Doctorado en Educación

URI permanente para esta colecciónhttp://hdl.handle.net/11634/161

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Maestras y maestros frente a las sexualidades no normativas. orientaciones curriculares en diversidad sexual y de género
(Universidad Santo Tomás, 2026-07-09) Luz Angela Agudelo, Luz Angela Agudeo; Fray Jorge Ferdinando Rodríguez Ruiz, Jorge Ferdinando Rodríguez Ruiz; Alexandra María Silva Monsalve, Alexandra María Silva Monsalve
In the Colombian context, pedagogical tools for training teachers in Sexual and Gender Diversity (SGD) remain limited, and this is reflected in the scarce transformation of curricula. There are barriers to the appropriation of public policy and constitutional advances regarding the recognition of Lesbian, Gay, Bisexual, Transgender, and Intersex (LGBTI) populations within the educational system, which generates a gap of exclusion toward non-normative sexualities and identities. In this sense, this proposal presents guidelines for a curriculum on sexual and gender diversity from a Queer Pedagogy perspective. It is based on a qualitative paradigm and a hermeneutic approach, through which the narratives of teachers about SGD are explored from their everyday experiences. The method is narrative, employing techniques such as biographical interviews with 12 teachers experienced in SGD, a survey of 224 teachers from the District Secretariat of Education (SED), and five focus groups. Among the main findings, two dynamics were identified as coexisting simultaneously: on the one hand, the silencing of sexual and gender diversity; and on the other, transformative practices inspired by the Queer approach that teachers incorporate into their pedagogical projects. Likewise, emotions were found to play a fundamental role in recognizing barriers and the lack of knowledge regarding SGD. It is not merely a matter of accessing information, since teachers’ narratives reveal that behind apparent neutrality or lack of knowledge lies an emotional background that generates fear or indifference in a significant sector of the teaching profession. Thus, the need arises to address the emotions and personal beliefs that hinder progress toward the inclusion of sexual and gender diversity. Narrative construction is proposed as a powerful tool that allows for deeper engagement with teachers’ biographies and helps transcend a training model that has not considered what teachers feel, believe, and think about SGD. Furthermore, the research revealed progress in the transformation of sexual and gender diversity in district educational institutions, led by teachers inspired by Queer practices and the human rights approach. Their experiences represent a potential driving force for mobilizing a paradigm shift among their colleagues. However, support, dissemination, and guidance are required to ensure that the curricular orientations generated by this study are embraced and incorporated into the construction of curricula that recognize sexual and gender diversity.
DISEÑO DE UN PLAN CURRICULAR PARA FORTALECER EL APRENDIZAJE DE LAS MATEMÁTICAS EN ESTUDIANTES DE GRADO NOVENO DE LA INSTITUCIÓN EDUCATIVA TÉCNICA NICOLÁS RAMÍREZ
(Universidad Santo Tomás, 2026-06-22) Amortegui, Paula Andrea; Contreras, Raquel
La educación constituye uno de los pilares fundamentales para el desarrollo social, cultural y económico de las comunidades, debido a que favorece la formación integral de los individuos y el fortalecimiento de competencias necesarias para enfrentar los desafíos de un entorno cada vez más dinámico y complejo. En este contexto, las instituciones educativas desempeñan un papel esencial en la construcción de conocimientos, valores y habilidades que permitan a los estudiantes desenvolverse de manera crítica y reflexiva en la sociedad. Dentro de las diferentes áreas del conocimiento, las matemáticas ocupan un lugar relevante, ya que contribuyen al desarrollo del pensamiento lógico, la capacidad de análisis, la resolución de problemas y la toma de decisiones, competencias indispensables tanto en el ámbito académico como en la vida cotidiana.
Transformaciones Educativas en la Era Digital: Enfoques, Capacidades y Prácticas Innovadoras
(Universidad Santo Tomás, 2026-07-27) Parejo Pacheco, Guillermo Andres; Lopez Ramirez, Maria Ximena; Universidad Santo Tomás
The digital transformation of education has shifted the focus from technological provision toward the actual capabilities of those who inhabit the school. This project characterizes such capabilities in a public educational institution in the Colombian Caribbean through a baseline diagnostic study applied to two populations: five STEM teachers and twenty-two tenth-grade students. Two self-designed instruments were used: a comprehensive teacher assessment combining an objective test of disciplinary and pedagogical knowledge with a self-assessment of professional competencies across five dimensions, and a student questionnaire integrating academic interests, self-perceived capabilities, and a nine-item computational thinking test at basic and applied levels. Results show heterogeneous teacher performance, with strengths in technology and engineering and a critical weakness in scientific knowledge, against a uniformly high self-perception of competencies; among students, an intermediate performance in computational thinking that declines in applied programming and control-structure tasks, accompanied by very high declared interest and almost no prior experience. The cross-cutting finding is a consistent gap between perceived and demonstrated capabilities, present in both populations, which constitutes the main input for guiding relevant innovative practices. The study provides a measurable baseline, replicable instruments, and a set of guidelines for designing a subsequent phase of STEM-oriented pedagogical intervention.
Componentes pedagógicos para la autorregulación del aprendizaje en la evaluación formativa en las instituciones de educación básica primaria rural de la ciudad de Tunja
(Universidad Santo Tomás, 2026-07-08) Montaña Rojas, Angela Cristina; Amador Lesmes, Beatriz Helena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000971324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000008570; https://scholar.google.com/citations?user=EZAv8ogAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=Vv_a6UYAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7516-6644; https://orcid.org/0000-0003-3826-9673
This document is the result of a doctoral dissertation that emerges in response to the educational gaps affecting students and teachers in rural Colombia. It is grounded in the need to address issues such as low educational quality, school dropout, insufficient teacher qualification, and the implementation of flexible educational models that often fail to meet the intended objectives of rural education. From this perspective, the general objective of the research is to analyze self-regulated learning within formative assessment in order to identify the pedagogical components that can be incorporated into rural primary basic education institutions in the city of Tunja. To this end, the study seeks to answer the following research question: What pedagogical components articulate self-regulated learning within formative assessment in rural primary basic education institutions in the city of Tunja? The research is conducted under a qualitative approach, within an interpretative paradigm, and employs the educational phenomenological method. For data collection, three main techniques are used: (1) semi-structured interviews with teachers and students, aimed at exploring their perceptions and experiences regarding the implementation of self-regulation strategies in the classroom and their importance in the formative assessment process; (2) semi-structured focus group interviews with teachers; and (3) documentary analysis, using ATLAS.ti software version 25 for data analysis, which enabled the systematic organization, categorization, and rigorous interpretation of the data obtained, allowing for the identification of patterns, contrasts, and meaningful relationships within participants’ discourse. The analysis is supported by contributions from social cognitive theory and constructivist theory, particularly drawing on the work of Bandura (1986), Schunk (2001), Zimmerman (2001), and Beltrán (1993), who have developed explanatory models of self-regulated learning and emphasized its relevance for the development of metacognitive skills in educational contexts.
La evaluación formativa como práctica pedagógica en educación superior. Estudio de caso facultad de educación, Universidad Santo Tomás.
(Universidad Santo Tomás, 2026-07-04) Rodríguez Castillo, Irene; Guerrero Rodríguez, José Humberto; Tibocha Niño, Astrid; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001374847; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001050990; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000335754; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=-n9XPFcAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=9ruNc9sAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0000-0001-5891-9245; https://orcid.org/0000-0002-1366-7184
Contemporary higher education systems are undergoing curricular renewal processes oriented toward student-centered learning and the implementation of learning outcomes. In this context, assessment plays a central role as a pedagogical mediation device for educational transformation. This study analyzes the relationship between assessment practices—particularly teachers’ assessment literacy, the development of student self-regulation, and evaluative judgment—and their influence on learning outcomes and curricular transformation processes. The study adopts a predominantly qualitative and interpretative methodological design, complemented by descriptive quantitative procedures. From a qualitative perspective, a case study was conducted at the Faculty of Education of Universidad Santo Tomás (Bogotá, Colombia), involving faculty members and students from undergraduate, specialization, and master’s degree programs. Additionally, the linguistic and cultural adaptation, as well as the validation, of the Formative Assessment Scale for Higher Education Institutions in Colombia (EEFCo) was carried out, enabling the quantitative analysis of the dimensions that shape these evaluative practices. The results reveal diverse conceptions of formative assessment and identify tensions between traditional approaches and dialogic and proactive models. Teaching practices are characterized through cognitive, instrumental, and axiological dimensions, highlighting the importance of trust and relational climate for effective feedback. Based on these findings, the study proposes criteria for a situated learning assessment pathway in response to the normative gap in Colombian higher education, contributing to the strengthening of an assessment ecosystem that promotes student agency and sustainable learning.
Análisis de los Factores de Acceso y Permanencia en la Fundación Universitaria Juan de Castellanos, Tunja, Boyacá.
(Universidad Santo Tomás, 2026-07-06) Rodríguez Ramírez, Jaime Enrique; Jiménez Ortiz, José Guillermo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000710601; https://scholar.google.es/citations?user=dPcEe4IAAAAJ&hl=es; https://orcid.org/0000-0003-1842-8702
Access to and retention in higher education institutions are key components in achieving equitable, quality education. In Colombia, although the higher education system has made significant progress in terms of coverage and educational provision, structural gaps remain that limit the admission and academic trajectory of traditionally excluded sectors. Multiple causes grouped by the Ministry of National Education in the System for the Prevention of Dropouts in Higher Education analyze how socioeconomic, academic, institutional, and personal factors directly affect the transition, retention, and completion of postsecondary studies. In this context, this research analyzes the factors of access and retention of students at the Juan de Castellanos University Foundation in the city of Tunja, considering its own characteristics, such as its confessional institutional model and academic and administrative policies that focus on accessible and flexible education for a vulnerable segment of the population. This higher education institution, regulated by the Ministry of National Education, provides educational opportunities for an important sector of the population in the city of Tunja, department of Boyacá. The research is theoretically based on General Systems Theory and the Ecological Model of Human Development, theories that allow for a holistic and interdependent understanding and analysis of the student trajectories in this particular case. Methodologically, a qualitative paradigm is adopted under the hermeneutic approach with a case study investigation aimed at gaining an in-depth understanding of the experiences of students, teachers, and administrators in relation to the factors of entry and retention at the higher education level. Data collection techniques include document review, perception questionnaires, and semi-structured interviews. This research seeks to contribute to the design of institutional policies that strengthen student access and retention in a regional context.
Modelos integrales de gestión escolar en el desarrollo de la comunicación oral y escrita
(Universidad Santo Tomás, 2026-06-11) Castillo Rodríguez, Yury Tatiana; Poveda Aguja , Fernando Augusto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001460344; https://scholar.google.com/citations?user=LZNvKmQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8149-9963
This doctoral dissertation focuses on determining the impact of school management models on communicative skills in three public educational institutions in Bogotá, Colombia. Accordingly, pedagogical, directive, community, and administrative management are identified as key dimensions to be considered in the development of communicative skills, both in productive processes, oral and written expression, and in receptive processes, listening and reading. The study is grounded in a paradigm that enables a holistic understanding of the phenomenon, namely the complexity approach, through which a correlational design and case study methodology allow for a comprehensive examination of the relationships under analysis. In this context, the scientific contribution of the research is significant for the educational field, as contemporary social dynamics have highlighted communicative challenges both inside and outside schools, often positioning classrooms as the primary locus of intervention while relegating institutional management processes to a secondary role.
Gamificación educativa: una estrategia para fortalecer el aprendizaje del inglés como lengua extranjera en el siglo XXI en estudiantes de educación media y extra-edad.
(Universidad Santo Tomás, 2026-06-06) Villa Diaz, Jose Alexander; Acero Ordoñez, Oscar Leonardo; Guerrero Rodríguez, José Humberto ; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001341647; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001374847; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002362730; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8474-1660; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0009-0002-4528-2876
At present, despite multiple efforts to strengthen English language skills in Colombia particularly within Bogotá’s public education system such objectives have not been fully achieved. A large number of students continue to obtain low results on standardized tests such as Saber 11, with performance levels between A- and A1, even after receiving English instruction throughout their entire school life (primary and secondary). This persistent gap has motivated teachers and researchers to explore new strategies, methodologies, and tools that contribute to more effective teaching and learning processes. Consequently, the classroom has begun to transform through the implementation of approaches centered on critical thinking, creativity, communicative competence, and collaboration. Among these, gamification stands out for its ability to foster motivation, engagement, and participation, becoming an effective means to capture students’ attention and curiosity. Numerous studies have confirmed that gamification enhances classroom dynamics and significantly supports learning. Building on this evidence, the present doctoral thesis adopts educational gamification as a core strategy to strengthen motivation and academic performance in English language learning within secondary education and flexible cycle programs for extra-age students attending evening sessions. For this purpose, an educational videogame was co-created with students, integrating their contexts, interests, and needs to help them reframe their relationship with the language and overcome motivational barriers that hinder their learning. The process was developed under a mixed methodology that combined quantitative and qualitative instruments, such as diagnostic tests, Likert-type surveys, focus groups, observations and gossip columns, which allowed for a comprehensive analysis of the impact of video games on learning. The results revealed the transformative power of personalized and co-created gamification in English learning, allowing students to become active participants in their educational process by contributing ideas, contexts, and narratives that shaped the videogame and strengthened their sense of belonging. Motivation emerged as a key driver of learning, while creativity and participation gained renewed relevance within the classroom. The integration of digital tools and generative artificial intelligence expanded teachers’ possibilities, fostering a closer, more dynamic, and meaningful teaching process. In this way, the project demonstrated that it is possible to redefine English teaching, turning students into genuine builders of their own learning experience.
Prácticas de liderazgo transformacional en las instituciones de educación superior: tendencias emergentes en el cambio organizacional
(Universidad Santo Tomás, 2026-05-12) Rincón Rodríguez, Claudia Patricia; Delgado Soto, Gilda Mabel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000068796; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001577062; https://scholar.google.com/citations?user=L7KXKvwAAAAJ&hl=es&oi=ao; https://scholar.google.es/citations?hl=es&user=bo_QnZoAAAAJ; https://orcid.org/0000-0002-3579-7051; https://orcid.org/0000-0002-7530-4418
In the past five years, the higher education sector has undergone profound transformations, driven by complex social, economic, technological, and political dynamics. Higher Education Institutions (HEIs) are increasingly compelled to implement agile and strategic adaptations to remain competitive and to ensure the delivery of high-quality academic programs. This evolving landscape presents both significant challenges and emerging opportunities, necessitating a critical reassessment of the role and function of HEIs within a globalized context. The COVID-19 pandemic served as a catalyst for an accelerated shift toward digital education, fostering the widespread adoption of hybrid instructional modalities. Concurrently, the economic downturn has exerted considerable pressure on institutional finances, compelling HEIs to re-evaluate strategic alliances and to redesign curricula with a focus on competency-based education aligned with evolving labor market demands. Within this complex environment, university governance is confronted with the imperative to reconceptualize institutional management frameworks. This includes the reconfiguration of organizational structures, the integration of pedagogical and technological innovation, and the strategic development of human capital to enhance institutional resilience and responsiveness. This study seeks to examine transformational leadership practices in HEIs, emphasizing the pivotal role of organizational culture and structural design as critical enablers of institutional adaptability in response to both local and global transformations.
Gestión de la evaluación institucional en colegios rurales del bajo Magdalena en condiciones emergentes: una mirada desde lo normativo y las comunidades educativas
(Universidad Santo Tomás, 2026-06-03) Vélez Rivas, Carlos Julián; Delgado Soto, Gilda Mabel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000068796; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001713514; https://scholar.google.com/citations?user=L7KXKvwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3579-7051; https://orcid.org/0009-0008-9483-8088
The recent COVID-19 pandemic affected educational institutions around the world, the conditions that cause the gap between rural and urban education became visible and exacerbated, which suggests an in-depth study about the management of contextualized institutional evaluation, which also contributes to its application in the face of emerging realities. Institutional evaluation as a determining process for continuous improvement in the educational context is approached from various perspectives given the multidisciplinary nature and breadth of the concept, which includes the study of the entire set of structural and procedural aspects that make it up” (Jara, 2004). In accordance with this, the MEN guidelines group into four fields the different efforts that are carried out in all schools and that are led by the rector and coordinators (Board, administrative, academic and community) that include the approaches, practices, methods and knowledge that will be evaluated in a standardized way and that at the same time serve as a basis for decision-making, which also allows proposing alternatives for improvement, for education in Colombia. Within the framework of the educational system, which considers the diversity of the characteristics of service provision, including the service provider (public or private) or geographical diversity (rural and urban); In this specific context of rurality, institutional management and evaluation achieve special importance, since rural institutions face particular challenges that separate them from their urban peers, among them there is a lack of adequate infrastructure, scarcity, resource limitations and geographic isolation are evident. Furthermore, other additional challenges that may appear recurrently or from historical milestones, along with the growing boom in offering quality education, due to its transformative nature of both man and the environment in which he operates (Páez Arias et al, 2024), include the Family, students and educational institutions represented by teachers and directors, whose roles were transformed during the pandemic to give continuity to education as a fundamental pillar in the social, political, economic, cultural and environmental development that in turn They become a challenge for the management of institutionsand their respective evaluation in times of crisis.
Relaciones entre las competencias socioemocionales y las prácticas pedagógicas de docentes en servicio, en el contexto de las ciencias naturales en la educación media en Bogotá
(Universidad Santo Tomás, 2026-06-01) Espinosa Pineda , Yuly Caterine; Tibocha Niño, Astrid; Tuay Sigua, Rosa Nidia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001050990; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000492604; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002103888; https://scholar.google.com/citations?user=-n9XPFcAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=sAYbdrMAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-5891-9245; https://orcid.org/0000-0002-2040-2854; https://orcid.org/0009-0002-7533-5166
The socio-emotional competences of teachers [SECT] in their field of action, that of pedagogical practices [PP], are the central axis of this research, which has been responsible for establishing the relationships between these competences and practices, in the field of natural sciences [NS], in secondary education [SE] in public schools in Bogotá, capital of Colombia. Undoubtedly, research on this subject, which is incipient for Colombia and Latin America, constitutes a significant input that is expected to promote reflection at the local, district, national, institutional and even; from the sector and allow the approach and entrepreneurship of plans and programs consistent within training routes that prioritize the development of SECT. Likewise, there is knowledge of the PP developed by the teachers of NS, which are permeated by the socioemotional competences [SEC] and constitute valuable knowledge, the result of the experience and constant reflection of the teacher on his work. In relation to the frameworks of reference, with respect to the conceptual basis, the two major constructs, CSED, PP, were highlighted and the PP was included in SE. The theoretical framework on SEC is based on the integration of the competence model of Social and Emotional Learning [SEL] (1994), the pentagonal model of emotional competences of Bisquerra and Pérez (2007) and the model of the Step by Step Program of Socio-Emotional Education of the World Bank (2017). Regarding PP, the guiding theory is that of professional teaching knowledge [PTK] (2015) by Perafán Echeverri. Likewise, for the establishment of the relations between the SEC and the PP, the general theory of systems [GTS] (1968) of Ludwig Bertalanffy is used. In reference to the methodological framework, the present research is developed under a mixed approach with pragmatism as paradigm; the method adopted is the study of multiple cases, the design is the concurrent mixed and the triangulation constitutes the complementary strategy of data contrasting. The instruments used are the SocioEmotional Skills Instrument for Teachers (SEMS-IT) and the semi-structured interview. In the quantitative phase, 29 teachers from 12 District Educational Institutions [DEI] of NS of SE of Bogotá participate and in the qualitative phase, 12 teachers assigned and selected in these institutions. As part of the main results, it is determined that self-awareness is the most prominent category and SEC, associated with the teacher's concern and influencing the teacher-student relationship, promoting positive classroom climates that give rise to academic learning and for life. In relation to PP, self-awareness also stands out significantly in relation to the frequency of coding and the interrelation with other competences. Likewise, teachers describe their PP as a space of knowledge construction that through experimentation allows the development of critical and scientific thinking, working on real situations and problems. Proposals also arise to update the PP where interdisciplinarity is evidenced, the context of students is taken into account and the responsible use of Artificial Intelligence [AI] and other technological mediations is included. The main relations established between SECT and PP are: Orientation, integration, impact, transformational reflection, prevention, the promotion of well-being, the identification of training needs and transcendence; which are part of an open system called classroom, which is influenced by the external context and in turn, generates impacts on the environment. Within the main subsystems are teachers and students, which through the PP mediated by the SECT give rise to various dynamics that arise during the development of the processes of formation of the students. Finally, the reflection route for the approach of the SECT is designed, which has three sections: greeting and invitation to travel the route, reflection and information on the topic and addressing key aspects of the present research and a simple proposal for implementation. In this context it is emphasized that taking into account the scope of the research, the route is designed but not implemented.
Competencia comunicativa intercultural en las escuelas rurales de Cundinamarca.
(Universidad Santo Tomás, 2025-12-19) León Galeano, William; Guerrero Rodríguez, José Humberto ; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001374847; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000228305; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0009-0000-3868-0521
This qualitative action research studied orientations from the rural English teacher practice that promotes the development of the communicative intercultural competences where the English teaching learning process is carried out in a traditional way, focusing in a linguistic aspect instead of a communicative approach where the culture and language should be taught simultaneously to educate global citizens. The general objective was: To suggest orientations from the rural English teaching pedagogical practice to foster the intercultural communicative competences in the English language learning process in the rural education in Cundinamarca Colombia, by means and qualitative action research that focus on the educative and social aspects through the observation of the rural English teachers pedagogical practice to know the different methods to teach English in the students learning process and the relation with the intercultural communicative competences in the classroom. The socio critic paradigm was the guide in this research because it allowed to take the community problems and transform the inequalities and understand the power relations and the social dynamics that had influence in the education, linked with the culture and society integrated for the rural English teachers of Cundinamarca, among the results there is a disarticulation between bilingual public policies, the suggested curriculum and the English rural teacher pedagogical practices, therefore it is necessary to be more explicit with the suggested Ministerio de Education National curriculum in the development of the intercultural communicate competence, in order to involve culture in the pedagogical practice as a part of the English language learning process.Among the findings, the rurality of the educative context persists, as do traditional pedagogical teacher practices and limitations, related with educative resources and connectivity. the contributios of the investigation was the innovation of the concept of intercultural communicative competence, linked to the concept of interculturality, getting relevance in the learning teacher pedagogical practice.
Lineamientos curriculares para promover los procesos de enseñanza y aprendizaje en primaria mediante el componente lúdico en instituciones públicas de Bogotá.
(Universidad Santo Tomás, 2026-01-20) Monroy Ballesteros, Angelo; Guerrero Rodríguez, José Humberto; Universidad Santo Tomás
The objective of this doctoral thesis is to propose guidelines for the formulation of curriculum guidelines for the recreational component in teaching and learning processes for primary education in public schools in Bogotá. The research is based on the recognition of recreation not only as a leisure activity, but also as a powerful pedagogical resource that promotes motivation, critical thinking, creativity, and student participation in their educational process. In many cases, the lack of coordination between the official curriculum and the pedagogical practices carried out in primary education in public institutions in Bogotá limits the construction of meaningful experiences and diminishes students' dedication to their own learning process. The gap between the prescribed curriculum and the curriculum that is actually being implemented gives rise to situations of tension that hinder the active, creative, and reflective processes that take place in children. This situation can lead to fragmented practices that do not respond to the real needs of the teaching processes that should take place in the early years of education, which seek to develop critical, autonomous, and participatory individuals, due to the lack of guidelines that incorporate play as a structural component of the learning process. The research paradigm is interpretive with a qualitative approach. The research was carried out using the method of systematizing pedagogical experiences in six official institutions in the city. The information was collected through in-depth interviews with teachers, document review, and a focus group. This methodology allowed for an understanding of the playful practices implemented in real contexts, as well as the factors that enhance or limit them. The findings show that, although some teachers incorporate playful activities into their classes, these are not systematized or linked to an institutional curriculum. Obstacles were identified, such as a lack of training in playful pedagogy, time and resource constraints, and pressure to meet academic standards. However, valuable experiences were also recognized that demonstrate the positive impact of play on students' overall development, especially in strengthening social-emotional, cognitive, and communication skills. Based on a critical analysis of these experiences, benchmarks were developed for the formulation of curriculum guidelines to guide the intentional and planned inclusion of play in teaching practices in primary education. These guidelines are structured as a flexible tool for teachers to design more meaningful and relevant learning environments in the early grades of education. The main contribution of this thesis lies in offering a proposal that responds to the realities of public schools and promotes a change in pedagogical culture, in which play and recreation are recognized as legitimate and effective means of teaching and learning. This aspect seeks to influence the development of educational policies that are more sensitive and contextualized to the particularities of child development and school contexts. The main problem addressed by this research stems from the lack of curriculum guidelines that provide a sound basis for the recreational component of teaching processes in primary education in public institutions in Bogotá. This deficiency manifests itself in fragmented pedagogical practices, which depend on the individual initiative of each educator and lack a reference framework that facilitates the articulation of playful activity with educational objectives, institutional dynamics, and the sociocultural demands of the student population. The absence of guidelines hinders the consolidation of educational experiences that recognize play as a pedagogical component that promotes participation, motivation, collective knowledge construction, and comprehensive development. In the current context, it is imperative to discern the use of playful pedagogy in classrooms, discern the factors that favor and hinder its implementation, and identify which theoretical and practical components can guide the development of curriculum guidelines that enhance its role in the education of primary school students in the public sphere. The implementation of game-based and playful strategies in the classroom has a significant impact on student motivation, their ability to solve problems creatively, and the development of social-emotional skills, fostering a more dynamic and participatory learning environment that enhances student autonomy and promotes a sense of community in the classroom.
La educación artística en la básica secundaria de la ciudad de Bogotá: Una mirada desde la literacidad visual de imágenes y videos cortos
(Universidad Santo Tomás, 2025-12-19) Delgadillo Rodríguez, Paula Andrea; , Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001360520; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001921551; https://scholar.google.com/citations?user=SmMD5hsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9624-6790
This research is based on several problematic aspects, ranging from the massive amount of visual information in which we live, with biased and/or false content, as stated by Grizzle, a. et al. (2021) , to the lack of doctoral research addressing the relationship between the curriculum and visual literacy for understanding and using images ethically, as well as the limited inclusion of visual literacy in schools to address the massification of images. For that reason, there is a need to know whether the curricular efforts made in Colombia are sufficient to teach students to navigate the visual information culture, not only as spectators but also as content generators, questioning whether students are being prepared for their new role as transmitters, approaching the image as a communicational text that is understood, shared, and created. Therefore, using a qualitative approach, an interpretive paradigm, and a hermeneutic design, we propose to analyze the arts education curriculum in secondary school from the perspective of visual literacy in images and short videos, in order to propose a set of guidelines that will enable interaction with media content and its effect on the educational processes of young people aged 12 to 15, in the urban context of the city of Bogotá, the cultural center of the South American region and the country. The result was a curriculum gap between the media reality and what is taught in the classroom, and
Formación de la conciencia moral en estudiantes de educación secundaria
(Universidad Santo Tomás, 2026-01-18) Duque Chiquiza, Sory Yuliana; Orduz Quijano , Marcela; Guerrero Rodríguez , José Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001374847; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001360520; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001340147; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=SmMD5hsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0000-0001-9624-6790; https://orcid.org/0009-0007-0671-6471
The Colombian educational system formally recognizes moral education as a transversal component that must permeate all areas of the school curriculum. However, in daily pedagogical practice there is a prioritization of conventional academic content, to the detriment of the moral formation of students. This dissociation between normative discourse and concrete educational action is manifested in the persistence of behaviors that show a weakened moral conscience: normalization of mockery, transgression of norms, deception or fraud. Given this scenario, the central objective of this research was to analyses the formation of moral awareness in secondary school adolescents through the use of moral dilemmas as a pedagogical strategy for decision-making based on universal principles. From a theoretical perspective, the study is based on the contributions of Lawrence Kohlberg (1958), who proposes a sequence of levels and stages in moral development; Carol Gilligan (1985), who emphasizes gender differences in moral judgement; Paulo Freire (1971), who conceives moral awareness as a collective construction strengthened through critical dialogue between peers; and the notion of being sentimental of Orlando Fals Borda (1985), which brings to the pedagogical strategy an integral dimension that unites reason and emotion in moral decision-making. These four theoretical pillars allow us to articulate astructural, differential and contextual understanding of moral development in adolescents. The state of the art shows the need for mixed methodological approaches to understand the formation of moral consciousness, integrating quantitative and qualitative tools. Under a pragmatic paradigm and a sequential explanatory design, this research developed a quantitative phase through a quasi-experiment with Pretest and Postest applying the DIT, to establish changes in the stages and moral levels after the implementation of a pedagogical strategy based on moral dilemmas. Subsequently, the qualitative phase incorporated interviews and interpretative analysis with students who showed significant transformations, allowing them to deepen the internal dynamics of their moral reasoning. The findings reflect positive impacts of the strategy with moral dilemmas, especially in the transition from conventional to post-conventional stages and levels. The student voices, collected during the interventions and in the qualitative phase, reveal that dilemmas activate reflection, the contrast of values and the critical resignification of positions in the face of everyday situations. The research confirms that moral dilemmas constitute an effective pedagogical strategy to strengthen moral awareness in adolescents and demonstrates the need to include them in the training practices of Institutional Educational Projects. Likewise, it is evident that moral education, when it is assumed in an intentional and situated way, affects not only individual reasoning, but also the construction of critical and supportive citizenship. In a country marked by inequality and corruption, this work represents an ethical and educational commitment that claims a priority place in public policy and teacher training, in order to contribute to a more just, democratic and humane society.
Abriendo la caja de pandora: las pedagogías feministas contra la violencia sexual en las instituciones educativas de Bogotá
(Universidad Santo Tomás, 2025-12-02) Bermúdez-Barrera, Gloria María; Vélez de la Calle, Claudia; Bernal Hidalgo, Luis Alfredo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001371980; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001986795; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000014689; https://scholar.google.com/citations?user=_deHVpkAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=mzNItOYAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-5793-4467; https://orcid.org/0000-0001-8206-1461; https://orcid.org/0009-0005-9872-6946
The severity of sexual violence against children and youth in Bogotá led to denunciations and mobilizations against this crime in secondary educational institutions during 2022 and 2024. This accelerated the implementation of protocols and campaigns against all forms of sexual violence by the pertinent authorities. The peak of said mobilizations was reached during the post-pandemic period in 2022, which triggered a series of "sexual panics." This fostered the construction of discourses by various educational actors regarding the manifestation of the structural, institutional, and situational conditions of sexual violence in the school context. This study adopts a qualitative approach, based on the paradigm of critical hermeneutics and the narrative method. The objective of this research was to understand how the discourses of educational actors and teachers employing feminist pedagogical practices in Bogotá's public district institutions have contributed to modifying the structural, institutional, and situational conditions related to sexual violence against children and young people between 2018 and 2024. The data collection instruments were sensitive and ethically designed to address this issue; thus, semi-structured and in-depth interviews, documentary and press analysis, the creation of educational narratives, and body mapping were employed. This was conducted in three institutions in Bogotá, located in the localities with the highest rates of sexual violence occurrence. In total, the work involved 39 educational actors, including teachers working from the framework of feminist pedagogies. The central categories of this research are sexual violence and feminist pedagogies. Secondary categories included the pedagogy of cruelty, and the processes of accumulation, production, and reproduction of sexual violence. Furthermore, the categories included processes of transformation, disruption, and deconstruction based on feminist pedagogies. The conclusion of this study is that sexual violence intertwines with the pedagogy of cruelty at the structural, institutional, and situational levels, thus reinforcing the mandate of hegemonic masculinity. This fosters an institutional environment that encourages a culture of silence and reporting that perpetuates testimonial injustice against victims, as well as protocol-driven processes that do not lead to a decrease in sexual violence. At the situational level, it generates processes of regulation and control over behaviors, bodies, and spaces (bathrooms, affections), generating a pedagogy of fear. However, some teachers working from feminist pedagogies develop training, listening, and recognition activities with the purpose of preventing, addressing, and repairing sexual violence. Thus, feminist pedagogies constitute educational initiatives of testimonial and restorative justice directed at the subjectivities affected by sexual violence, the establishment of safe and caring spaces for children and adolescents, and the lived experience of human rights within schools.
Dispositivo curricular para la educación de las emociones políticas y la ciudadanía de estudiantes de educación media de una institución educativa distrital de la Localidad de Usme.
(Universidad Santo Tomás, 2026-01-13) Chavarro Gutiérrez, César Esneider; Amador Lesmes, Beatriz; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000971324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001082442; https://orcid.org/0000-0001-7516-6644; https://orcid.org/0000-0002-6750-7602
This research addresses the connection between political emotions and citizenship education. This research considers the growing concerns about citizens’ connection to democracy and the presence of different approaches to emotional education. The objective is to analyze the role those political emotions play in a curriculum to strengthen citizenship education for secondary school students. To this end, it is based on Ahmed’s theoretical approach to political emotions and Mouffe’s agonistic citizenship. The research approach is qualitative, using narrative as a methodological strategy. This research was conducted at a district educational institution in the town of Usme.
Integración de la naturaleza de la ciencia en la alfabetización científica desde las representaciones sociales de estudiantes de educación media en colegios oficiales de Bogotá
(Universidad Santo Tomás, 2025-12-17) Moreno Sotelo, Gloria Natalia; Amador Lesmes, Beatriz Helena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000971324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000824470; https://orcid.org/0000-0001-7516-6644; https://orcid.org/0009-0004-6586-4974
Understanding the Nature of Science (NOS) constitutes an essential component of Scientific Literacy (SL) and of citizenship education; however, its incorporation into educational policies and pedagogical practices in upper secondary education in Bogotá (Colombia) remains limited, despite the fact that for many students this level represents their final contact with formal science education. This situation reveals a weak appropriation of NOS, reflected in low performance on standardized tests, limited interest in pursuing scientific careers, and a restricted social appropriation of scientific knowledge. In response to this scenario, the research was guided by the question: What curricular proposal emerges to integrate the Nature of Science into scientific literacy based on the social representations of upper secondary students in public schools in Bogotá? Accordingly, the general objective was to formulate a curricular proposal for integrating NOS into SL, derived from the analysis of students’ social representations, with the purpose of strengthening the formative, cultural, and civic dimensions of science education. Methodologically, the study is framed within the interpretive paradigm, uses a qualitative approach, and employs Grounded Theory as its methodological strategy. The phases of open, axial, and selective coding were carried out, along with microanalysis and the triangulation of techniques and instruments –Likert-type questionnaire, associative card, and hierarchical blocks– to identify both the content and the internal structure of the social representations. The findings include an analysis of public policies on science education, which reveals a fragmented and implicit incorporation of NOS, as well as the characterization of students’ social representations, structured around six stable categories transversal to the NOS dimensions explored. Based on these results, a socio-epistemic curricular proposal is constructed, aimed at integrating NOS and SL through orientations situated at the macro and mesocurricular levels. The results include an analysis of public policies on science education, which reveals a fragmented incorporation of NOS, and a characterization of students’ social representations, composed of five stable elements transversal to the NOS categories explored. Based on these findings, the study formulates a socio-epistemic integration proposal that articulates NOS with SL, aimed at its inclusion in both educational policies and pedagogical practices in upper secondary education.
Educación intercultural para inmigrantes venezolanos en instituciones educativas de Bogotá
(Universidad Santo Tomás, 2025-11-10) Ramírez Ocampo, Leydi Yoana; Lesmes Amador, Beatriz Helena; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000971324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002052267; https://scholar.google.com/citations?hl=es&pli=1&user=2typIy8AAAAJ; https://scholar.google.com/citations?user=2typIy8AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7465-3587; https://orcid.org/0000-0001-7516-6644
In this doctoral research thesis, the educational gaps and insertion gaps experienced by Venezuelan immigrant students in the Colombian educational context were studied, with the purpose of understanding the components of an intercultural education. For this purpose, this study was conducted considering the migration and immigration process, the recognition of diversity and the educational trajectory of this population. In relation to the general objective of the work, the question was answered: What are the contributions of an intercultural education proposal for the recognition of the Venezuelan immigrant population in Bogotá? In this sense, the planning and development of this research were framed in the qualitative paradigm, with a hermeneutic approach and the grounded theory method, which allowed analyzing, interpreting and proposing an emerging theory of intercultural education from the experience of the students, the criteria of experts and public policies. Regarding the targeting of the population, homogeneous sampling was used, while the instruments used to register the information were: a comparative matrix of the Colombian and Venezuelan educational systems, a characterization form and in-depth interviews with immigrant students and experts on the subject. Likewise, within the analysis techniques, documentary review and content analysis were applied. As a result, a set of key conditions and reflections were identified for an educational formation that responds in a pertinent manner to the changing needs of contemporary society. In conclusion, this thesis contributed six fundamental components for intercultural education, conceived from the mutual recognition of migrant students, which are the following: (1) Legal references, (2) Characterization and academic diagnosis of the migrant population, (3) Initial intervention process and remedial support, (4) Curricular strategies, (5) Procedural strategy: participatory methodology, (6) Psychosocial and emotional support.
Prácticas curriculares inclusivas para la discapacidad en la educación básica secundaria: representaciones sociales de los docentes en Bogotá, Colombia.
(Universidad Santo Tomás, 2025-12-14) Méndez Munévar, Viviana Patricia; Orduz Quijano, Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001360520; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002132420; https://scholar.google.com/citations?user=SmMD5hsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9624-6790; https://orcid.org/0009-0006-7386-3052
This research is framed within the principles of the Salamanca Declaration (UNESCO, 1994a), the Convention on the Rights of Persons with Disabilities (UN, 2006), and the 2030 Agenda (UNESCO, 2015) for sustainable development, which promote the right to inclusive, equitable, and quality education for all. To reflect these principles, the doctoral dissertation addressed the curriculum as a potential transformative element in the school setting: curricular practices implemented in educational institutions in Bogotá were analyzed, specifically seeking to understand how secondary school teachers configure inclusive curriculum practices (ICPs) that contribute to the care of students with disabilities from the perspective of teachers' social representations. The purpose is to identify conditions, tensions, and possibilities for transforming the curriculum and pedagogical practices toward adequate recognition, learning, and participation of this population. To achieve this objective, the study's methodological design was based on the interpretive paradigm with a qualitative approach, given its interest in understanding the contextual reality of inclusive curricular practices among the population under study. The theory of social representations was used as the basis for the analysis. From this perspective, public policies and curricular guidelines on inclusive education in Bogotá were analyzed, and semi-structured interviews were conducted with teachers and a focus group with support teachers. The results were triangulated to recognize teacher knowledge as a basis for strengthening inclusive curricular practices in the city. The research findings allowed us to recognize that IPCs constitute a fundamental pillar in the search for effective, reflective, and contextualized responses to the challenges of learning, participation, and development for students with disabilities. The results demonstrate the need to consolidate a flexible and diverse curriculum capable of integrating reasonable adjustments and differentiated pedagogical supports that respond to student subjectivity. From this perspective, strategies such as the coordination of co-teaching between classroom teachers and support teachers, the implementation of Universal Design for Learning (UDL), Problem-Based Learning (PBL), and collaborative work stand out. According to the study's results, these strategies are aligned with the design and implementation of inclusive curricular practices, offering pedagogical frameworks that guide curriculum transformation toward more accessible, participatory, and contextualized models. Additionally, the research allowed teachers to be recognized as dynamic and reflective individuals, capable of redefining school reality through the mobilization of inclusive curricular practices. The findings show that reflection and action are key factors in curriculum transformation, enabling the creation of flexible and contextually relevant strategies. In this regard, elements that operate as barriers and facilitators in this process were identified: among the former, curricular rigidity, a lack of resources and specialized support, and limited teacher training in inclusive education stand out; Among the latter, collaboration, teamwork between classroom teachers and support teachers, and institutional support emerge. Therefore, teachers navigate between the ideals of curricular transformation and the real implementation conditions imposed by the context, demonstrating that addressing disabilities from an inclusive education perspective implies the construction of ethical, pedagogical, and attitudinal actions in the teaching process.

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