Doctorado en Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11634/161
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Ítem Análisis del Programa Computadores para Educar como parte de la Política Educativa Colombiana en Tecnologías de la Información y las Comunicaciones entre 1998 y 2018(Universidad Santo Tomás, 2024) Hernández Ospina, Magally; Vélez de la Calle, Claudia del Pilar; Universidad Santo TomásThis doctoral thesis addresses the public policy of information and communications technologies in Colombia, in the Computers for Education Program, in a historical perspective from a qualitative research approach and from the qualitative-interpretative epistemological paradigm, with a methodological design that included semi-structured interviews and documentary analysis. The central objective was to analyze the 'Computers for Education' Program between 1998-2018, as part of the public policy in information and communications technologies, through a critical approach to establish the relationship and tensions between the educational sector and the development approaches implemented in this period in Colombia. This doctoral dissertation seeks to contribute to the study of public educational policies in Colombia, taking into account that public policy is a social construction, and therefore the points of view of the actors of public policy were taken into account, considering these policies as discursive constructions, made up of narratives or stories, obtained through interviews, and in which the discourses of the actors involved together with the subjective, cognitive, discursive, argumentative, theoretical and narrative factors are vital elements in the analysis. Given the above, this doctoral thesis allowed to determine what were the causes that gave rise to the birth of the Computers for Education Program, through the investigation of primary and secondary sources; as well as to identify the stories of the primary sources, around, the formulation and implementation of the Program and the narratives of the Program actors in relation to the concepts of development, economic growth and the main results of the Program during its first 20 years of operation.Ítem Encuentros, disparidades y alternativas entre el espacio arquitectónico y el modelo pedagógico constructivista de colegios públicos urbanos de Bogotá D.C, restituidos durante los años 2004 – 2023(Universidad Santo Tomás, 2024-11-25) Gómez Ceballos, Adriana María; Acosta Gutiérrez, Joselin; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001012347; https://orcid.org/0000-0003-4879-8931This PhD thesis frames an interdisciplinary relationship between constructivist pedagogy and architectural space, focusing on encounters, disparities and alternatives for the design of the classroom in city public schools in Bogotá. The main objective of this work is to design a proposal for an interactive classroom which considers the architectural standards required for public educational spaces, also including, characteristics of constructivist pedagogical criteria, for the paradigm of architectural reconditioning. At a methodological level, it will work with a population of 47 schools and with a sample of 10 schools- That methodological design includes a type of mixed projective research having as its final research product, a proposal for enhancement. The following instruments were used for data gathering purposes: analysis matrix of plans for the new school as well as for the restored school, a checklist on the quality of physical-environmental conditions of restored classrooms, interview with tutors and a checklist regarding spatial requirements for the constructivist pedagogical model in restored classrooms. This research poses results which highlight the relevance and scope of a classroom reconditioning from a comparison standpoint with regular classrooms, proposing an innovative model that meets the requirements of constructivist pedagogy that is currently a boom in Colombia.Ítem Atributos Éticos y Pedagógicos en la Gestión de las Comisiones de Evaluación y Promoción de Cinco Colegios Oficiales de Cundinamarca(Universidad Santo Tomás, 2024-11-18) Valencia Rincón, Germán Enrique; Cárdenas Guerrero, Angela Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001396730; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002049535; https://scholar.google.com/citations?user=d0JjtjgAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9589-5457; https://orcid.org/0009-0004-9638-8384The objective of the research was to analyze the ethical and pedagogical attributes of the school evaluation system considering the Evaluation and Promotion Commissions (hereinafter and for the purposes of this document CEP) and its relevance in the learning process. This was carried out in the context of five official schools in Cundinamarca that have as a common practice the development of the management of the evaluation commissions. The study had three sources of information, interviews with teachers, institutional regulatory documents and audio recordings of the practices of the evaluation commissions. These sources allowed the holistic reading of teachers' discourse, identifying the ethical and pedagogical criteria, as well as the characterization of the way in which each institution manages the evaluation commissions based on the understanding of the theoretical and pedagogical constructs that underpin them. The research was oriented from the hermeneutic paradigm that merges two horizons of meaning, that of the interpreter and that of the bearer of the text, providing this research with the possibility of understanding the phenomenon from the teachers' discourse. In that same order, the qualitative approach allows us to make sense of the teachers' concepts and experiences. As a research method, the multiple case study method was adopted, which enables a contextualized understanding of the educational and organizational phenomena, which is essential to analyze the ethical and pedagogical attributes that are revealed in the evaluation and promotion commissions in different school contexts. The population sample was five schools that belong to the public educational system of Colombia, which allowed us to recognize the specificities of each context from a comparative perspective, which makes it easier to analyze the management of the evaluation commissions and the influence of ethical discourse in the processes of evaluation. student evaluation and promotion. 11 The study was carried out with a sample of 35 teaching managers and professors, to whom an interview was applied, crossing this data with the institutional documents and recordings of the Evaluation Commissions, an analysis that is based on the categories of management, deontology, evaluation and evaluation commissions, where the discourses constructed from educational practice were studied. The analysis showed that there is a recognition among teachers of the importance of the Evaluation Commissions as a process for monitoring students; however, the review of the three sources of information collected in the research also shows a lack of clarity in the processes. of management and foundation of theoretical constructs having in mind ethics, as well as the absence of clear procedures, which leads to a load of subjectivity in the teachers' discourse, impacting decision-making; the discourse also denotes a concern for a comprehensive evaluation and inclusive.Ítem Inclusión de estudiantes con discapacidad en instituciones educativas indígenas Pijao, en el municipio de Coyaima – Tolima: Una Ruta de atención educativa contextualizada(Universidad Santo Tomás, 2024) Perdomo Totena, Magali; 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=0001666222; https://scholar.google.com/citations?user=SmMD5hsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9624-6790; https://orcid.org/0000-0002-6208-2086This doctoral thesis analyses the Inclusion of Students with Disabilities (IED) in indigenous educational institutions Pijao in Coyaima, Tolima, with the aim of examining current inclusive practices, identifying barriers and facilitators, and proposing strategies for effective intervention. Using a qualitative approach, data were collected through documentary analysis, focus groups, and semi-structured interviews with principals, teachers, students, parents, and community leaders. The results highlighted important challenges in the implementation of inclusive practices, such as the lack of accessible infrastructure, scarcity of adapted teaching resources, and limited teacher training in inclusion and cultural diversity. Despite regulatory advances in Colombia on educational inclusion, gaps persist in its application in indigenous institutions in Coyaima. The participation of educators is key, but areas for improvement are identified in the collaboration between schools, families, and community leaders. The thesis proposes strengthening teacher training in inclusive and intercultural education, improving infrastructure and teaching resources, promoting an inclusive school culture through specific policies, and fostering collaboration among all stakeholders. It also suggests adapting the curriculum and pedagogical practices to reflect the cultural diversity of students. It concludes that IED in indigenous contexts requires a comprehensive approach that considers pedagogical, cultural, and social dimensions, and emphasizes the need for sustained commitment and significant investment in resources and training to achieve inclusive and intercultural education.Ítem Aprender por Aprender: Ecosistemas de Aprendizaje para la Docencia de la Educación Básica Primaria de la Segunda Infancia(2024) Rojas Almonacid, Jane Yasmín; Soto Urrea, Wilson Hernando; Rojas Mesa, Julio Ernesto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000939463; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000700371; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000612855; https://scholar.google.com/citations?user=mIxYoQgAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?hl=es&user=e0Xtbe8AAAAJ; https://orcid.org/0000-0002-0139-0544; https://orcid.org/0000-0002-2237-3727; https://orcid.org/0000-0003-0004-7493Learning Ecosystems have a node in Lifelong Learning. Since the 20th century, they have been proposed for the development of society; having a diffuse reception. Reluctance towards this learning perspective hinders the achievement of the SDG (UN, 2015). Currently, with respect to Learning Ecosystems, the need to deepen their characterization is highlighted. The lack of foundations for the growth of Learning Ecosystems requires ontological understandings to achieve access to relevant and effective learning proposed by the Fourth SDG (UN, 2018). This thesis exposes the relationship between Lifelong Learning in the fourth industrial revolution and Learning ecosystems, focusing on the Teaching of Primary Education in Second Childhood in the Colombian context. Lifelong Learning is understood as a nodal principle for learning in the 21st century that materializes in Learning Ecosystems. The thesis in the methodological journey understands the Learning Ecosystems based on the General Systems Theories (1989), the Ecological Theory (1972) and the Ecological Theory of Human Development (1987), together with UNESCO (1973, 2022). Finally, large gaps are identified at the National level that prevent the implementation of Learning Ecosystems; However, vital constructs such as Learning for Learning and Teaching N.0 are proposed, within the framework of the transformations of the 21st century and Learning Ecosystems.Ítem Desafíos y Oportunidades de la Educación en Derechos Humanos: Una Mirada desde la Educación Media en el Contexto del Departamento de Cundinamarca(Universidad Santo Tomás, 2024) Castillo Barrera, Yenidce; Bernal Hidalgo, Luis Alfredo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001986795; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002095850; https://scholar.google.com/citations?user=mzNItOYAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=T8kg-igAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8206-1461; https://orcid.org/0000-0002-8677-2903Recognizing that school is a scenario crossed by the realities of the social environment and that training in human rights is a pressing task in the Colombian context means assuming that education cannot be indifferent, on the contrary, it must participate intentionally and effectively in the understanding and transformation of these realities. In this sense, the purpose of this research was to build curricular guidelines in the face of the challenges and opportunities of Human Rights Education (hereinafter, HRE), at the secondary education level of public schools in the context of the municipality of Chía, Cundinamarca, to contribute to the formation of an intersubjective citizenship. The concern to understand the role of the school in HRE and how the educational policies that exist in this regard can contribute to school practices has led to seeking answers by approaching, on the one hand, HRE policies, and on the other. the other, to the narratives of the different educational actors involved, specifically at the secondary education level. The methodology that was applied for the scope of this research corresponds to the qualitative approach, to the extent that it sought to understand social phenomena; to the socio-critical paradigm, due to its emphasis on social transformation, and to the narrative method, since the stories of the participating subjects were addressed. The application of instruments and the analysis of the results allowed us to identify the challenges and opportunities of HRE, in terms of the conditions of the context and in terms of related educational policies, so that significant contributions could be made in the construction of curricular guidelines. related to HRE.Ítem El currículo de la educación media: una mirada desde la adaptación al cambio climático(Universidad Santo Tomás, 2024) Dimas Sánchez, Piedad; 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=0000049265; https://scholar.google.com/citations?user=SmMD5hsAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=4caVMyUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9624-6790; https://orcid.org/0000-0003-3412-7045The research examines the curriculum of secondary education in contexts vulnerable to climate change, emphasizing the importance of this educational level in preparing young individuals who are on the verge of exercising citizenship and making decisions regarding this global phenomenon. This focus arises from the current lag in the education system's capacity to equip students with the skills needed to adapt to climate change, highlighting a gap in the development of competencies essential to address this challenge and transition to action. Employing a qualitative approach, the study conducted a content analysis of public policies on climate change at the international, national, and regional levels. Additionally, it explored the educational policy for secondary education and the curricular documents of the Natural Sciences and Social Sciences areas at both the macro level (official curriculum) and the meso level (curriculum shaped by teachers). Semi-structured interviews were also conducted to gather insights from stakeholders, including teachers and school administrators from public educational institutions in the three provinces of Magdalena, within the department of Cundinamarca. The aim was to analyze the contributions of the secondary education curriculum to the development of competencies for climate change adaptation. The research offers a perspective on the curriculum for climate action, reflecting on the influence of teachers, the hidden curriculum, and contextual characteristics as elements contributing to the acquisition of these competencies. Furthermore, it presents a Proposal for Curricular Transversality that could facilitate the transition to action.Ítem Una Perspectiva Semiótica de la Evaluación en las Matemáticas para la Educación Primaria Rural de Cundinamarca, Colombia(Universidad Santo Tomás, 2024-11-28) Vanegas Quiroga, Dilia Cecilia; Céspedes Guevara, Nelly Yolanda; Moreno Tibocha, Astrid; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001347002; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001915329; https://scholar.google.com/citations?user=JE0B9hwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-3490-342X; https://orcid.org/0000-0002-1845-7805Ítem La cultura educativa institucional como fundamento de la educación integral: aportes para su renovación desde la pastoral educativa claretiana(Universidad Santo Tomás, 2024-11-26) Flórez Jaimes, José María; Rodriguez Ruiz, Jorge Ferdinando; González Bernal, Edith; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001396723; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000140686; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002265255; https://scholar.google.com/citations?hl=es&user=6ArPt9kAAAAJ; https://scholar.google.com/citations?hl=es&user=9-xbiSEAAAAJ; https://orcid.org/0000-0002-5043-999X; https://orcid.org/0000-0002-5143-1068; https://orcid.org/0009-0007-8993-7543The culture of the educational institution has emerged as the natural scenario that facilitates or hinders transformations in educational practices and education systems. This culture not only changes with the social or cultural context or with the educational policy being implemented by the State, but also varies fundamentally with the type of school institution in which it is developed. School education institutions that identify themselves with gospel values or with certain humanistic or philosophical ideals organize their entire pedagogical proposal around integral education. This intentionality determines the way the institution is organized at all levels (management, administration, logistics), the values it promotes and to which it is committed (solidarity, mercy, respect, altruism) and the ideals and beliefs that sustain the educational praxis on a daily basis. The present research, with the help of the Latin American method see-judge-act, analyzes in the first part how this culture actually happens in the Claretian School of Bosa from the documentary evidence that has been produced in the five-year period 2017-2021, the values it has promoted, its institutional horizon and the way it articulates the dimensions of educational management. In the second part, it contrasts these results with the most recognized theories in school culture (Waller), organizational culture (Senge, Gairín, Schein, Díez) and with the Latin American proposal of culture of the educational institution (Frigerio, Poggi, Aguerrondo), in order to reconfigure them in the proposal of an 'institutional educational culture'. The third part proposes a matrix of institutional educational culture capable of articulating the historical trajectory of an institution, its ethical and religious values with a dynamic organization that takes into account the demands of the educational policy and the organizational dimensions (academic, community, directive and administrative) structured around a configuring element from the institutional point of view: the educational pastoral. This matrix organizes all the elements present in the educational action, structures them and aligns them in function of an integral education in accordance with the gospel values of solidarity, compassion and justice.Ítem Educación para el Desarrollo Sostenible a través de las Huertas Escolares en escuelas de primaria rural multigrado en la región del Guavio - Cundinamarca(Universidad Santo Tomás, 2024) Solano Beltrán, Leidy Rocío; Bernal Hidalgo, Luis Alfredo; Orduz Quijano, Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001986795; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000080322; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001360520; https://scholar.google.com/citations?hl=es&user=mzNItOYAAAAJ; https://scholar.google.com/citations?hl=es&user=-HjAsjAAAAAJ; https://scholar.google.com/citations?hl=es&user=SmMD5hsAAAAJ; https://orcid.org/0000-0001-8206-1461; https://orcid.org/0000-0001-6127-3836; https://orcid.org/0000-0001-9624-6790This research aimed to establish curricular guidelines to strengthen Education for Sustainable Development (ESD) through school gardens in multigrade rural primary schools in the Guavio region, Cundinamarca, Colombia; It was carried out using the socio-critical paradigm, employing a qualitative approach and the action research method. This methodology facilitated the identification of curricular orientations related to Education for Sustainable Development (ESD) in the participating institutions. This was achieved through the use of instruments such as documentary analysis of the PEI, PRAE and Study Plans. The documentary review, combined with semi-structured interviews carried out with teachers of rural multigrade schools that incorporate school gardens, allowed us to recognize the importance of this strategy in rural multigrade education. It also revealed the similarities and differences between official documents of educational institutions and teachers' practical experience with school gardens. For its part, when examining national and departmental public policies in a documentary review, it became evident that there are important disparities between Education for Sustainable Development (ESD) and multigrade rural education in these documents. When analyzing the participation of these groups in the research, it was feasible to triangulate the data collected. This analysis revealed that there was a general lack of attention paid to Education for Sustainable Development (ESD), with greater emphasis placed on the environmental aspect in educational institution documents and government policies. On the contrary, the semi-structured interviews revealed various features belonging to the dimensions of Education for Sustainable Development (ESD). These characteristics encompassed not only environmental factors but also social and economic factors, which teachers took into account when implementing school gardens in the context of rural multigrade education. Through this research, the pertinent findings are then offered to integrate ESD in multigrade rural schools through school gardens as a pertinent strategy given the context of multigrade rural education for the region and the country.Ítem Las Competencias Socioemocionales y su Desarrollo en el Macro currículo de la Educación Media en los Colegios Oficiales de la Localidad de Bosa en Bogotá-Colombia(Universidad Santo Tomás, 2024) Ocampo Marulanda, José Aurelio; Godoy Acosta, Diana Carolina; Bernal Hidalgo, Luis Alfredo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001576154; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001986795; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001856127; https://scholar.google.es/citations?hl=es&user=mzNItOYAAAAJ; https://orcid.org/0000-0002-9114-8312This research analyzes socio-emotional competencies and their development in secondary education students, in order to provide training criteria for the articulation of public policies and educational projects in curricula; and emphasizes the importance that should be given to the construction or modification of macro-curricular aspects so that they are oriented towards the appropriation of these competencies. The problem addressed is framed within the relationships of students with their growth environments, that is, family environments, school spaces and social ties; as well as in the interaction with the academic communities of schools, where the social and emotional competencies learned by young people are put into practice. Likewise, the project proposes to analyze the macro curriculum of secondary education in order to strengthen the socio-emotional competencies in the students. To this end, areas requiring adjustments are identified and specific strategies are developed to strengthen these competencies. Finally, with regard to the theoretical framework, it is based on critical theory, which emphasizes aspects such as reflective evaluation and critique of society, thereby promoting human emancipation and questioning of established knowledge.Ítem Propuesta de un Modelo Teórico de Gestión del Conocimiento para el Fortalecimiento de la Educación Rural Media Desde la Brecha Digital de Uso y Cognitiva en Santander.(Universidad Santo Tomás, 2024-08-25) Ortega Villamizar, Yurany; Silva Monsalve, Alexandra María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001484097; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001709070; https://scholar.google.com/citations?hl=es&user=SKLGTHkAAAAJ; https://scholar.google.com/citations?hl=es&user=Tt_rRG8AAAAJ; https://orcid.org/0000-0001-7554-0237; https://orcid.org/0000-0002-8901-8340The theoretical foundation of this doctoral thesis is the proposal of the Knowledge Management Model (MGCER) to contribute to mitigating the digital and cognitive gap in educational institutions in Colombia. Since in rural areas of the country, there is a notable shortage of technological resources in schools, which has generated the need to address various realities that go beyond the lack of infrastructure, connectivity and devices. The main objective of this research: To generate theoretical foundations of a knowledge management model for the strengthening of Secondary Rural Education from the Digital Use Gap and the Cognitive Digital Gap in five (5) educational institutions in the Department of Santander. This study is framed in a socio-critical research paradigm, with a qualitative approach developed through the phenomenological method, where there was the participation of managers, teachers and students, to whom a series of instruments validated by experts were administered. The findings revealed the difficulties in digital skills that limit the integration and use of Information and Communication Technologies (ICT) in Rural Education. Likewise, the opinions of teachers and students about the educational experience with ICT, together with the epistemic support, led to the development of the Knowledge Management model, from which a series of guidelines are deployed for its future operationalization.Ítem Modelo Estructurante para la Gestión Escolar en Contextos Rurales(Universidad Santo Tomás, 2024-05-29) García Rodríguez, Helver; Poveda Aguja, Fernando Augusto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001460344; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001907689; https://scholar.google.com/citations?user=LZNvKmQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8149-9963This project begins with an introductory section defining the concept of school management, followed by the justification which explains the importance of contributing to the progress of educational effectiveness in rural areas. Subsequently, the research problem is analyzed from three educational management perspectives: international, national, and local, focusing on the neglect of rural educational management by Colombian training policies. This is because school management is designed for urban areas and must be adapted to rural contexts, indicating a lack of understanding of contextual differences. This leads to the following research question: What are the key determinants for establishing a structuring model to guide school management in educational institutions in rural contexts? The aforementioned issue leads to the general objective of the proposal, which seeks to establish a structuring model of educational management for school institutions in rural contexts, focusing on fifteen municipalities in the department of Cundinamarca. A theoretical framework is structured, supported by bibliographic references (Scopus) and bibliometric analysis conducted using VOSviewer. The proposed methodology follows a quantitative approach based on epistemological principles within the analytical empirical paradigm with an explanatory scope. It employs a non-experimental longitudinal temporal perspective design with a population-style unit of analysis, utilizing both field and documentary sources of information. To achieve the general objective, a methodological scheme is proposed in three phases: data collection, data processing, and data materialization, addressing the research question by creating the school management model for rural contexts. This model consists of three stages: model adjustment, structuring using the rural educational manager, and application of a pilot test.Ítem Culturas Escolares en la Implementación del Bilingüismo en Colegios Públicos de Bogotá(Universidad Santo Tomás, 2024) Campaña Vargas, Leidy Johanna; 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=0001743294; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473The Ministry of Education in Colombia (MEN) and the Secretariat of Education in Bogotá (SED) have implemented some strategies that contribute to bilingualism in schools without finding highly significant results. At the district level, the Bilingual Education Model (BEM) has begun to be implemented in some institutions such as Débora Arango (pioneer) and Venecia (emerging), which have obtained satisfactory results in the State Test during the last five years, thus demonstrating positive institutional dynamics in favor of bilingualism. In that sense, the general objective was proposed to recognize aspects of school culture around bilingualism that favor its development in public schools in Bogotá. The research is qualitative, addresses the constructivist paradigm and adopts multiple case studies. Non-participant observation was used, documentary review and semi-structured interviews were used to collect information, then it was systematized and codified through the Atlas Ti and the triangulation process was carried out. Among the results, it was found that the school cultures which favor the implementation of the BEM, are: Curriculum Integration around bilingualism, Teacher characterization and professional learning, Teacher and student training accompanied by the BEM, Collaborative work of student teachers and directors, Leadership and management towards the implementation of the BEM, Teacher leadership and challenges, Bilingual learning environment, Use of technological and pedagogical resources and Community Perception towards the implementation of the BEM. On the other hand, as a proposal for good practices, some joint work adjustments among government, directive and pedagogical management have been contemplated. Therefore, the BEM is a positive project to be developed in public schools because it allows the strengthening of the language through specific strategies that include the contribution of different levels and elements at the institutional, district or national level. Keywords: School cultures, teaching and learning of English, curricular integration, Bilingual Educational Model.Ítem Gestión Escolar y Cultura Organizacional en Instituciones Educativas de Básica y Media en Colombia: un Estudio en 22 Instituciones Educativas de Siete Municipios del Departamento del Tolima.(Universidad Santo Tomás, 2024) Estupiñan Lizarazo, Miguel Andrés; Poveda Aguja, Fernando Augusto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001460344; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001842030; https://scholar.google.com/citations?user=LZNvKmQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8149-9963; https://orcid.org/0000-0001-8173-488XThis study focused on analyzing how school management strategies and organizational culture elements influence the quality of education in primary and secondary schools in Colombia. It was carried out using a quantitative explanatory approach, involving 286 participants including principals, counselors and teachers from seven official educational institutions. A Likert-type questionnaire was used to evaluate the impact of one variable on another, analyzing the data with statistical tools and software to examine the differences between variables and their interaction. The findings indicated a significant connection between effective school management practices, the promotion of a beneficial organizational culture and its effect on educational quality. This study proposes that adopting a management model that combines management and pedagogical strategies aimed at strengthening organizational culture could lead to significant improvements in the quality of education. It contributes to the educational field by providing empirical data on the relationship between management and organizational culture in educational institutions and its direct impact on educational quality, presenting a theoretical and practical framework based on the Model of Effective School Management in Context - GEEC to promote policies and strategies for continuous improvement in Colombian education.Ítem Narrativas Curriculares Sobre la Historia Oral, en la Cátedra de la Historia en Colombia para la Educación Media.(Universidad Santo Tomás, 2024-06-02) Quintero Rojas, Dany Arturo; Castañeda Cantillo, Ana Elvira; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000380180; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001915893; https://scholar.google.com/citations?user=rRTIoz8AAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=h9wuWWLORqwC&hl=es&oi=ao; https://orcid.org/0000-0001-6137-4493; https://orcid.org/0000-0002-4925-5325The theoretical foundation of this doctoral thesis is the study of the curricular model implemented in Colombia since 1975, when the first curricular reform in the teaching of history took place, framed in the curricular guidelines and standards of the social sciences in Colombia and the conjunctural process that represents the emanation of Law 1874, which regulates the obligatory nature of the teaching of history in basic secondary and secondary education as an independent area since 2017, which to date has not been executed, because it is under construction by the commission in charge. Allowing to reference the history teaching curriculum as a static, positivist model, of narration of facts, heroes and dates, disarticulating perspectives of critical, propositive and emancipatory analysis, which is evidenced in the epistemological, theoretical and practical bases included in the educational field and reflected in the current national reality. Therefore, from the paradigm of social constructionism, with a qualitative approach, an understanding of meanings that are built from the disciplinary object of teaching history arises, linking a curricular resignification from the contributions of the implementation of oral history and narratives. in the chair of history teaching in Colombia, taking as participating population 6 social science teachers, from the four public educational institutions of the municipality of Ventaquemada in Boyacá. After this and after the collection, analysis and interpretation of the results, in accordance with the analytical categories used for this research, they are referenced at the macrocurricular level, that is, from national public policies; at the mesocurricular level, from the PEI Institutional Educational Projects; and at the microcurricular level, from the practical teaching task in the classroom, the characteristics and contributions that curricular narratives have in the construction of the chair of history in Colombia from the contributions that oral history and narrative make to it.Ítem Formación en Investigación: una Necesidad en los Espacios Universitarios Colombianos(Universidad Santo Tomás, 2024) Cifuentes Medina, José Eriberto; Ortiz Jiménez, José Guillermo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000710601; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001506106; https://orcid.org/0000-0003-1842-8702; https://orcid.org/0000-0001-5702-620XThe objective of the study was to analyze pedagogical contributions to research training in the Bachelor's Program in Primary Basic Education in the context of the University Pedagogical and Technological of Colombia, for which the pedagogical practices of teachers were identified, the pedagogical contributions were recognized to research training, from the experiences of teachers and students, and research training needs were identified to guide future proposals for pedagogical guidelines for research training. Oriented from the post positivist, constructivist and interpretive paradigm, from the case study and phenomenology method; The informants were selected at random according to intentional criteria, 12 teachers and 12 students, to whom an interview script validated by the circle of thesis students and other experts was applied. The inductive analysis process supported by Grounded Theory determined the emergence of two categories: Research training and Training and development of investigative skills. The results reveal that teachers point out valuable contributions to the research training process such as establishing the link between research and teacher training, strengthening the conceptual theoretical support that underlies the development of a research process, as well as establishing the relationship research-practice as a way to improve praxis. The students, for their part, point out as a weakness the emphasis on the formal structures of presentation of the reports, leaving aside essential aspects for the formation of the research product. This determines gaps in the analysis and interpretation procedures, as well as weaknesses derived from the lack of depth in aspects related to Inferential Statistics and the lack of knowledge about the procedures associated with validity and reliability. It is concluded that it is necessary to generate an institutional climate that fosters a research culture and repositions this activity with the right value it occupies in the training of future teachers.Ítem Formación del comunicador organizacional foco: Un modelo pedagógico para el campo profesional de la comunicación(Universidad Santo Tomás, 2023) Tibocha Niño, Astrid; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001050990; https://scholar.google.com/citations?hl=es&user=-n9XPFcAAAAJ; https://orcid.org/0000-0001-5891-9245Communication is one, however, it has multiple perspectives, interpretations and ways of being; Therefore, within the process of professional training of the communicator in the faculties that deal with this work, only some have been channeled towards one of its most successful emphases, but about which little has been written from academia and research: organizational emphasis. This emphasis has had a long and fruitful history, but little documented; In twenty-five years of professional work, this research proposal has found, from the depth of the curriculum of the faculties, great shortcomings that do not find a solution in an abundance of pragmatic discourses, due to having very little epistemological support and even less of a pedagogical approach that does so. . The training of the organizational communicator (FOCO) is an initiative that aims, as framed in the general objective of this research, to propose a new pedagogical model so that the teacher in this professional field trains himself and his students in strategists with epistemological foundations. and pedagogical, from the communicative, the educational, the human and the social, which also responds to the challenges in today's society. In meeting this objective, the seven academic programs of the faculties of social communication, accredited in the regional center of the Colombian Association of Faculties of Social Communication (Afacom), will be compared, although not all of them have this emphasis. Based on this comparison and on the supports that trainers and their best practices have implemented in their classrooms, content analysis will provide the necessary tools to propose to the academic environment of communicators a new, epistemic, pedagogical and humanistic way to face the challenge of being organizational in the world that requires them, trained with personal and professional quality.Ítem Autorregulación del Aprendizaje en Adolescentes de Educación Media del Colegio Técnico Nuestra Señora de la Presentación San Gil, Santander, Colombia.(Universidad Santo Tomás, 2024-01-24) Arias Mendoza, Gloria; Guerrero Rodríguez, José Humberto; Acosta Ortiz, Alida María; 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=0001479079; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001544679; https://scholar.google.com/citations?hl=es&user=V4U7TVAAAAAJ; https://orcid.org/0000-0002-8252-6473The research on the self-regulation of learning was carried out with 258 adolescents with an average age of 17 years, from strata 0 to 3, of secondary education and focused on training for a period of eight weeks for the development of metacognitive skills with an instrument that allowed the appropriation of the goal, the identification of strengths and overcoming weaknesses, the promotion of motivation, the application of the procedure to achieve it, and the self-reflection of the process to consolidate the self-regulation competence. The study sought to identify evidence that will help reduce the gap between the skills required to navigate the global knowledge society and those that students are developing in the classroom; The guiding question of the research was: What are the conditions that favor the development of self-regulation of learning in high school students?; arose from perceiving in the study population a low capacity for self-determination, fragility in motivations, insecurity in handling obstacles and low levels of control, during the learning process and school activity. The theoretical framework had its epistemological center in the sociocognitive theory of learning and in the contributions of Zimmerman and Moilan (2009), who have defined self-regulation as the control that the subject performs over their thoughts, actions, emotions, motivations, cognition and metacognition. To achieve learning successfully and that in practice is formalized as a cyclical process of three stages: planning, execution and self-reflection. The research was developed from a mixed approach with a methodological design embedded in triangulation with the results of the abbreviated Self-Regulation of Learning Questionnaire (CAR: Ref. Trujillo, under review), the academic performance and the self-report of the learners with a personalized education approach.Ítem Integración de la Teoría y la Práctica Formativa en Programas de Pregrado de Enfermería(Universidad Santo Tomás, 2024-01-16) Rodríguez, Luis Fernando; Acero, Oscar; Orduz Quijano, Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001360520; https://scholar.google.com/citations?hl=es&user=SmMD5hsAAAAJ; https://orcid.org/0000-0001-9624-6790This research deepened the integration of theoretical-practical training in training spaces. It was directed under the interpretative paradigm of a qualitative nature, based on the development of four case studies in Nursing undergraduate programs that have similarities and differences in terms of the training of nurses with a clinical, community and/or administrative approach and with high recognition. in professional training from the academic and investigative point of view. The information collection strategies that were used were documentary review, participant observation in practice spaces, individual in-depth interview, and group interview. The research allowed us to analyze the knowledge about how these training spaces are developed, review process and thus generate academic discussions to analyze the integration of theory with practice, contributing to the development of knowledge from the theoretical-practical components and promoting learning in the formative practices of undergraduate programs in Nursing and identify elements of interaction between theory and practice, as well as the development of reflective learning