Pub Date : 2020-04-15DOI: 10.17081/eduhum.22.38.3552
Bairon Jaramillo-Valencia, Sirley Largo-Tapasco, Laura Gómez-Monsalve
Purpose: To understand the incidence of a broken affectional bond in a child’s learning process, an event which leads to the separation of two people who have an established, emotionally significant relationship. Method: This study was based on a qualitative paradigm, following a historical hermeneutic approach, relying on findings obtained using information-collection techniques, such as interviews, observation of participants during a patchwork mat activity, workshops, and documentary analysis. Findings: This research determined the importance of affectional bonds during child development, a fact perceived in the little quality time spent by parents with their children. Furthermore, this led to learning difficulties in schoolchildren, resulting in a mediocre academic process. Discussion y Conclusion: It is argued that the breaking of the affective bond affects differently the development of boys and girls, since despite the fact that they usually overcome the break or seem to do so, in the workshop carried out it was evidenced that there are certain students who could be more affected In their learning process, this due to the different factors they have had to cope with, making the breaking of their bond more traumatic. Consequently, it was concluded from the systematic process that, the emotional bond is given through mutual sharing and quality relationships between two people.
{"title":"Sobre el vínculo afectivo y los procesos de aprendizaje en niños de 7 a 9 años de edad","authors":"Bairon Jaramillo-Valencia, Sirley Largo-Tapasco, Laura Gómez-Monsalve","doi":"10.17081/eduhum.22.38.3552","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3552","url":null,"abstract":"Purpose: To understand the incidence of a broken affectional bond in a child’s learning process, an event which leads to the separation of two people who have an established, emotionally significant relationship. Method: This study was based on a qualitative paradigm, following a historical hermeneutic approach, relying on findings obtained using information-collection techniques, such as interviews, observation of participants during a patchwork mat activity, workshops, and documentary analysis. Findings: This research determined the importance of affectional bonds during child development, a fact perceived in the little quality time spent by parents with their children. Furthermore, this led to learning difficulties in schoolchildren, resulting in a mediocre academic process. Discussion y Conclusion: It is argued that the breaking of the affective bond affects differently the development of boys and girls, since despite the fact that they usually overcome the break or seem to do so, in the workshop carried out it was evidenced that there are certain students who could be more affected In their learning process, this due to the different factors they have had to cope with, making the breaking of their bond more traumatic. Consequently, it was concluded from the systematic process that, the emotional bond is given through mutual sharing and quality relationships between two people.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45893937","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 : 2020-04-08DOI: 10.17081/eduhum.22.38.3635
F. Mendoza-Lozano, R. Martínez-Contreras, L. Trujillo-Flórez, Nicolás Arias-Velandia, Á. Ríos-Gallardo
Purpose: To reinforce business prospective and diagnostic analysis competencies in online students using immersive learning tools developed by the Politecnico GranColombiano University Institution. Method: The Immersive Learning Experience Lab developed a methodology based on the ADDIER (Analysis, Design, Development, Implementation, Evaluation and Research) model, which was used to design and implement two immersive environments. Student perception of the impact of these tools on their educational process is presented through a survey. Findings: Students state that they are highly satisfied with the efficiency and effectiveness of their educational process after using immersive environments. Specifically, positive assessments are reported in terms of time savings, error minimization, quality improvement in business analysis, and feedback from the instructor. Discussion y Conclusion: The innovation of this proposal lies in the fact that it supports working from real experiences instead of from simulated data. The study also concluded that this experience was successful owing to the dedication of instructors in terms of their openness and willingness to introduce innovative tools in online education courses
{"title":"Simuladores para el mejoramiento de las competencias de pensamiento estratégico en la Administración","authors":"F. Mendoza-Lozano, R. Martínez-Contreras, L. Trujillo-Flórez, Nicolás Arias-Velandia, Á. Ríos-Gallardo","doi":"10.17081/eduhum.22.38.3635","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3635","url":null,"abstract":"Purpose: To reinforce business prospective and diagnostic analysis competencies in online students using immersive learning tools developed by the Politecnico GranColombiano University Institution. Method: The Immersive Learning Experience Lab developed a methodology based on the ADDIER (Analysis, Design, Development, Implementation, Evaluation and Research) model, which was used to design and implement two immersive environments. Student perception of the impact of these tools on their educational process is presented through a survey. Findings: Students state that they are highly satisfied with the efficiency and effectiveness of their educational process after using immersive environments. Specifically, positive assessments are reported in terms of time savings, error minimization, quality improvement in business analysis, and feedback from the instructor. Discussion y Conclusion: The innovation of this proposal lies in the fact that it supports working from real experiences instead of from simulated data. The study also concluded that this experience was successful owing to the dedication of instructors in terms of their openness and willingness to introduce innovative tools in online education courses","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44475372","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 : 2020-03-26DOI: 10.17081/eduhum.22.38.3554
Rita Ramos-Castro, M. López-García
Objective: To understand the classroom interactions of the students of the Bachelor’s degree in Librarianship at the Autonomous University of Chiapas. Method: Ethnographic methodology was used, with a specific focus on the analysis of the work done in the classroom by 48 students, divided into 6 groups, and 12 teachers. Collective interviews were conducted with the former, while the latter were individually interviewed. Results: The teachers carry out a series of activities such as classifying students according to the type of interaction established with the theoretical–methodological knowledge of the field in advance. Most of these students had a middle or low socioeconomic status with a restricted linguistic code and, as a result, accessing disciplinary language was complex for them. This inequality condition from the teachers’ perspective led to the exclusion of students who failed to meet the ideal from the education system because it hindered the teaching–learning process. Discussion y Conclusion: Unsymmetrical interactions between teachers and students enhance the inequality conditions and cause tension in the daily pedagogic practice. This leaves room for discussion regarding the lack of teacher training and also the teachers’ lack of awareness with regard to the understanding of the educational reality they are immersed in, which does not allow for the provision of the pedagogical assistance required to favor meaningful learning in the presence of a restricted code and a cultural capital that prevents them from accessing the academic curricula.
{"title":"Tensiones y desigualdades en las interacciones áulicas en estudiantes universitarios","authors":"Rita Ramos-Castro, M. López-García","doi":"10.17081/eduhum.22.38.3554","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3554","url":null,"abstract":"Objective: To understand the classroom interactions of the students of the Bachelor’s degree in Librarianship at the Autonomous University of Chiapas. Method: Ethnographic methodology was used, with a specific focus on the analysis of the work done in the classroom by 48 students, divided into 6 groups, and 12 teachers. Collective interviews were conducted with the former, while the latter were individually interviewed. Results: The teachers carry out a series of activities such as classifying students according to the type of interaction established with the theoretical–methodological knowledge of the field in advance. Most of these students had a middle or low socioeconomic status with a restricted linguistic code and, as a result, accessing disciplinary language was complex for them. This inequality condition from the teachers’ perspective led to the exclusion of students who failed to meet the ideal from the education system because it hindered the teaching–learning process. Discussion y Conclusion: Unsymmetrical interactions between teachers and students enhance the inequality conditions and cause tension in the daily pedagogic practice. This leaves room for discussion regarding the lack of teacher training and also the teachers’ lack of awareness with regard to the understanding of the educational reality they are immersed in, which does not allow for the provision of the pedagogical assistance required to favor meaningful learning in the presence of a restricted code and a cultural capital that prevents them from accessing the academic curricula.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41325755","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 : 2020-03-05DOI: 10.17081/eduhum.22.38.3732
C. Salazar-Arbeláez, Diego Botero-Herrera, Luz Giraldo-Cárdenas
Purpose: To identify whether the teaching of deductive and inductive reasoning through natural sciences leads to significant learning progress in fifth-grade primary school students at an Educational Institution. Method: A quasi-experimental design was selected, including two intact groups (an experimental group and a control group) and the use of a pre-test and a post-test. Natural science contents were taught to the experimental group for the purpose of encouraging deductive and inductive reasoning, whereas the same contents were taught to the control group but with no stimulation of deductive and inductive reasoning. Findings: Statistically significant progress was observed in the experimental group, as assessed by the Kruskal–Wallis test. Discussion and Conclusions: The study showed that significant learning progress is achieved when deductive and inductive reasoning is used in natural science content teaching. This can be explained if we consider the active role of the teacher, who sought student cognitive involvement by means of deductive and inductive reasoning, in addition to the time devoted to the practice of such reasoning
{"title":"Enseñanza y aprendizaje del razonamiento deductivo e inductivo a través de las ciencias naturales","authors":"C. Salazar-Arbeláez, Diego Botero-Herrera, Luz Giraldo-Cárdenas","doi":"10.17081/eduhum.22.38.3732","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3732","url":null,"abstract":"Purpose: To identify whether the teaching of deductive and inductive reasoning through natural sciences leads to significant learning progress in fifth-grade primary school students at an Educational Institution. Method: A quasi-experimental design was selected, including two intact groups (an experimental group and a control group) and the use of a pre-test and a post-test. Natural science contents were taught to the experimental group for the purpose of encouraging deductive and inductive reasoning, whereas the same contents were taught to the control group but with no stimulation of deductive and inductive reasoning. Findings: Statistically significant progress was observed in the experimental group, as assessed by the Kruskal–Wallis test. Discussion and Conclusions: The study showed that significant learning progress is achieved when deductive and inductive reasoning is used in natural science content teaching. This can be explained if we consider the active role of the teacher, who sought student cognitive involvement by means of deductive and inductive reasoning, in addition to the time devoted to the practice of such reasoning","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47855261","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 : 2020-03-03DOI: 10.17081/eduhum.22.38.3688
C. Gómez-Valderrama, C. Hernández-Suárez, Raúl Prada-Núñez
Objective: This paper aims to identify, determine and describe the zone of possibilities in the being-in-process of learning of the digital resident according to visitor/resident mapping to improve the practice of building the Personal Learning Network. Method: Based on qualitative research. The research subjects are teachers who are part of the Mathematical Experience Network of Norte de Santander, Colombia. The information was collected through discussion groups in the thematic forums. Results: The results of the Personal Learning Network are shown as an area of possibilities in the learning process of the digital resident. Discussion y Conclusion: It was concluded that the zone of possibilities can be a diffuse zone for people who do not have a clear conception of what the Personal Learning Network represents, in order to benefit from its collective intelligence and, therefore, to specify new nodes of knowledge.
{"title":"La zona de posibilidades en el proceso de aprendiencia del residente digital: Un análisis cualitativo en la Red de experiencias Matemáticas de Norte de Santander","authors":"C. Gómez-Valderrama, C. Hernández-Suárez, Raúl Prada-Núñez","doi":"10.17081/eduhum.22.38.3688","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3688","url":null,"abstract":"Objective: This paper aims to identify, determine and describe the zone of possibilities in the being-in-process of learning of the digital resident according to visitor/resident mapping to improve the practice of building the Personal Learning Network. Method: Based on qualitative research. The research subjects are teachers who are part of the Mathematical Experience Network of Norte de Santander, Colombia. The information was collected through discussion groups in the thematic forums. Results: The results of the Personal Learning Network are shown as an area of possibilities in the learning process of the digital resident. Discussion y Conclusion: It was concluded that the zone of possibilities can be a diffuse zone for people who do not have a clear conception of what the Personal Learning Network represents, in order to benefit from its collective intelligence and, therefore, to specify new nodes of knowledge.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49512742","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 : 2020-02-28DOI: 10.17081/eduhum.22.38.3623
J. I. Bolaños, Enith Zulema Astaiza Grande, Jhon Esneider Castellanos Jiménez
This article aims to present the possibility of generating a dense description from research based on social mapping. The writing uses several concepts formulated a few years ago by author Clifford Geertz who, from the academic rigor of Ethnography, raises the possibility of developing in-depth studies on the interpretation of cultures. This brief refers to some arguments that are considered relevant to the exercise of social cartography; one of them is the need to abandon the vision of confining to social cartography, to the issue of the delimitation of the research problem; on the other hand present the possibility that this information collection strategy will be assumed as a research methodology and finally show that, through the same mapping exercise, it is possible to generate a saturation of data that is constituted in the end as findings of the research. In conclusion, it is stated that it is possible to generate an exercise of dense description, which in one way or another indicates a contribution to the fact that social mapping is constituted with certainty, in a research methodology.
{"title":"Hacia una Descripción Densa desde la Cartografía Social","authors":"J. I. Bolaños, Enith Zulema Astaiza Grande, Jhon Esneider Castellanos Jiménez","doi":"10.17081/eduhum.22.38.3623","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3623","url":null,"abstract":"This article aims to present the possibility of generating a dense description from research based on social mapping. The writing uses several concepts formulated a few years ago by author Clifford Geertz who, from the academic rigor of Ethnography, raises the possibility of developing in-depth studies on the interpretation of cultures. This brief refers to some arguments that are considered relevant to the exercise of social cartography; one of them is the need to abandon the vision of confining to social cartography, to the issue of the delimitation of the research problem; on the other hand present the possibility that this information collection strategy will be assumed as a research methodology and finally show that, through the same mapping exercise, it is possible to generate a saturation of data that is constituted in the end as findings of the research. In conclusion, it is stated that it is possible to generate an exercise of dense description, which in one way or another indicates a contribution to the fact that social mapping is constituted with certainty, in a research methodology.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47757977","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: This paper aims to show a classroom experience, in order to sensitize eighth grade students, about the importance of ensuring a peaceful and harmonious coexistence. Method: A qualitative approach with a descriptive scope study, where the intervention was carried out in six sessions, with 34 eighth grade students, involving: recognition of the problem, identification of the jargon used, work in groups other than habitual and the discussion of a video related to bullying, was conducted. Results: The results showed students' awareness of the importance of good treatment between them. In relation with bullying, a situation of physical and verbal aggression, which was overcome after the intervention, was identified. Discussion y Conclusion: As conclusion, the importance of carrying out awareness activities in educational institutions, related to good treatment and respect for difference, is evident. In this way, it will be possible to cause a positive impact on society, contributing to the improvement of student behavior and reducing physical and psychological aggressions in institutions.
{"title":"El acoso escolar como oportunidad para mejorar la convivencia en el aula","authors":"Jorge Armando Niño Vega, Ángela Daniela Castro, Flavio Humberto Fernández Morales","doi":"10.17081/eduhum.22.38.3675","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3675","url":null,"abstract":"Objective: This paper aims to show a classroom experience, in order to sensitize eighth grade students, about the importance of ensuring a peaceful and harmonious coexistence. Method: A qualitative approach with a descriptive scope study, where the intervention was carried out in six sessions, with 34 eighth grade students, involving: recognition of the problem, identification of the jargon used, work in groups other than habitual and the discussion of a video related to bullying, was conducted. Results: The results showed students' awareness of the importance of good treatment between them. In relation with bullying, a situation of physical and verbal aggression, which was overcome after the intervention, was identified. Discussion y Conclusion: As conclusion, the importance of carrying out awareness activities in educational institutions, related to good treatment and respect for difference, is evident. In this way, it will be possible to cause a positive impact on society, contributing to the improvement of student behavior and reducing physical and psychological aggressions in institutions.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42213750","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: Identify if the intelligences, emotions and chronotype explain the Academic Performance in university students. Method: Quantitative, exploratory study, with a sample of 493 university subjects (age M = 22.06 ± 4.59) 32% men and 68% women. Results: Associations were found between Academic Performance and Age [X2=7.386 (2), p= .02]; Academic Performance and Positive Affection [X2=6.623 (2), p= .03]; Sleep quality and depressive symptoms (R2= .211), depressive symptoms and suicidal ideation (R2 = .408); Chronotype and depressive symptoms and suicidal ideation (R2= .113; R2= .106 respectively). Through a multivariate regression, it was identified that only 1.1% of the Academic Performance variance is explained by Age [F= 6.512(1), p= .01]. Discussion y Conclusion: It is concluded that emotional variables, multiple intelligences, suicidal ideation and chronotype do not explain Academic Performance in university students. It is argued that Academic Performance as dependent on factors such as intelligences, emotion and chronotype cannot be explained properly
{"title":"Las inteligencias, emociones y cronotipo, ¿explican el desempeño académico en universitarios?","authors":"U. Rodríguez, Fabiola Rodrigues-deFrança Campos, Adriano Chionbacanga-Nafital, Guillermo Ceballos-ospino, Carmelina Paba-Barbosa","doi":"10.17081/eduhum.22.38.3636","DOIUrl":"https://doi.org/10.17081/eduhum.22.38.3636","url":null,"abstract":"Objective: Identify if the intelligences, emotions and chronotype explain the Academic Performance in university students. Method: Quantitative, exploratory study, with a sample of 493 university subjects (age M = 22.06 ± 4.59) 32% men and 68% women. Results: Associations were found between Academic Performance and Age [X2=7.386 (2), p= .02]; Academic Performance and Positive Affection [X2=6.623 (2), p= .03]; Sleep quality and depressive symptoms (R2= .211), depressive symptoms and suicidal ideation (R2 = .408); Chronotype and depressive symptoms and suicidal ideation (R2= .113; R2= .106 respectively). Through a multivariate regression, it was identified that only 1.1% of the Academic Performance variance is explained by Age [F= 6.512(1), p= .01]. Discussion y Conclusion: It is concluded that emotional variables, multiple intelligences, suicidal ideation and chronotype do not explain Academic Performance in university students. It is argued that Academic Performance as dependent on factors such as intelligences, emotion and chronotype cannot be explained properly","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":"22 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49558105","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 : 2019-10-24DOI: 10.17081/eduhum.21.37.3705
Patricia Martínez Barrios
La revolución digital está cambiando nuestra manera de vivir, trabajar y relacionarnos unos con otros. La rapidez de los cambios y transiciones abruptas que está generando la cuarta revolución industrial con la masificación del acceso a las nuevas tecnologías y las comunicaciones, el internet y computación en la nube, la inteligencia artificial, la automatización digital, el “Big Data”, entre otros, está conduciendo a la desaparición de fronteras entre lo biológico y lo físico, el hombre y la máquina; todo lo cual está exigiendo cambios en todo el sistema educativo, dada la alta complejidad intelectual, las nuevas competencias, apertura al cambio y flexibilidad requeridas.
{"title":"Presentación","authors":"Patricia Martínez Barrios","doi":"10.17081/eduhum.21.37.3705","DOIUrl":"https://doi.org/10.17081/eduhum.21.37.3705","url":null,"abstract":"La revolución digital está cambiando nuestra manera de vivir, trabajar y relacionarnos unos con otros. La rapidez de los cambios y transiciones abruptas que está generando la cuarta revolución industrial con la masificación del acceso a las nuevas tecnologías y las comunicaciones, el internet y computación en la nube, la inteligencia artificial, la automatización digital, el “Big Data”, entre otros, está conduciendo a la desaparición de fronteras entre lo biológico y lo físico, el hombre y la máquina; todo lo cual está exigiendo cambios en todo el sistema educativo, dada la alta complejidad intelectual, las nuevas competencias, apertura al cambio y flexibilidad requeridas.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48403670","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 : 2019-08-27DOI: 10.17081/eduhum.21.37.3117
Viviana Paola Ahumada Carriazo, Francisco José Del Pozo Serrano
El presente artículo tiene como objetivo estudiar la situación socioeducativa de la infancia residente en centros penitenciarios de Colombia y está basado en un estudio realizado con una metodología bajo el paradigma interpretativo, con un enfoque cualitativo y método hermenéutico. Se utilizaron entrevistas como técnica de recolección de datos con una muestra de 5 dentro de un universo de 8 centros penitenciarios existentes en total en Colombia con Madres e hijos, en donde se encontró una situación variada pero con condiciones relativamente adecuadas para la atención a primera infancia y sus madres, sin embargo, a manera de conclusiones y discusiones se plantea la posibilidad de entornos socio-comunitarios que permitan realmente propender por el correcto desarrollo psicosocial de estos niños/as como lo dicta la ley. Para esto, debe ofrecerse un contexto de convivencia con las mismas condiciones y posibilidades de socialización externas.
{"title":"Situación socioeducativa de la infancia residente en centros penitenciarios de Colombia","authors":"Viviana Paola Ahumada Carriazo, Francisco José Del Pozo Serrano","doi":"10.17081/eduhum.21.37.3117","DOIUrl":"https://doi.org/10.17081/eduhum.21.37.3117","url":null,"abstract":"El presente artículo tiene como objetivo estudiar la situación socioeducativa de la infancia residente en centros penitenciarios de Colombia y está basado en un estudio realizado con una metodología bajo el paradigma interpretativo, con un enfoque cualitativo y método hermenéutico. Se utilizaron entrevistas como técnica de recolección de datos con una muestra de 5 dentro de un universo de 8 centros penitenciarios existentes en total en Colombia con Madres e hijos, en donde se encontró una situación variada pero con condiciones relativamente adecuadas para la atención a primera infancia y sus madres, sin embargo, a manera de conclusiones y discusiones se plantea la posibilidad de entornos socio-comunitarios que permitan realmente propender por el correcto desarrollo psicosocial de estos niños/as como lo dicta la ley. Para esto, debe ofrecerse un contexto de convivencia con las mismas condiciones y posibilidades de socialización externas.","PeriodicalId":30507,"journal":{"name":"Educacion y Humanismo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44503358","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}
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