Pub Date : 2017-03-05DOI: 10.16925/2382-4921.2017.35.02
Clara Emilia Calderón-Perilla, Ulises Segura-Barón
Introduction: This article is the result of the application of a didactic sequence to the 11 th grade of the “Institucion Educativa Manuel Elkin Patarroyo” of the city of Girardot. In the initial route of the didactic sequence the students carried out activities to motivate writing. At the heart of the development of the sequence, a novel narrative emerged from the question, “How do you want your world to be after your graduation?” The theoretical framework is based on the theories of Sergio Tobon and Daniel Cassany, among others, as an updated contribution to the needs of the processes of textual production written in the 21st century. Methodology: Activities were advanced gradually from the elementary to the complex and, in turn, are accompanied by a process of formative evaluation that facilitates the development of skills and achieves important reflections processes. Results: The texts were compiled and a book was prepared (ready for publication) with a total of twenty-nine authors. Conclusions: This set of strategies and processes strengthened the students’ competence with the production of written text in addition to broadening their understanding of its context thanks to authentic writing.
{"title":"Una secuencia didáctica como experiencia para el desarrollo de prácticas de escritura auténtica","authors":"Clara Emilia Calderón-Perilla, Ulises Segura-Barón","doi":"10.16925/2382-4921.2017.35.02","DOIUrl":"https://doi.org/10.16925/2382-4921.2017.35.02","url":null,"abstract":"Introduction: This article is the result of the application of a didactic sequence to the 11 th grade of the “Institucion Educativa Manuel Elkin Patarroyo” of the city of Girardot. In the initial route of the didactic sequence the students carried out activities to motivate writing. At the heart of the development of the sequence, a novel narrative emerged from the question, “How do you want your world to be after your graduation?” The theoretical framework is based on the theories of Sergio Tobon and Daniel Cassany, among others, as an updated contribution to the needs of the processes of textual production written in the 21st century. Methodology: Activities were advanced gradually from the elementary to the complex and, in turn, are accompanied by a process of formative evaluation that facilitates the development of skills and achieves important reflections processes. Results: The texts were compiled and a book was prepared (ready for publication) with a total of twenty-nine authors. Conclusions: This set of strategies and processes strengthened the students’ competence with the production of written text in addition to broadening their understanding of its context thanks to authentic writing.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45637163","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 : 2017-03-05DOI: 10.16925/2382-4921.2017.35.01
Juan Antonio Castiblanco-Cadena, Diana Cecilia Arango-Angulo, Diana Carolina Niño-Ramírez
Introduction: This article shows how responsibility, solidarity and emotional control are an alternative for the improvement of coexistence among students of the 5 th grade in the “Institucion Educativa Distrital Manuel del Socorro Rodriguez”, afternoon classes. It demonstrates the transcendence of the values of responsibility, solidarity and control of emotions for the improvement of coexistence among students. Methodology: Corresponds to a qualitative, descriptive-proactive field research involving a population of 120 students between 9 and 11 years of age, from which a random sample of 53 students was taken. Results: It is noted that the values treated, and the management of emotions, mediated by Information and Communication Technologies (ICT), help improve the school climate of students, strengthening harmonious interpersonal relationships between them. Conclusions: the understanding and management of one’s own emotions and those of other students and teachers (especially those related to hate, fear and anger) are important in the management and solution of conflicts generated within the school environment. Equally, the students seem to understand the two values; however, there is a contradiction with the results of the evaluation of coexistence, which gives rise to the need for appropriation, in daily life, in order to generate a healthy coexistence.
{"title":"Solidaridad, responsabilidad y control emocional::","authors":"Juan Antonio Castiblanco-Cadena, Diana Cecilia Arango-Angulo, Diana Carolina Niño-Ramírez","doi":"10.16925/2382-4921.2017.35.01","DOIUrl":"https://doi.org/10.16925/2382-4921.2017.35.01","url":null,"abstract":"Introduction: This article shows how responsibility, solidarity and emotional control are an alternative for the improvement of coexistence among students of the 5 th grade in the “Institucion Educativa Distrital Manuel del Socorro Rodriguez”, afternoon classes. It demonstrates the transcendence of the values of responsibility, solidarity and control of emotions for the improvement of coexistence among students. Methodology: Corresponds to a qualitative, descriptive-proactive field research involving a population of 120 students between 9 and 11 years of age, from which a random sample of 53 students was taken. Results: It is noted that the values treated, and the management of emotions, mediated by Information and Communication Technologies (ICT), help improve the school climate of students, strengthening harmonious interpersonal relationships between them. Conclusions: the understanding and management of one’s own emotions and those of other students and teachers (especially those related to hate, fear and anger) are important in the management and solution of conflicts generated within the school environment. Equally, the students seem to understand the two values; however, there is a contradiction with the results of the evaluation of coexistence, which gives rise to the need for appropriation, in daily life, in order to generate a healthy coexistence.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42005842","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 : 2017-03-05DOI: 10.16925/2382-4921.2017.35.04
Rómula Llanes-Barbuzano, Esther Diviñó-González
Introduction: the article aims to focus on the diversity of perceptions, representations, psychological and ethical positions, opinions and points of view that the idea of good can generate in an era that is globalizing at a rapid pace. The authors consider the class-public space of linguistic mediation between non-Spanish-speaking adults who learn Spanish as a foreign language in Cuba. Methodology: to study the manifestations of the evaluative attitudes in that context, a conversational model has been applied that overcomes the unilateral tendencies of educational influence. Results: the reflection has begun with the analysis of the types of oral and written texts produced in the communicative dynamic, which has been inseparable from the approach of complex notions, of permanent interconnection and generation as those of identity, interculturality, replicative character of the word, textuality, heteroglossia, inter and transtextuality of discourse. Conclusion: we reflect on the emergence of the voices and values of the other as a fundamental axiom that sustains the intercultural attitude of those who learn about the idea of good in a pluricultural classroom.
{"title":"Por la idea del bien","authors":"Rómula Llanes-Barbuzano, Esther Diviñó-González","doi":"10.16925/2382-4921.2017.35.04","DOIUrl":"https://doi.org/10.16925/2382-4921.2017.35.04","url":null,"abstract":"Introduction: the article aims to focus on the diversity of perceptions, representations, psychological and ethical positions, opinions and points of view that the idea of good can generate in an era that is globalizing at a rapid pace. The authors consider the class-public space of linguistic mediation between non-Spanish-speaking adults who learn Spanish as a foreign language in Cuba. Methodology: to study the manifestations of the evaluative attitudes in that context, a conversational model has been applied that overcomes the unilateral tendencies of educational influence. Results: the reflection has begun with the analysis of the types of oral and written texts produced in the communicative dynamic, which has been inseparable from the approach of complex notions, of permanent interconnection and generation as those of identity, interculturality, replicative character of the word, textuality, heteroglossia, inter and transtextuality of discourse. Conclusion: we reflect on the emergence of the voices and values of the other as a fundamental axiom that sustains the intercultural attitude of those who learn about the idea of good in a pluricultural classroom.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809073","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}
Introduction: The objective of this article is to describe the phenomenon of academic acculturation with students of the first level of their Bachelor’s Degree in Spanish and Literature of the “Universidad Industrial de Santander” (UIS). In turn, it proposes a didactic sequence adapted to the needs defined in this process of acculturation for the teaching of Epistemology and accompaniment in the development of reading, writing and oral skills; all of this with the aim of reducing desertion levels at university level education. Methodology: This research is mixed with a participatory process methodology. It uses investigative action with a socio-anthropological focus. The theories used are based on the epistemological models of the social sciences, the theories of argumentation, reading, writing and oral skills. Results: It was found that the accompaniment of the teacher, with regards to the tools used and interdisciplinarity nature of the course, help to enhance the acquisition of reading, writing and oral skills in students that, in general, arrive with conceptual and procedural gaps. This process identified, an initial clash of cultures, the implementation of individual strategies and their assimilation. These stages vary from individual to individual and are the “right of passage” required to understand their path through university.
{"title":"Propuesta de aculturación académica en la cátedra de Epistemología de la Licenciatura en Español y Literatura","authors":"Rubén Darío Acero Vargas, Silvia Consuelo Morales Mariño","doi":"10.16925/2382-4921.2017.35.03","DOIUrl":"https://doi.org/10.16925/2382-4921.2017.35.03","url":null,"abstract":"Introduction: The objective of this article is to describe the phenomenon of academic acculturation with students of the first level of their Bachelor’s Degree in Spanish and Literature of the “Universidad Industrial de Santander” (UIS). In turn, it proposes a didactic sequence adapted to the needs defined in this process of acculturation for the teaching of Epistemology and accompaniment in the development of reading, writing and oral skills; all of this with the aim of reducing desertion levels at university level education. Methodology: This research is mixed with a participatory process methodology. It uses investigative action with a socio-anthropological focus. The theories used are based on the epistemological models of the social sciences, the theories of argumentation, reading, writing and oral skills. Results: It was found that the accompaniment of the teacher, with regards to the tools used and interdisciplinarity nature of the course, help to enhance the acquisition of reading, writing and oral skills in students that, in general, arrive with conceptual and procedural gaps. This process identified, an initial clash of cultures, the implementation of individual strategies and their assimilation. These stages vary from individual to individual and are the “right of passage” required to understand their path through university.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43902562","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}
Introduccion: En este articulo se presenta un analisis linguistico y pragmatico- social de las formulas de tratamiento empleadas en el Senado colombiano. Metodologia: Para ello se empleo una metodologia cualitativa de enfoque exploratorio; Resultados: este analisis se inicio con una contextualizacion del acto de habla debate politico, luego un analisis de la variable lexica desde su sentido semantico haciendo hincapie en las variables sociales y las estrategias discursivas, esto, a la luz de los planteamientos propuestos por: (Corvalan, 2001), (Garcia, 2001-2002), (Van Dijk Teun, 1983), (Van Dijk Teun, 2000), (Areiza, Mireya & Enrique, 2004). Conclusiones: En lo que referente a morfologia, se detallaron rasgos relacionados con los procesos de creacion de palabras.
{"title":"Análisis lingüístico y socio-pragmático de las fórmulas de tratamiento nominal en el senado colombiano","authors":"M. Gomez-Gomez","doi":"10.16925/ra.v18i33.1721","DOIUrl":"https://doi.org/10.16925/ra.v18i33.1721","url":null,"abstract":"Introduccion: En este articulo se presenta un analisis linguistico y pragmatico- social de las formulas de tratamiento empleadas en el Senado colombiano. Metodologia: Para ello se empleo una metodologia cualitativa de enfoque exploratorio; Resultados: este analisis se inicio con una contextualizacion del acto de habla debate politico, luego un analisis de la variable lexica desde su sentido semantico haciendo hincapie en las variables sociales y las estrategias discursivas, esto, a la luz de los planteamientos propuestos por: (Corvalan, 2001), (Garcia, 2001-2002), (Van Dijk Teun, 1983), (Van Dijk Teun, 2000), (Areiza, Mireya & Enrique, 2004). Conclusiones: En lo que referente a morfologia, se detallaron rasgos relacionados con los procesos de creacion de palabras.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609404","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}
Introduccion: La necesidad de pasar de la ensenanza al aprendizaje, hace reflexionar el tema en aulas universitarias, desde las exigencias de la educacion para el siglo XXI, lo que reclama estrategias didacticas con procesos abiertos, flexibles e interdisciplinares. Desde una investigacion descriptiva, con unidad de trabajo de 1.000 estudiantes de pregrado de tres universidades pereiranas, una muestra probabilistica aleatoria simple de 100 estudiantes de ambos sexos, 30 de UniCatolica, 30 de UniAndina y 40 de UniLibre, a quienes se aplico cuestionario Likert, para medir la ensenanza desde tres funciones especificas: a partir de la experimentacion y el trabajo colaborativo; desde la correcta expresion y gesticulacion del docente y de la motivacion al estudiante; y a partir de buenas relaciones interpersonales y del control al aprendizaje del estudiante; cada funcion fue valorada desde diez indicadores. Resultados: Se encontro que en la universidad privada pereirana, en programas de pregrado, la ensenanza-aprendizaje ofrecida es un proceso efectivo, dinamico y proactivo desde la perspectiva del estudiante y desde el analisis hecho a las metodologias y estrategias didacticas utilizadas por los docentes . Conclusiones: En la universidad pereirana en programas de pregrado, se ofrece ensenanza-aprendizaje a partir de la experimentacion y del trabajo colaborativo grupal; desde una correcta expresion y gesticulacion del docente y de la motivacion del estudiante; a partir de buenas relaciones interpersonales y control al aprendizaje del estudiante. De igual manera se observa que en dichas instituciones, la ensenanza-aprendizaje es un proceso efectivo, dinamico y proactivo desde la perspectiva del estudiante.
{"title":"Procesos de enseñanza-aprendizaje en la universidad: perspectiva de los estudiantes","authors":"José Fernando Cardona-Henao","doi":"10.16925/RA.V18I33.1720","DOIUrl":"https://doi.org/10.16925/RA.V18I33.1720","url":null,"abstract":"Introduccion: La necesidad de pasar de la ensenanza al aprendizaje, hace reflexionar el tema en aulas universitarias, desde las exigencias de la educacion para el siglo XXI, lo que reclama estrategias didacticas con procesos abiertos, flexibles e interdisciplinares. Desde una investigacion descriptiva, con unidad de trabajo de 1.000 estudiantes de pregrado de tres universidades pereiranas, una muestra probabilistica aleatoria simple de 100 estudiantes de ambos sexos, 30 de UniCatolica, 30 de UniAndina y 40 de UniLibre, a quienes se aplico cuestionario Likert, para medir la ensenanza desde tres funciones especificas: a partir de la experimentacion y el trabajo colaborativo; desde la correcta expresion y gesticulacion del docente y de la motivacion al estudiante; y a partir de buenas relaciones interpersonales y del control al aprendizaje del estudiante; cada funcion fue valorada desde diez indicadores. Resultados: Se encontro que en la universidad privada pereirana, en programas de pregrado, la ensenanza-aprendizaje ofrecida es un proceso efectivo, dinamico y proactivo desde la perspectiva del estudiante y desde el analisis hecho a las metodologias y estrategias didacticas utilizadas por los docentes . Conclusiones: En la universidad pereirana en programas de pregrado, se ofrece ensenanza-aprendizaje a partir de la experimentacion y del trabajo colaborativo grupal; desde una correcta expresion y gesticulacion del docente y de la motivacion del estudiante; a partir de buenas relaciones interpersonales y control al aprendizaje del estudiante. De igual manera se observa que en dichas instituciones, la ensenanza-aprendizaje es un proceso efectivo, dinamico y proactivo desde la perspectiva del estudiante.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609396","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}
Introduccion : El proposito del presente articulo es describir la gamificacion como una nueva metodologia de ensenanza-aprendizaje, que permite a los estudiantes cumplir con objetivos especificos de aprendizaje y desarrollar habilidades. Metodologia : Se efectuo un analisis cualitativo y cuantitativo, realizando observacion entre dos grupos de individuos a los que se les aplico metodologia magistral y metodologia de gamificacion en una misma asignatura, complementando con un analisis numerico de su desempeno academico. Resultados : Este estudio presenta una comparacion entre la metodologia de gamificacion y la tradicional clase magistral para conocer sus efectos en la motivacion de los estudiantes. Conclusiones : se concluye que la gamificacion afecta positivamente el proceso de aprendizaje dado que permite estimular la motivacion en los estudiantes, particularmente por la interaccion positiva entre profesor y estudiantes.
{"title":"La gamificación en el aprendizaje de los estudiantes universitarios","authors":"I. Vélez-Osorio","doi":"10.16925/RA.V18I33.1683","DOIUrl":"https://doi.org/10.16925/RA.V18I33.1683","url":null,"abstract":"Introduccion : El proposito del presente articulo es describir la gamificacion como una nueva metodologia de ensenanza-aprendizaje, que permite a los estudiantes cumplir con objetivos especificos de aprendizaje y desarrollar habilidades. Metodologia : Se efectuo un analisis cualitativo y cuantitativo, realizando observacion entre dos grupos de individuos a los que se les aplico metodologia magistral y metodologia de gamificacion en una misma asignatura, complementando con un analisis numerico de su desempeno academico. Resultados : Este estudio presenta una comparacion entre la metodologia de gamificacion y la tradicional clase magistral para conocer sus efectos en la motivacion de los estudiantes. Conclusiones : se concluye que la gamificacion afecta positivamente el proceso de aprendizaje dado que permite estimular la motivacion en los estudiantes, particularmente por la interaccion positiva entre profesor y estudiantes.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609390","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}
Purpose: To increase awareness of the special importance of profiling research. Topics: indexed journals, types of reviews and research profiles. Development: Selecting a research topic could be a hard task for young researchers or experienced researchers exploring different subjects. As ESL research works have been gradually growing during the last decades, trying to have a general view of all research done on its diverse related topics is a utopian aim. Considerable efforts like handbooks, literature reviews and states of the art have been made in order to make visible and organize different types of literature texts and scientific publications by adopting any selection criteria. However, such works, although very valuable, serve very specific purposes so that they cannot give a general picture of the different published research studies on an academic arena. Research profiles can meet such a need, of course, through inclusion criteria such as time frames or geographical contexts. Also, they help research works to be known and categorized according to any parameters so that research lines can be traced and regional or national bodies or research can be acknowledged. Besides, they are the starting point of more systematic reviews and complex tasks. Conclusions: Research profiles serve different purposes such as helping researchers select research topics, track and acknowledge research works, and create research lines and set research agendas in a country.
{"title":"Profiling ESL research in Colombia… a growing need?","authors":"Olga Lucía Uribe-Enciso","doi":"10.16925/RA.V18I33.1682","DOIUrl":"https://doi.org/10.16925/RA.V18I33.1682","url":null,"abstract":"Purpose: To increase awareness of the special importance of profiling research. Topics: indexed journals, types of reviews and research profiles. Development: Selecting a research topic could be a hard task for young researchers or experienced researchers exploring different subjects. As ESL research works have been gradually growing during the last decades, trying to have a general view of all research done on its diverse related topics is a utopian aim. Considerable efforts like handbooks, literature reviews and states of the art have been made in order to make visible and organize different types of literature texts and scientific publications by adopting any selection criteria. However, such works, although very valuable, serve very specific purposes so that they cannot give a general picture of the different published research studies on an academic arena. Research profiles can meet such a need, of course, through inclusion criteria such as time frames or geographical contexts. Also, they help research works to be known and categorized according to any parameters so that research lines can be traced and regional or national bodies or research can be acknowledged. Besides, they are the starting point of more systematic reviews and complex tasks. Conclusions: Research profiles serve different purposes such as helping researchers select research topics, track and acknowledge research works, and create research lines and set research agendas in a country.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609379","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}
Proposito : En el quehacer de la filosofia de la ciencia y en el proceso arquitectonico de los paradigmas tiene como objetivo primordial la construccion cerebral de un conjunto de paradigmas correspondientes a las inquietudes propias de la filosofia. Descripcion : lo concerniente al tratado de la filosofia de la ciencia, permite inferir que la filosofia y la ciencia se ocupan del saber y del como se desarrollan, evaluan y cambian las teorias cientificas, y de saber si la ciencia es capaz de revelar la verdad de las entidades ocultas y los procesos de la naturaleza, es decir, si es el proceso de concordancia de la inteleccion con la realidad permitiendo procesos de aprendizaje y reflexion como su objeto de estudio. Punto de vista : Entre filosofia y ciencia se da un proceso de conocimiento en el que intervienen tres elementos: un sujeto, un objeto y una relacion que se establece entre los dos. Conclusiones : Se deja en firme la importancia de la filosofia de la ciencia en las investigaciones de diversos campos en la actualidad. Se logra enaltecer la relacion entre la filosofia y la ciencia teniendo en cuenta la posicion de algunos filosofos y cientificos que lo han logrado para efectos de la formacion filosofica y cientifica de los seres humanos.
{"title":"El método científico y la nueva filosofía de la ciencia: aportes y perspectivas","authors":"J. Cifuentes-Medina","doi":"10.16925/ra.v18i33.1681","DOIUrl":"https://doi.org/10.16925/ra.v18i33.1681","url":null,"abstract":"Proposito : En el quehacer de la filosofia de la ciencia y en el proceso arquitectonico de los paradigmas tiene como objetivo primordial la construccion cerebral de un conjunto de paradigmas correspondientes a las inquietudes propias de la filosofia. Descripcion : lo concerniente al tratado de la filosofia de la ciencia, permite inferir que la filosofia y la ciencia se ocupan del saber y del como se desarrollan, evaluan y cambian las teorias cientificas, y de saber si la ciencia es capaz de revelar la verdad de las entidades ocultas y los procesos de la naturaleza, es decir, si es el proceso de concordancia de la inteleccion con la realidad permitiendo procesos de aprendizaje y reflexion como su objeto de estudio. Punto de vista : Entre filosofia y ciencia se da un proceso de conocimiento en el que intervienen tres elementos: un sujeto, un objeto y una relacion que se establece entre los dos. Conclusiones : Se deja en firme la importancia de la filosofia de la ciencia en las investigaciones de diversos campos en la actualidad. Se logra enaltecer la relacion entre la filosofia y la ciencia teniendo en cuenta la posicion de algunos filosofos y cientificos que lo han logrado para efectos de la formacion filosofica y cientifica de los seres humanos.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609331","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}
Resumen Proposito : este ensayo reflexiona sobre las finalidades de la educacion en la actualidad, el rol del profesor y del estudiante y la importancia de la articulacion entre la pedagogia y la sociedad. Temas : para ello, se consideran los conceptos de educacion, sociedad, pedagogia, autoridad y liderazgo que deben estar presentes en el acto educativo. Desarrollo : A partir de algunos pasajes de la novela de Miguel de Unamuno: Amor y Pedagogia y tomando como referencia las ideas de Vigotski, Franco Serrano, Bazan, entre otros, se presentan algunas ideas sobre los retos de la educacion actual. Conclusiones : esta reflexion sirve para definir los roles que asumen los profesores y los estudiantes en cuanto seres inmersos en una sociedad exigente que plantea nuevos retos.
{"title":"El reto de la educación: perspectivas sociales del profesor","authors":"Jorge Eliécer Pacheco-Gualdrón","doi":"10.16925/ra.v18i33.1847","DOIUrl":"https://doi.org/10.16925/ra.v18i33.1847","url":null,"abstract":"Resumen Proposito : este ensayo reflexiona sobre las finalidades de la educacion en la actualidad, el rol del profesor y del estudiante y la importancia de la articulacion entre la pedagogia y la sociedad. Temas : para ello, se consideran los conceptos de educacion, sociedad, pedagogia, autoridad y liderazgo que deben estar presentes en el acto educativo. Desarrollo : A partir de algunos pasajes de la novela de Miguel de Unamuno: Amor y Pedagogia y tomando como referencia las ideas de Vigotski, Franco Serrano, Bazan, entre otros, se presentan algunas ideas sobre los retos de la educacion actual. Conclusiones : esta reflexion sirve para definir los roles que asumen los profesores y los estudiantes en cuanto seres inmersos en una sociedad exigente que plantea nuevos retos.","PeriodicalId":30972,"journal":{"name":"Rastros Rostros","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609442","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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