Pub Date : 2020-08-26DOI: 10.17081/eduhum.22.39.4133
D. Londoño-Vásquez, Leidy Mora-Olaya, Gustavo Pineda-Castro
Objective: to analyze the personal, social and family conditions that influence the decision of older adults to start their studies in the CLEI Integrated Learning Cycles of the municipality of Sabaneta (Antioquia) in 2019. Method: qualitative, hermeneutic-phenomenological. The participants were selected by a sample made up of volunteers at the beginning of 2019. In total, there were 4 women and 7 men, aged between 63 and 74, from lower and lower middle class. The techniques used were the semi-structured interview (thought from life history) and sociocultural surveys. For its analysis, the narrative analysis method was used. Results: four categories emerged: education as a continuous process, constructivist learning, human formation through education, and transformative social, cultural and family aspects. Conclusions and discussion: elderly people (re) build life plans based on their decision to train at CLEI, since they see education as a possibility of autonomy, self-care, social and family participation, accompaniment of their own and personal growth. This shows the constant human being (re) construction during their life cycle.
{"title":"Condiciones que impulsan a los adultos mayores a ingresar a la educación formal","authors":"D. Londoño-Vásquez, Leidy Mora-Olaya, Gustavo Pineda-Castro","doi":"10.17081/eduhum.22.39.4133","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.4133","url":null,"abstract":"Objective: to analyze the personal, social and family conditions that influence the decision of older adults to start their studies in the CLEI Integrated Learning Cycles of the municipality of Sabaneta (Antioquia) in 2019. Method: qualitative, hermeneutic-phenomenological. The participants were selected by a sample made up of volunteers at the beginning of 2019. In total, there were 4 women and 7 men, aged between 63 and 74, from lower and lower middle class. The techniques used were the semi-structured interview (thought from life history) and sociocultural surveys. For its analysis, the narrative analysis method was used. Results: four categories emerged: education as a continuous process, constructivist learning, human formation through education, and transformative social, cultural and family aspects. Conclusions and discussion: elderly people (re) build life plans based on their decision to train at CLEI, since they see education as a possibility of autonomy, self-care, social and family participation, accompaniment of their own and personal growth. This shows the constant human being (re) construction during their life cycle.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45079922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-24DOI: 10.17081/eduhum.22.39.4214
C. Expósito, R. Marsollier
Resumen Objetivo: explorar las estrategias, recursos pedagógicos y tecnológicos utilizados por los docentes en el modelo de educación virtual implementado durante el confinamiento preventivo y cierre de establecimientos educativos dispuesto ante la situación de emergencia sanitaria mundial por la COVID-19. Método: se trabajó con un diseño metodológico cuantitativo de tipo descriptivo correlacional. Participaron del estudio 777 personas, en su mayoría docentes, que representan a instituciones de distintos niveles educativos de Mendoza, Argentina. Resultados: el análisis de los datos evidenció las desigualdades existentes en cuanto al uso de tecnologías y recursos pedagógicos digitales. Dichas diferencias se manifiestan en relación con el tipo de gestión, el nivel educativo, la situación socioeconómica de los alumnos, el rendimiento académico y el apoyo por parte de la familia del estudiante. Discusión y Conclusiones: los resultados obtenidos ponen en evidencia las desigualdades socioeducativas de los estudiantes. Es necesario continuar profundizando en la comprensión de los condicionantes y las posibles consecuencias que traerán, para el sistema educativo, estas experiencias pedagógicas en aislamiento social.
{"title":"Virtualidad y educación en tiempos de COVID-19. Un estudio empírico en Argentina","authors":"C. Expósito, R. Marsollier","doi":"10.17081/eduhum.22.39.4214","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.4214","url":null,"abstract":"Resumen Objetivo: explorar las estrategias, recursos pedagógicos y tecnológicos utilizados por los docentes en el modelo de educación virtual implementado durante el confinamiento preventivo y cierre de establecimientos educativos dispuesto ante la situación de emergencia sanitaria mundial por la COVID-19. Método: se trabajó con un diseño metodológico cuantitativo de tipo descriptivo correlacional. Participaron del estudio 777 personas, en su mayoría docentes, que representan a instituciones de distintos niveles educativos de Mendoza, Argentina. Resultados: el análisis de los datos evidenció las desigualdades existentes en cuanto al uso de tecnologías y recursos pedagógicos digitales. Dichas diferencias se manifiestan en relación con el tipo de gestión, el nivel educativo, la situación socioeconómica de los alumnos, el rendimiento académico y el apoyo por parte de la familia del estudiante. Discusión y Conclusiones: los resultados obtenidos ponen en evidencia las desigualdades socioeducativas de los estudiantes. Es necesario continuar profundizando en la comprensión de los condicionantes y las posibles consecuencias que traerán, para el sistema educativo, estas experiencias pedagógicas en aislamiento social.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42377940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-06DOI: 10.17081/eduhum.22.39.3697
Luis Fernando Restrepo-Betancurt
Objetivo: evaluar los servicios que prestan las bibliotecas universitarias en la ciudad de Medellín, contrastándolos por sexo y tipo de universidad. Método: se utilizó un estudio descriptivo, comparativo, exploratorio de tipo multidimensional, con preguntas de tipo cerrado, en escala dicótoma (de acuerdo, en desacuerdo) y multimodal (bueno, regular y malo). Se empleó análisis multivariado de varianza (MANOVA) con contraste canónico de tipo ortogonal, análisis factorial y análisis descriptivo exploratorio de tipo unidimensional. Resultados: las bibliotecas universitarias privadas cuentan con mayor tecnología en equipos computacionales y en servicios de conexión a internet, mientras las estatales poseen mejor material bibliográfico y atención al usuario, lo que permite un mejor desarrollo investigativo por parte de los estudiantes. En general, la percepción de los sexos es muy similar en lo referente al servicio que presta la biblioteca; la mayor diferencia se detectó en lo relacionado al aspecto ambiental, donde el sexo femenino tiene mejor concepto. Discusión y Conclusiones: en general, el concepto de los estudiantes con respecto a las bibliotecas universitarias, fue bueno, donde al 78% de ellos señaló que les gusta visitar la biblioteca.
{"title":"Caracterización de las bibliotecas universitarias en la ciudad de Medellín, Colombia","authors":"Luis Fernando Restrepo-Betancurt","doi":"10.17081/eduhum.22.39.3697","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.3697","url":null,"abstract":"Objetivo: evaluar los servicios que prestan las bibliotecas universitarias en la ciudad de Medellín, contrastándolos por sexo y tipo de universidad. Método: se utilizó un estudio descriptivo, comparativo, exploratorio de tipo multidimensional, con preguntas de tipo cerrado, en escala dicótoma (de acuerdo, en desacuerdo) y multimodal (bueno, regular y malo). Se empleó análisis multivariado de varianza (MANOVA) con contraste canónico de tipo ortogonal, análisis factorial y análisis descriptivo exploratorio de tipo unidimensional. Resultados: las bibliotecas universitarias privadas cuentan con mayor tecnología en equipos computacionales y en servicios de conexión a internet, mientras las estatales poseen mejor material bibliográfico y atención al usuario, lo que permite un mejor desarrollo investigativo por parte de los estudiantes. En general, la percepción de los sexos es muy similar en lo referente al servicio que presta la biblioteca; la mayor diferencia se detectó en lo relacionado al aspecto ambiental, donde el sexo femenino tiene mejor concepto. Discusión y Conclusiones: en general, el concepto de los estudiantes con respecto a las bibliotecas universitarias, fue bueno, donde al 78% de ellos señaló que les gusta visitar la biblioteca.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46066197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-17DOI: 10.17081/eduhum.22.39.4081
Claudia Patricia Navarro-Roldán, Joan Gil-Contreras, Iván Pinzón-Prieto
Objective: this paper describes how university students argue functionally and causally about an ecosystem, using the Structure, Behavior and Function models. Method: a descriptive transversal design has been used with a mixed model of concurrent triangulation. Simultaneously, qualitative and quantitative data have been gathered and analyzed in order to compare and integrate them. From intentional sampling with college students (n=60), four groups have been formed: biology students, and natural sciences and environmental education students. They have been divided into four equal groups according to their studies and to the condition of having completed or not during year 2018 the two mandatory subjects related to ecology. They answered interview questions about ecosystems and resolved a situation problem raised in a bioterium affected by anthropogenic activities and contaminating residues. Results: we found differences attributable to the level of expertise between biology students that studied ecology, who understood the ecosystem from the dynamic interdependence of structure and functions, and other groups, who emphasized structural components with greater perceptual salience. Conclusions and discussion: although most students understand the causal and functional relationships of the ecosystem, there are some biases in the conceptual construction, which can be explained from the incorrect recognition of the cause and the establishment of causal relationships.
{"title":"Razonamiento funcional y causal sobre el desequilibrio ecosistémico en estudiantes universitarios","authors":"Claudia Patricia Navarro-Roldán, Joan Gil-Contreras, Iván Pinzón-Prieto","doi":"10.17081/eduhum.22.39.4081","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.4081","url":null,"abstract":"Objective: this paper describes how university students argue functionally and causally about an ecosystem, using the Structure, Behavior and Function models. Method: a descriptive transversal design has been used with a mixed model of concurrent triangulation. Simultaneously, qualitative and quantitative data have been gathered and analyzed in order to compare and integrate them. From intentional sampling with college students (n=60), four groups have been formed: biology students, and natural sciences and environmental education students. They have been divided into four equal groups according to their studies and to the condition of having completed or not during year 2018 the two mandatory subjects related to ecology. They answered interview questions about ecosystems and resolved a situation problem raised in a bioterium affected by anthropogenic activities and contaminating residues. Results: we found differences attributable to the level of expertise between biology students that studied ecology, who understood the ecosystem from the dynamic interdependence of structure and functions, and other groups, who emphasized structural components with greater perceptual salience. Conclusions and discussion: although most students understand the causal and functional relationships of the ecosystem, there are some biases in the conceptual construction, which can be explained from the incorrect recognition of the cause and the establishment of causal relationships.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":"1-22"},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44951355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-09DOI: 10.17081/eduhum.22.39.3584
Sandra Prada-Reyes, Jorge Bilbao-Ramírez, Gloria Lastre-Amell, J. Jinete-Acendra, Ana Manuel -Ferrer
Objetivo: relacionar el estilo de aprendizaje, el nivel de pensamiento y el rendimiento académico en los estudiantes de Enfermería de primero a octavo semestre. Método: estudio cuantitativo, descriptivo y correlacional, de acuerdo con el estilo de aprendizaje propuesto por Kolb, prueba de pensamiento lógico (Tolt) y el promedio de calificaciones por semestre. La muestra fue de 381 estudiantes de I a VIII semestre, a quienes se les aplicó el Test de Comparación Múltiple LSD (Least Significant Difference), se graficaron los intervalos de confianza del rendimiento asociados a cada estilo de aprendizaje. Resultados: se evidenció que el estilo de aprendizaje Convergente – Asimilador, obtuvo el rendimiento promedio más alto y el estilo Acomodador – Divergente, presentó el rendimiento promedio más bajo. El nivel de pensamiento “Transicional” fue el que obtuvo el rendimiento promedio más alto y el nivel de pensamiento “Concreto” fue el que presentó un rendimiento promedio más bajo. Discusión y Conclusiones: los estilos de aprendizaje y los niveles de pensamiento si influyen en el rendimiento académico, pero también existe una diversidad de factores que contribuyen al rendimiento académico aceptable de los estudiantes.
{"title":"Estilo de aprendizaje y nivel de pensamiento: una apuesta por el rendimiento académico en estudiantes de enfermería de una universidad privada","authors":"Sandra Prada-Reyes, Jorge Bilbao-Ramírez, Gloria Lastre-Amell, J. Jinete-Acendra, Ana Manuel -Ferrer","doi":"10.17081/eduhum.22.39.3584","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.3584","url":null,"abstract":"Objetivo: relacionar el estilo de aprendizaje, el nivel de pensamiento y el rendimiento académico en los estudiantes de Enfermería de primero a octavo semestre. Método: estudio cuantitativo, descriptivo y correlacional, de acuerdo con el estilo de aprendizaje propuesto por Kolb, prueba de pensamiento lógico (Tolt) y el promedio de calificaciones por semestre. La muestra fue de 381 estudiantes de I a VIII semestre, a quienes se les aplicó el Test de Comparación Múltiple LSD (Least Significant Difference), se graficaron los intervalos de confianza del rendimiento asociados a cada estilo de aprendizaje. Resultados: se evidenció que el estilo de aprendizaje Convergente – Asimilador, obtuvo el rendimiento promedio más alto y el estilo Acomodador – Divergente, presentó el rendimiento promedio más bajo. El nivel de pensamiento “Transicional” fue el que obtuvo el rendimiento promedio más alto y el nivel de pensamiento “Concreto” fue el que presentó un rendimiento promedio más bajo. Discusión y Conclusiones: los estilos de aprendizaje y los niveles de pensamiento si influyen en el rendimiento académico, pero también existe una diversidad de factores que contribuyen al rendimiento académico aceptable de los estudiantes. \u0000 ","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: to determine the teachers’ digital skills in relation to the implementation of virtual education in higher education in the department of Valle del Cauca, Colombia, as a consequence of the COVID-19 pandemic. Method: descriptive; the sample population was made up of 52 teachers working during the 2020-I academic period. The sampling error was of 6.5%. Data was gathered through two questionnaires with a reliability of 0.937 for both, and was measured through Cronbach’s Alpha reliability coefficient. Results: the study highlights the ease to classify digital information (78.85%), share information through virtual means (50.00%), edit digital content (40.38%), protect personal data (40.38%), and develop conceptual skills (42.31%). There are direct, positive, and strong correlations between three of the skills. The level of ability is placed in integrator II (52.00%).. Discussion and Conclusions: informatization and information literacy, communication and cooperation, as well as problem-solving, are the most developed skills, while digital content creation and safety are the weakest ones. Few teachers reach an innovative level in terms of skills. Strengthening strategies should be implemented in case the mandatory quarantine resulting from the pandemic extends, and if quality in the educational service offered in the institution needs to be ensured.
{"title":"Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19","authors":"Josnel Martínez-Garcés, Jacqueline Garcés-Fuenmayor","doi":"10.17081/eduhum.22.39.4114","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.4114","url":null,"abstract":"Objective: to determine the teachers’ digital skills in relation to the implementation of virtual education in higher education in the department of Valle del Cauca, Colombia, as a consequence of the COVID-19 pandemic. Method: descriptive; the sample population was made up of 52 teachers working during the 2020-I academic period. The sampling error was of 6.5%. Data was gathered through two questionnaires with a reliability of 0.937 for both, and was measured through Cronbach’s Alpha reliability coefficient. Results: the study highlights the ease to classify digital information (78.85%), share information through virtual means (50.00%), edit digital content (40.38%), protect personal data (40.38%), and develop conceptual skills (42.31%). There are direct, positive, and strong correlations between three of the skills. The level of ability is placed in integrator II (52.00%).. Discussion and Conclusions: informatization and information literacy, communication and cooperation, as well as problem-solving, are the most developed skills, while digital content creation and safety are the weakest ones. Few teachers reach an innovative level in terms of skills. Strengthening strategies should be implemented in case the mandatory quarantine resulting from the pandemic extends, and if quality in the educational service offered in the institution needs to be ensured.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45873059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.17081/eduhum.22.39.3776
José Hernando Ávila Toscano, Leonardo Vargas Delgado, Kelly Oquendo González
Introduction: scientific production of articles is the preferred mechanism for disseminating research results. Through these results, academic impact is generated, being a relevant indicator in the assessment of research centers and universities. Objective: to analyze the production of educational research articles in a Colombian university, by exploring cooperation networks among authors and identifying favored thematic fields in terms of education. Method: through an ex post facto design, social networks were assessed and added in the review of scientific articles. Results: Preference over regional index journals was identified in addition toco-authorship networks with few intermediaries and a diversity of study areas that emphasize the contextualized analysis of education in subjects such as ethno mathematics, literature, and teachers’ education and training. Discussion and conclusion: The need to foster cooperation among authors and the search for concept integration as important strategies to increase research quality in education is discussed.
{"title":"Producción científica educativa, redes de autores y enfoques temáticos: Caso Universidad del Atlántico","authors":"José Hernando Ávila Toscano, Leonardo Vargas Delgado, Kelly Oquendo González","doi":"10.17081/eduhum.22.39.3776","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.3776","url":null,"abstract":"Introduction: scientific production of articles is the preferred mechanism for disseminating research results. Through these results, academic impact is generated, being a relevant indicator in the assessment of research centers and universities. Objective: to analyze the production of educational research articles in a Colombian university, by exploring cooperation networks among authors and identifying favored thematic fields in terms of education. Method: through an ex post facto design, social networks were assessed and added in the review of scientific articles. Results: Preference over regional index journals was identified in addition toco-authorship networks with few intermediaries and a diversity of study areas that emphasize the contextualized analysis of education in subjects such as ethno mathematics, literature, and teachers’ education and training. Discussion and conclusion: The need to foster cooperation among authors and the search for concept integration as important strategies to increase research quality in education is discussed.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49423090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.17081/eduhum.22.39.3735
J. D. Flores, Xóchitl Ruelas-Chacón, Óscar Noé Rebolloso-Padilla, Laura Olivia Fuentes-Lara, Antonio Aguilera-Carbó
Objective: to identify the degree of relevance of the Food Science and Technology Engineering Teaching Program (PDICTA) to face the challenges demanded by the Fourth Industrial Revolution or Industry 4.0. Method: to collect the data, a survey was applied as a measurement instrument, using the Likert scale of five response options to 10 items for a representative sample of 12 teachers and 14 graduates of the program. For the analysis of the survey data, descriptive statistics was applied. Results: The findings were as follows: in 4 of the items, the professors and graduates declared to agree, while in the remaining 6 items, the results showed different responses that were at levels that varied from disagreeing, neutral and agreement. Discussion and conclusion: that both professors and graduates agreed that the former supported the latter in the development of four of the ten skills or competencies demanded by Industry 4.0, indicating that the PDICTA is in a process of exchange to enter the labor market demanded by Industry 4.0.
{"title":"Pertinencia de un Programa Docente ante los retos de la Industria 4.0","authors":"J. D. Flores, Xóchitl Ruelas-Chacón, Óscar Noé Rebolloso-Padilla, Laura Olivia Fuentes-Lara, Antonio Aguilera-Carbó","doi":"10.17081/eduhum.22.39.3735","DOIUrl":"https://doi.org/10.17081/eduhum.22.39.3735","url":null,"abstract":"Objective: to identify the degree of relevance of the Food Science and Technology Engineering Teaching Program (PDICTA) to face the challenges demanded by the Fourth Industrial Revolution or Industry 4.0. Method: to collect the data, a survey was applied as a measurement instrument, using the Likert scale of five response options to 10 items for a representative sample of 12 teachers and 14 graduates of the program. For the analysis of the survey data, descriptive statistics was applied. Results: The findings were as follows: in 4 of the items, the professors and graduates declared to agree, while in the remaining 6 items, the results showed different responses that were at levels that varied from disagreeing, neutral and agreement. Discussion and conclusion: that both professors and graduates agreed that the former supported the latter in the development of four of the ten skills or competencies demanded by Industry 4.0, indicating that the PDICTA is in a process of exchange to enter the labor market demanded by Industry 4.0.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-20DOI: 10.17081/eduhum.22.38.3679
Alexander Martínez-Suárez, Jorge Rivera-Franco
Objective: To introduce fractal systems as a way to address the ethno-educational system’s micro and macro networks, achieving a holistic understanding of its semantic networks or essential warps. Method: The path was gradually built up, making the hologramatic journey a reality from the complexity perspective. Phases involve exploration, reflection, deepening, and broadening. A methodology based on projects and journeys derived from the dialog as regards the problem in depth, argued from the complexity. The education, the fractals, the complexity, and the ethno-educational systems are analyzed, based on the reconfiguration of semantic networks. Relationships and networks are suggested, exceeding reduction and segmentation through transdisciplinarity, based on an exercise involving summaries, relation, and dialogicity from the mathematics of complexity. Discussion y Conclusion: The hologramatic journey opens up the possibility of binding the components of the ethno-educational systems through fractal characteristics, as well as the relevance of its impact projection.
{"title":"Sistemas fractales como posibilidad para refundar/resignificar sistemas etnoeducativos en Colombia","authors":"Alexander Martínez-Suárez, Jorge Rivera-Franco","doi":"10.17081/eduhum.22.38.3679","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3679","url":null,"abstract":"Objective: To introduce fractal systems as a way to address the ethno-educational system’s micro and macro networks, achieving a holistic understanding of its semantic networks or essential warps. Method: The path was gradually built up, making the hologramatic journey a reality from the complexity perspective. Phases involve exploration, reflection, deepening, and broadening. A methodology based on projects and journeys derived from the dialog as regards the problem in depth, argued from the complexity. The education, the fractals, the complexity, and the ethno-educational systems are analyzed, based on the reconfiguration of semantic networks. Relationships and networks are suggested, exceeding reduction and segmentation through transdisciplinarity, based on an exercise involving summaries, relation, and dialogicity from the mathematics of complexity. Discussion y Conclusion: The hologramatic journey opens up the possibility of binding the components of the ethno-educational systems through fractal characteristics, as well as the relevance of its impact projection.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47567591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-17DOI: 10.17081/eduhum.22.38.3541
Guillermo Murillo-Vargas, Carlos H Gonzalez C, Diana Urrego-Rodríguez
Objective: to demonstrate the transformation process of the Quality Assurance System (SAC) of Higher Education in Colombia, which has led to updating processes of the two main normative references that determine the processes of qualified registration and high quality accreditation? Method: the methodology applied in this study includes documentary analysis, descriptive data analysis and comparative analysis. Results: In the findings, the evolution of the SAC between the years 1998 and 2019, is evidenced in quantitative terms, and the main normative elements that were updated in this transformation process are also described. Discussion y Conclusion: the processes of updating the normative references that support the SAC, generates a process of transformation of the sector and proposes new challenges for each of the actors.
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