading comprehension in the literal, inferential and critical dimensions. The aim of this project is to increase the use of gamification tools within the rural education sector, to visualise their importance in today's classrooms and the relationship that this has with the strengthening of reading skills in students, which is the main object of the research.

INTEGRATION OF OPEN EDUCATIONAL RESOURCES (OER) IN UNIVERSITY TEACHING, THE FOUNDATION OF ICT AS A CURRICULAR ELEMENT AT UPEL

2025-11-05T21:53:12+00:00

Research is a complex process that requires constant observation and practice to achieve the social and educational goals that surround humankind. In this sense, advances in science and technology are linked to individual and collective needs arising from the ideas held within educational institutions, especially what the curriculum mandates, what should be integrated, and what should be leveraged to connect theories with educational practices, hand in hand with the use of open resources and digital technologies that drive university contexts. It is linked to a methodology centered on the interpretive paradigm, with attention to the development of a qualitative methodological approach that will be realized with Heidegger's phenomenological method. The work was carried out with the intentional selection of key informants, who were teachers from the Gervasio Rubio Rural Pedagogical Institute. To collect the information, a semi-structured interview will be conducted, emphasizing the use of a question script. The information will be categorized, establishing Dasein, phenomena, and categories, and proceeding with the process of interpreting and understanding the information. The findings will be compiled to develop a theorization that will support the theoretical constructs regarding the integration of the ICT axis.

INCORPORATION OF ICT IN ACADEMIC TEACHER TRAINING RURAL

2025-11-05T21:53:11+00:00

The present article is based on the results obtained from a more extensive research work carried out by the author titled incorporation of ICT in the academic training of the rural teacher. In this abstract, information and communication technologies (ICT) and their usefulness for application in rural contexts will be analyzed as a way to achieve the articulation between the peasant knowledge and the new technologies in order to optimize the work of the field, Supported by studies presented by Unesco and the world health organization, as well as by works developed both in Venezuela and Latin America. It is evident that every day the influence of the globalized world increases in the tasks of the rural inhabitant, and that is why strategies must be sought to achieve maximum use of these technologies without leaving aside the identity of the peasant and his knowledge.

ART AS “DE-COLONIAL” PEDAGOGY, A COMMITMENT TO COLONIAL “RE-EXISTENCE”.

2025-11-05T21:49:32+00:00

The writing is a reflection about the art as a pedagogy for a new identity in Latin American, it shows how Latin American towns were subordinated, humiliated ,subdued, how their history, their life styles, their art and all their knowledge were trampled, erased and almost forgotten by the Colonists ‘history. Besides, the text dialogues about the creation of hierarchical groups as predominance power over the settled cultures in America. It shows the modernity project imposed by the colonists and how the indigenous people, especially from Colombia have shown their struggles from a “de-colonial” pedagogy by means of social practices, the art, the music, and the literature. They have not silenced their voices in an unequal society. The writing also presents three samples of “ de-colonial “practices carried out by three Colombian communities which have been important to know about their history, their ways of resistance and how they have survived in a distant modernity. Their “de-colonial” practices have been a relief to survive in an ephemeral capitalist and elitist society. Finally, the text invites the reader to think about how education should transform the society, human beings, and be an instrument to value others, our roots, traditions, and especially to value what we are as Latin Americans.

THEORY AND MODEL: THE EDUCATIONAL METATHEORY

2025-11-05T21:49:29+00:00

An educational research has to be based on Metatheory, to show relevant implications, indicating how a good educational theory must be consistent, how it can have a correspondence, and a congruence between what the theory says and what happens in the educational reality, to improve or innovate the formative policies, this is how the metatheory of education can evaluate the quality of educational theories according to four dimensions: coherence, consistency, usefulness and relevance, within the fields of educational philosophy and educational practice, affecting the way in which existing educational theories are understood, evaluated and improved, according to social needs and demands with pertinence; for these reasons, three metatheoretical perspectives are expressed in this argumentative essay: the analytical, the continental and the pragmatic, which are useful to address issues according to the type of methods used. Then, examples are cited that show how philosophical and educational approaches with their limitations and biases can be evidenced, then some ontological principles are formulated according to three lines (pluralistic, dynamic and dialogic) that allow recognizing the diversity, change and interaction of educational entities, finally punctuating with some questions for future research.

FROM PREPARATION TO PERCEPTION: APPLICATION OF THE “PRUEBAS SABER” AT CIUDADELA CUBA EDUCATIONAL INSTITUTION

2025-11-05T21:49:27+00:00

The experience of the internal application of the Saber Tests at the Ciudadela Cuba Educational Institution in Pereira focuses on students from third grade to eleventh grade. This process is crucial to evaluate and improve educational quality, given that standardized tests allow the identification of strengths and weaknesses in learning. This time it is intended to strengthen the adaptation process of students and get them accustomed to the SABER 11 state tests. The objective of the article is to disseminate the experience of applying these tests in the institution, promoting the active participation of both teachers and students in the educational process, and the perception that these educational actors have before, during and after the experience. The methodology used included a schedule of the project processes. The evaluations were designed and printed. Training was generated for teachers on the content and importance of tests at the institutional level, as well as workshops for students that promoted study strategies. The teachers adapted their classes to address the topics based on the types of questions on the test. Spaces and times were assigned for the presentation of institutional tests. Finally, a perception form was applied where teachers and students expressed their perceptions of the process. Within the results of the perceptions given by the teachers, a positive perception was obtained, such as very good, excellent, and organized, among others. The implications of these findings suggest that a collaborative implementation of this type of Saber Tests not only impacts academic results, but also strengthens, prepares and conditions the educational community in the presentation of these. It is recommended to replicate this participatory approach in other institutions to promote a culture of constructive and continuous evaluation.

EDUCATION THAT FEELS: CRITICAL ANALYSIS OF EMOTIONAL MANAGEMENT AS A FORMATIVE PILLAR IN COLOMBIAN SECONDARY SCHOOL CLASSROOMS

2025-11-05T21:49:25+00:00

This essay analyzes emotional education in Colombian secondary school classrooms, based on theories of emotional intelligence and neuroeducation. The work examines how Colombia's sociocultural context, marked by inequalities and consequences of armed conflict, creates a particular scenario for adolescents' emotional development. It reviews regulatory evolution from the General Education Law to the recent Law 2383 of 2024, highlighting progress and pending challenges. The research emphasizes the fundamental role of teachers as emotional managers in the classroom, identifying tensions between institutional demands and student needs. It demonstrates that effective emotional management transcends isolated activities to constitute a transversal approach requiring adequate structural conditions and specialized teacher training. The analysis reveals significant gaps between urban and rural institutions regarding socioemotional development opportunities. Concrete pedagogical strategies are proposed based on scientific evidence and contextualized experiences, aimed at creating emotionally healthy educational environments where recognition and regulation of emotions are integrated into the curriculum. The work concludes that developing emotionally intelligent citizens is not a luxury but an urgent necessity to build a Colombian society capable of peacefully resolving conflicts, which requires moving beyond discourse to implement practices that effectively recognize emotions as central elements of the formative process.

THE INCLUSION IN THE DEVELOPMENT FRAMEWORK OF EDUCATIONAL PROCESSES IN THE DEPARTMENT OF SANTANDER COLOMBIA

2025-11-05T21:49:18+00:00

nclusion in the development framework of educational processes is an approach that seeks to guarantee that all students, regardless of their individual characteristics, have access to quality and meaningful education. This approach is based on fundamental principles that promote equity, diversity and respect for differences. Given this, this article aims to analyze inclusion in the development framework of educational processes in the northern department of Santander Colombia. For this reason, the writing was framed in an essay-type text with a qualitative approach and interpretive paradigm. In this way, the idea is specified that inclusion implies ensuring that all students, including those with disabilities, special educational needs or from disadvantaged backgrounds, have access to the same educational opportunities. This requires the elimination of physical, curricular and social barriers that may limit the full participation of all students. For this reason, inclusion in the framework of the development of educational processes not only benefits those students who have traditionally been marginalized or excluded, but also enriches the entire educational community by promoting an environment where differences are valued and learning is encouraged. collaborative. By adopting this inclusive approach, the foundation is laid for a more just and equitable education for all.

ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: EXPLORING NEW EDUCATIONAL TOOLS AND STRATEGIES

2025-11-05T21:53:10+00:00

The present study investigates the use of innovative tools and strategies supported by artificial intelligence in favor of educational processes, highlighting their applicability in the educational environment. It aims to identify the main innovative tools and strategies from artificial intelligence transforming classroom teaching. Through the study of papers published between 2020 and 2024, 167 scientific articles were analyzed, applying a rigorous filtering process that reduced the sample to three key studies. The results indicate that AI in educational fields promotes personalized learning, instant feedback and more adaptive teaching, factors that contribute significantly to optimize the experience and interaction in the classroom, while ethical and methodological barriers were identified, such as data privacy and instructing teachers, important complements for an effective implementation of these technologies. Concluding this analysis, although artificial intelligence positively transforms learning, a balanced vision is needed that prioritizes both efficiency and equity in the access and use of these tools. These findings provide a solid foundation for future research with inclusive and effective policies on this issue.

READING SKILLS FOR THE PROMOTION OF CRITICAL THINKING AT THE BASIC SECONDARY LEVEL

2025-11-05T21:53:09+00:00

The article analyzes the importance of reading skills for the promotion of critical thinking in secondary school students in Colombia. Based on a systematic review of the literature, we sought to understand how these skills contribute to the development of critical skills in the educational field. The general objective of the research was to evaluate the current state of research on reading skills aimed at promoting critical thinking at the secondary school level in Colombian educational institutions. To do so, the Systemic Literature Review (SLR) methodology was used, through which scientific publications from the last seven years were analyzed, following rigorous inclusion and exclusion criteria. Databases such as Google Scholar and Crosserf were used, selecting 11 relevant studies for the analysis. The results show that reading skills have a transversal impact on academic performance, influencing subjects such as mathematics and science. However, factors such as socioeconomic inequality, lack of teacher training and appropriate educational policies limit their development. The study also highlights the need to adapt pedagogical strategies to the specific realities of each educational institution. In conclusion, it underlines the importance of implementing innovative strategies that promote critical reading from an early age, incorporating digital technologies and interdisciplinary projects.

EPISTEMOLOGY OF MATHEMATICS: EXPLORING THE FOUNDATIONS OF MATHEMATICAL KNOWLEDGE IN EDUCATION

2025-11-05T21:53:08+00:00

This systemic review article examines epistemological contributions to the educational process in mathematics, focusing on how different approaches and models affect teaching and teaching practice. Its objective is to analyze how the epistemology of mathematics defines and organizes mathematical knowledge and its influence on education. The methodology used comprises an exhaustive review of the relevant literature, applying systematic criteria to evaluate epistemological models such as constructivism, modeling, and anthropological theory of didactics. The results indicate that an understanding of mathematical epistemology allows educators to develop curricula and pedagogical strategies that integrate approaches that facilitate the understanding of the content, and highlight the importance of interaction and collaboration in learning.

EMERGENCY OF CRITICAL PEDAGOGIES IN LATIN AMERICA. READING FROM THE EDUCATIONAL WORK

2025-11-05T21:53:07+00:00

Talking about critical pedagogies implies understanding that they are new forms of teaching that have emerged from the tendency of critical thinking that is formulated in the group of students, from a counterhegemonic nature, where the appreciation of the pedagogical practices in a contextualized framework that allows the contextualization of knowledge, as a way of addressing the problems and needs of the space in which school training takes place. For this reason, the purpose of this argumentative essay-type article is to interpret the emergence of critical pedagogies in Latin America from the educational task, for this purpose, a documentary review process was carried out in which the qualitative approach is considered as a basis. , which allowed access to bibliographic sources that are essential in which it is determined as results that these pedagogies are multifaceted in nature, where in addition to incorporating philosophical elements, didactics is considered, and the adoption of theories and practices that bring together the ideological together to the pedagogical that have emerged as one of the aspects to fight against the alignment that traditional systems have generated. Within the conclusions, a process is evident that starts from the adoption of counterhegemonic pedagogical thinking, whose experiences are based on the popular culture of the people.

READING COMPREHENSION AND CITIZENSHIP BUILDING: PEDAGOGICAL CHALLENGES IN RURAL CONTEXTS

2025-11-05T21:53:06+00:00

Reading comprehension in basic secondary education plays an essential role in developing critical, participatory, and ethically committed citizens. This review article analyzes the formative potential of reading as a tool to strengthen citizenship building in rural contexts, where schools play a decisive role in transforming individuals through civic competencies. Through the analysis of research published between 2019 and 2024 in scientific databases such as Redalyc and Scopus, the article examines educational policies and pedagogical approaches that promote reading skills with a focus on citizenship. It highlights how reading can foster the development of civic values, respect for diversity, and human dignity, fostering in students an active awareness of the challenges facing their environment. Finally, it proposes integrating teaching strategies that link reading with democratic participation and community engagement, with a view to consolidating responsible and supportive citizenship in rural classrooms.

CONTRIBUTIONS, LIMITATIONS AND CHALLENGES OF EMOTIONAL INTELLIGENCE IN THE SCHOOL AND FAMILY ENVIRONMENT

2025-11-05T21:49:55+00:00

The reflection on students' implementation of emotional intelligence in relation to their use of digital tools included a brief overview of theoretical and practical perspectives on the use of digital tools and their connection to the emotional development of the school population. The study focused on exploring the impact of technology and social media on children's emotional management, not only in the home setting but also in the school context. It also attempted to discern the contributions, obstacles, and challenges these tools present, proposing strategies to maximize emotional benefits while minimizing negative effects. The methodological approach adopted in the research was qualitative, based on the interpretation of texts on emotional intelligence to strengthen the use of digital tools.

THE MOBILE PHONE AS A MEANS OF INCLUSION IN EDUCATIONAL DIVERSITY

2025-11-05T21:49:54+00:00

This documentary review study examines the role of the mobile phone in inclusive education within school diversity settings. The main objective is to analyze its importance as a pedagogical tool in the construction of equitable and accessible learning. To this end, an analysis of 15 scientific articles selected based on their relevance and timeliness was carried out. The reviewed works were grouped into three thematic axes: (1) the mobile phone as a promoter of collaborative and inclusive learning, (2) its impact on the personalization of teaching and access to educational content, and (3) the challenges and difficulties associated with its implementation in diverse environments. The findings indicate that the incorporation of the mobile phone in the classroom favors educational inclusion by facilitating the interaction between teachers and students, promoting situated learning and strengthening the development of digital skills. From conversational theory, its role in mediating dialogue and the collective construction of knowledge is highlighted, promoting more active student participation. On the other hand, from the perspective of situated learning, it is recognized that this technology allows content to be adjusted to particular needs, providing access to digital platforms and interactive tools that promote autonomy and critical thinking. However, its integration faces challenges such as the digital divide and the need for teacher training for its pedagogical use.

Disruptive critique of gamification as an educational strategy in the 21st century

2025-11-05T21:49:53+00:00

The 21st century is accompanied by the emergence of new educational proposals linked to ICTs, proving to be promising sources of improvement in teaching-learning processes in the classroom. The purpose of this research essay is a critical reflection on gamification as a competent pedagogical strategy for the current needs of education. For this purpose, documentary information from doctoral theses, scientific articles, books and journals, consulted in libraries and virtual repositories, was taken into account as an epistemic source under the categories of gamification, motivation, play, and operant conditioning. This paper presents a critical analysis of the positive and negative aspects of gamification, both in its theoretical foundations and documented empirical results, in relation to motivation and its use in the classroom. It highlights positive aspects where gamification can be a sporadically useful methodology in classes, by improving students' extrinsic motivation and academic performance. However, on the other hand, it highlights negative aspects such as the lack of intrinsic motivation, which prevents the extrapolation of its concepts, and the reduced useful time in understanding concepts. At the same time, its behaviorist factor is evident, as it uses operant conditioning to generate motivation and changes in the user. The essay concludes with the possible consequences of its misuse, emphasizing stress or disengagement from the activity when exposed to these stimuli for long periods of time.

THE ROOT OF VIOLENCE IN SOCIETY, A LEGACY THAT TRANSCENDS TO SCHOOL

2025-11-05T21:49:52+00:00

This essay examines the roots of violence in Colombian society and its effects on educational institutions, analyzing the various manifestations of school violence in relation to the country's history and development. The main purpose of this study is to analyze how the culture of violence in Colombia, marked by hatred, resentment, and intolerance, has permeated schools, affecting student coexistence and academic performance. To investigate this issue, a comprehensive review of existing literature on educational strategies and policies implemented internationally to mitigate school violence was undertaken; additionally, the main forms of violence present in Colombian schools were identified. The results reveal that normalized violence in Colombian society is reproduced in schools, negatively impacting the school environment and learning. In this regard, a holistic and contextualized approach, applicable in Latin America, is proposed, integrating the development of socio-emotional, civic, and social skills that are established as fundamental pillars to build harmonious school environments, aiming to improve the quality of education in Colombia by promoting a culture of peace and respect..

IMPACT OF GLOBALIZATION ON EDUCATIONAL SYSTEMS: A CRITICAL PERSPECTIVE

2025-11-05T21:49:50+00:00

ABSTRACT

This scientific article aims to analyse the impact that globalization has had on the Latin American educational system during the last decade, analysing the data found from a critical perspective based on the documentary review of books, theses and relevant scientific articles. Highlighting some findings such as the following: globalization prompted educational systems to transform their traditional approaches in order to form autonomous and critical people, generate rapid adaptation to change and maintain a balance between competitiveness and humanism, likewise, this phenomenon made the educational gaps become more marked, highlighting the lack of opportunities seen in rural sectors that have been affected by violence and low economic investment, with respect to urban sectors, for example, in the implementation of new technologies in educational processes, which is a fundamental tool to enter a globalized world. The findings highlight that although education in Latin America has been evolving in line with advances in new technologies and their partial inclusion in the teaching-learning process and the revolution represented by globalization, there is still much to improve and huge gaps to close, for example, the disadvantages of rural education compared to urban education with the multiple advantages and benefits brought by globalization, improvement actions to be proposed and executed in order to provide the same opportunities regardless of the context, achieve quality education for all that allows preparing students to adapt to change, contribute and be part of globalization.

POLITICAL AND EDUCATIONAL RELATIONSHIP AS THE FOUNDATION OF EDUCATIONAL REALITY

2025-11-05T21:49:49+00:00

This essay addresses the relationship between politics and education in shaping educational realities in any society, using a methodology based on content analysis and a bibliographic review that reflects the educational reality. In Colombia, education is considered a fundamental right, enshrined in the Constitution, which implies that it must meet the demands of the community. Educational policies, determined by government decisions, directly impact the quality and equity of the educational system, influencing the distribution of resources, school infrastructure, and curricular content. Throughout history, this interrelationship has demonstrated its importance in promoting equality and sustainable development. However, many policies have lost their focus on quality and universal access, leaving vulnerable sectors without meaningful educational opportunities. It is essential to establish clear policies that address lack of access and social illiteracy, ensuring equitable learning. Despite the potential benefits of a close relationship between politics and education, challenges such as the politicization of content, inequalities in access, and lack of resources persist. Recognizing education as a political act is fundamental to understanding how political decisions affect the equity and quality of the education system. In this sense, education must be prioritized as a driver of social progress, promoting critical and participatory citizenship. In conclusion, the interaction between politics and education is crucial for building more just and equitable societies, and a renewed commitment is required to address the challenges that persist in the field of education.

SOCIAL REPRESENTATIONS ON PHYSICAL EDUCATION FROM THE PEDAGOGICAL VISION AND SPORTS MANAGEMENT IN THE OFFICIAL INSTITUTIONS OF CÚCUTA.

2025-11-05T21:49:49+00:00

Within the Colombian education system, physical education (PE), like other subjects, is part of the compulsory subjects is part of the program that must be taken in a compulsory way in each of the levels, in order to the student's integral formation through the development of their skills and competencies. The student through the development of their skills and competencies. However, in recent years, the In recent years, the essence of PE has been disrupted by the performance of many teachers in the area who focus the performance of many teachers in the area who focus their attention exclusively on sports, framed exclusively on sport framed in a particular discipline, especially soccer, leaving aside the importance of PE for mental, physical and physical health. for mental and physical health and recreation. To this effect, the concern arises to elaborate an academic article of the essay type focused from its objective on the importance of PE from the pedagogical point of view and sports management in official management in the official institutions of Cúcuta. The methodology adopted was based descriptive analysis based on various experiences consulted, which allowed for a broad study of the topic. Which allowed for a broad study of the topic; leading at the same time to the following final reflections the right to PE is being violated for the majority of students in the face of the for most of the students due to the exclusive dedication of the teachers to sports management management where they search for, select and train players with sporting talents, especially in the players with sporting talents, are sought, selected and trained. This leads to new social representations social representations configured in students and teachers about what PE represents as.

COLONIALITY AND EDUCATION: BUILDING A SUBJECT OF RESISTANCE IN COLOMBIA

2025-11-05T21:49:48+00:00

This article aims to analyze the intersection between Quijano's theory of decoloniality of power and Mariátegui's ideas of social transformation, in order to make visible the cultural resistance that has historically been present in the Colombian educational field. Through a dialectical method, the tensions between the dominant educational model and the cultural alternatives that arise from indigenous peoples are explored, highlighting the limitations imposed by an epistemic hegemony that prioritizes Eurocentric thought. In the Colombian context, this hegemony has configured an educational system that promotes a “modern civilizational project” that favors a unidimensional vision of knowledge. The analysis focuses on how educational structures, by giving primacy to Eurocentrism, not only restrict access to and appreciation of other forms of knowledge, but also hinder the formation of a critical subject of resistance aware of their cultural heritage. Quijano's theory of decoloniality allows us to understand how colonial power is manifested in current educational policies, while Mariátegui's proposals offer a transformative approach, where education is conceived as a space for emancipation and the construction of an identity. autonomous culture. In this sense, the article invites us to rethink Colombian education as a potential space for the dialogue of knowledge, in which ancestral traditions not only have a place, but are also recognized and valued as essential components in the formation of critical citizens. In this way, we seek to make way for a pedagogy that fosters cultural resistance and contributes to the construction of a more equitable and plural society.

Educación Inclusiva en Colombia: Generalidades provocadoras para la participación

2025-11-05T21:49:47+00:00

This essay discusses the concept of inclusive education as a triad between institutions with their resources, programs, infrastructure, teams, regulations, and agreements; secondly, the teacher as the educational mediator; and finally, the person with Special Educational Needs as the end user of the processes. There is also a brief chronological description of the topic of educational inclusion framed within the idea of an educational ecosystem, in a context that integrates economics, science, humanism, politics, sociology, and institutional frameworks for the development and implementation of inclusive education proposals in Colombia. The text also presents the idea of relational and communicative aspects in the school as key points for the development and strengthening of communities with Special Educational Needs. It offers the reader a series of motivations designed to spark curiosity and deepen understanding of the topic, encouraging them to formulate their own questions and explore ways of participation.

END OF NEOLIBERALISM, TARIFF WARS AND CHANGES IN EDUCATIONAL POLICY

2025-11-05T21:49:46+00:00

ABSTRACT

In the study of educational policy, it has been a constant observation that some educational phenomena are characterized from a causal perspective, often ignoring the economic, political, and social realities involved. In this regard, while the causal approach is pertinent, the complexity of current times demands a systemic vision that considers historical, political, and economic events, as well as their impact on the educational policies of each era. Based on the above, the purpose of this academic essay is to expose the influence of inequality, marginalization, and social exclusion as factors originating from, but also exacerbated by, neoliberalism as a current of individualistic thought. The exhaustion of neoliberalism, as a predominant model, may result today in new educational policies aimed at addressing and resolving the problems, as well as the imbalances, resulting from the aforementioned collapse. To this end, it is considered pertinent to refer to the historical, economic, and political context of countries such as Chile and Mexico, considered the greatest exponents in the application of neoliberal educational policies and their consequences on society. In this case, this reference is supported by primary and secondary sources from specialists in the field, from which it is possible to establish a positional view on the matter.

MUSIC EDUCATION: A CROSS-CUTTING TEACHING TOOL IN MODERN TIMES.

2025-11-04T15:25:10+00:00

Among the major structural transformations and adaptations that society is undergoing in this changing world, the educational field stands out. There is a need to generate a transformation that allows it to adapt to the needs of new generations. To achieve this, it is essential to analyze curricula to determine the training spaces that promote cross-curricular learning. In this context, music education emerges as a pedagogical tool that fosters interdisciplinary learning through the experience of music as an art. This essay presents the contributions that music education has on cognitive development, academic performance, and social development, always seeking the comprehensive development of citizens. It also highlights the importance of including music education as a required subject in Colombian curricula. Finally, a reflection will be made on why, despite scientific evidence, this initiative has not yet been implemented.

EDUCATION FOR PEOPLE WITH DISABILITIES IN COLOMBIA: FROM DISCRIMINATION TO INCLUSION

2025-11-05T21:49:44+00:00

Historically in Colombia and in the world, disability was understood as a disease, relegating people with disabilities to being socially segregated, without being able to have any access to education. However, slowly and with the introduction of several public policies, education proved to be a way to develop personal capabilities.Throughout the 20th and 21st centuries, educational models for the disabled population have evolved and progressed with the idea that all children, regardless of their limitations, can be educated together in an inclusive environment. It is there that the "Universal Learning Design (UDA)" was born as a practice that allows building a universal curricular design with the support of technological and teaching tools with the purpose of satisfying a diverse student population, thus achieving a inclusive and equitable education that allows the maximum development of the students' skills and competencies. Thus, this essay provides a historical account of inclusive education in Colombia, with particular reference to how through pedagogical practices a curricular change has been achieved that allows progress towards integrated training in boys, girls, young people and adolescents with disabilities.

REFLECTIONS ON THE IMPACT OF ACOUSTIC INSULATION AND CONDITIONING ON THE TEACHING-LEARNING PROCESS IN PUBLIC INSTITUTIONS IN COLOMBIA

2025-11-05T21:49:43+00:00

The essay reflects on the importance of noise control in public educational institutions in Colombia, highlighting how acoustic conditions directly influence teaching and learning. For this purpose, a qualitative methodology based on a documentary review of previous studies and acoustic regulations applicable to the educational context is used to analyze the impact of noise on school dynamics. A quiet and well-conditioned educational environment contributes significantly to students' comprehension, concentration and academic performance. The paper highlights the benefits of sound insulation, which generates reduced distractions and improved communication, as well as acoustic conditioning, which optimizes sound clarity and reduces stress. Despite the financial and infrastructural challenges faced by public schools in Colombia, emphasis is placed on the need to prioritize investments in improvements that minimize noise and, consequently, ensure effective learning environments. Periodic acoustic evaluations, teacher training and the incorporation of these improvements in the budgetary planning of the institutions are proposed, with the objective of creating educational environments that are suitable and conducive to learning.

LOCAL EDUCATIONAL TRAINING AND SUSTAINABILITY: SCHOOL ENVIRONMENTAL PROJECTS (PRAES)

2025-11-05T21:49:42+00:00

School Environmental Projects (PRAE) in Colombia are a fundamental educational strategy to promete for fostering environmental sustainability. However, their implementation faces significant barriers, such as insufficient resources, lack of teacher training, and limited interdisciplinary approaches. In many cases, PRAEs are restricted to superficial activities that fail to bridge theoretical objectives with the practical needs of school communities and their surroundings. Interdisciplinarity and the integration of local knowledge are critical aspects that need strengthening for PRAEs to transcend their functionalist approach and become transformative platforms. Conceptual frameworks such as “sentipensar” and ecological justice highlight the necessity of linking education with ethical values and inclusive practices that foster greater environmental awareness and sustained action. To enhance their impact, PRAEs must overcome structural limitations by integrating them into school curricula and fostering active community participation. In conclusion this approach will enable the development of critical competencies and promote sustainable practices in education, achieving an.

THE CONSTRUCTION OF THE KNOWLEDGE SOCIETY: ORIGIN, EVOLUTION, AND ACHIEVEMENTS OF THE OPEN EDUCATION MOVEMENT

2025-11-05T21:49:41+00:00

This essay aims to analyze how the knowledge and information society is penetrating educational systems and the progress and impact of the open educational movement worldwide, particularly in Latin America. It also presents exemplary experiences and examines their potential impact on traditional educational systems. Given that one of the characteristics of education in the region is the lack of equity and the difficulties some populations face in accessing the educational system, the model serves as an alternative that seeks to improve access and contribute to the fulfillment of the United Nations' development goals in terms of educational equity. The model is based on three fundamental pillars: the democratization of education, the spirit of producing and sharing open access materials, and respect for copyright and attributions. Additionally, it has sparked discussions about the present and future of education in the digital age, such as the use of active methodologies, innovative practices, open access resources, communities of practice, and especially the redefinition of the teacher's role. In educational models like this, it is impossible to think of a pedagogy centered on the teacher or the content; teachers are called to transform our educational practices and be capable of producing high-quality digital content. Finally, the essay reviews the educational policies in Colombia that have been inspired by this model and how they are being applied in various contexts.

GLOBAL COMPETENCIES AS AN EDUCATIONAL CHALLENGE: THE TEACHER'S ROLE IN THE FACE OF PISA DEMANDS

2025-11-05T21:49:40+00:00

Current educational systems face the challenge of preparing students for a rapidly changing and globalized world. Technological and informational advancements demand learners capable of engaging with this dynamic landscape, with teachers being the first called upon to understand it. This essay reflects on the global competencies assessed by the PISA standardized tests and their critical role in classroom integration. First, the paper provides a conceptual framework for global competencies and their significance in student development. It then presents an argumentative analysis highlighting the teacher’s pivotal role in implementing these competencies, examining both the strengths and challenges of this endeavor. Finally, it concludes by emphasizing the urgency of fostering these skills within the educational Colombian system.

MENTAL HEALTH OF TEACHERS IN COLOMBIA

2025-11-05T21:49:37+00:00

In Colombia, the ministries of Health and Nacional Educación have recently focused on children and youth population at public schools to generates strategies that aims for mitigating the impact of COVID-19 pandemic, because it had had a bad impact on physical Health of human beings as well as on their mental care. This Phenomenon si not apart from teacher's reality. Thefore,. Therefore, it is necessary to develop a critical analysis of the reality of this problem in light of the definition of mental health, the most recent studies on the subject, the proposals focused on the mental health care of the population and the possible strategies to mitigate the impact on the mental health of teachers in Colombia in order to determine their status. This article presents a critical review of this problem and is presented as an argumentative essay, product of the reviews of the subject to reveal those efforts to preserve and strengthen the mental health of education professionals in Colombia.

LINKING THE DEVELOPMENT OF EMOTIONAL COMPETENCIES WITHIN THE FRAMEWORK OF EXPLAINING CURRENT EDUCATIONAL REALITIES

2025-11-05T21:49:35+00:00

Current educational realities reveal a dynamic environment where emotions play a central role in learning and coexistence. Developing emotional competencies involves cultivating self-awareness, self-regulation, and empathy—essential tools for navigating uncertainty, curricular changes, and social challenges. Therefore, the central objective of this paper is to analyze the connection between the development of emotional competencies and the explanatory framework of current educational realities. To this end, a hermeneutic approach is taken to the interpretive discourse that emerges from a theoretical and documentary review. Within this framework, teachers must integrate strategies that enable students to recognize their own emotions and manage them in a healthy way, fostering a receptive and collaborative classroom climate. Contemporary education also demands emotional literacy to understand how emotions influence attention, memory, and decision-making in the face of assessment, academic pressure, and technological contexts.

TEACHING EXPERIENCES FROM THE PERSPECTIVE OF SCHOOL COEXISTENCE IN COLOMBIA

2025-11-05T21:49:34+00:00

School coexistence in Colombia is understood as a social process that fosters respect, inclusion, and democratic participation within educational institutions. Teaching experiences within this framework aim to create safe environments where students and teachers develop socio-emotional skills, conflict resolution abilities, and adherence to norms that support learning. In this sense, this article describes teaching experiences related to coexistence as an educational process. Therefore, it seeks to take a hermeneutic approach to the interpretive discourse that emerges from a theoretical and documentary review. In practice, this involves participatory pedagogies, peer mediation, and dialogue strategies that prioritize active listening and the recognition of cultural and migratory diversity. Classrooms become spaces of coeducation where the voices of all participants are valued, especially those in vulnerable situations.

CHESS AS A STRATEGY TO STRENGTHEN PHYSICAL EDUCATION TEACHING

2025-11-05T21:49:33+00:00

Chess is proposed as an educational tool that enhances higher-order cognitive skills. When facing a game, students must analyze multiple possible scenarios, anticipate consequences, and assess risks. This process demands planning, evaluation of alternatives, and informed decision-making. The game promotes sustained attention, working memory, and the ability to anticipate, essential components of critical thinking in academic and everyday contexts. Furthermore, each move involves an evaluation of costs and benefits, linking logical reasoning with strategic judgment. The structure of chess facilitates the transfer of skills to other areas of knowledge. Students learn to formulate hypotheses, test assumptions, and revise errors through metacognitive reflection. The need to justify choices before a real opponent or the teacher stimulates the articulation of arguments and conceptual clarity.