Maestría en Infancias

URI permanente para esta colecciónhttp://hdl.handle.net/11634/58969

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“Infancia rural, construcción de paz y conciencia ambiental: una revisión documental desde la pedagogía crítica”
(Universidad Santo Tomás, 2026-07-08) liseth alejandra ortiz huila; Ana Lucia Valverde Huila; Doris Raquel Martinez Ospino; José Andres Galvis Leon; Universidad Santo Tomas
The purpose of this research was to analyze the conceptions, practices, and pedagogical strategies related to peacebuilding and environmental awareness from a childhood perspective in rural educational contexts. The study emerged from the need to understand these processes comprehensively, recognizing the active role of children and the influence of territory in shaping educational experiences aimed at social transformation. The research was developed using a qualitative approach within an interpretative-critical paradigm through documentary research methodology. For data collection, a systematic review of books, scientific articles, institutional reports, and academic documents related to childhood, peace, territory, and environmental education was conducted. The information was analyzed through qualitative content analysis, employing coding, categorization, and documentary analysis matrices. The findings revealed that childhood is progressively recognized as a subject of agency and participation within educational processes. Likewise, peacebuilding and environmental awareness were identified as interdependent processes that acquire meaning through territory, culture, and the everyday experiences of individuals. It is concluded that the articulation between childhood, territory, peace, and environment allows rural education to be understood from a critical and contextualized perspective, promoting the development of pedagogical proposals oriented toward the recognition of diversity and the formation of individuals committed to their social and environmental realities.
Estrategia Psicopedagógica Para Prevención Microviolencias Y Reparación Daño Socioemocional En Primera Infancia
(Universidad Santo Tomás, 2026-06-27) Fandiño Tamayo, Ingri Liseth; Hernández Fonseca, Diana Andrea; Navarrete Chávez, Mónica Andrea; Súarez Molina, Nubia Rocio; Universidad Santo Tomás
This research project aims to analyze, design, and propose pedagogical strategies (EmocionaLab) focused on preventing microaggressions and repairing socioemotional harm in early childhood. It begins with the understanding that microaggressions are often invisible and normalized, negatively impacting the emotional and social well-being of young children. These practices, which include demeaning verbal expressions, indifferent attitudes, exclusionary gestures, or negative treatment dynamics, not only violate fundamental rights but also leave lasting impacts on children’s emotional development, self-esteem, and relational abilities. In this context, the study emphasizes the need to rethink educational settings as protective and transformative spaces that foster respectful coexistence, promote peaceful conflict resolution, and strengthen empathy. The strategy will seek to understand the experiences and perceptions of teachers, educational agents, and caregivers regarding microaggressions and their consequences. It also aims to identify Theoretically, it will deepen the conceptualization of microaggressions in childhood by highlighting their manifestations and effects on holistic development. Practically, it aims to develop a set of innovative psycho-pedagogical strategies that promote the prevention of everyday violence and support socioemotional repair processes. These strategies will focus on strengthening self-esteem, emotional self-regulation, assertive communication, and creating environments based on respect and trust. The results of this project are expected to serve as a pedagogical resource for educator training, contributing to the creation of more humane and democratic educational environments. In this way, the research represents an opportunity to transform pedagogical practices and promote the full and harmonious development of children, ensuring their rights to grow free from violence and surrounded by affection, care, and recognition.
Brechas Tecnológicas en Aulas Multigrado: una Mirada Crítica en Impacto del Aprndizaje Infantil
(Universidad Santo Tomás, 2026-06-22) Marín Murillo, Durley Andrea; Peña Peña, Emiro; Agredo Velandia, Oveimar; Galvis León, José Andrés; Universidad Santo Tomás
The purpose of this study is to analyze the impact of the digital divide on the teaching-learning processes of children in rural multigrade classrooms at the Cristo Rey Educational Institution, San Antonio campus, located in the village of Tutunendo, Quibdó (Chocó). The research was conducted using a qualitative approach with a critical-humanist orientation, employing participatory action research as the method. To collect information, surveys were administered to teachers, students, and families, as well as field notes, which allowed for an understanding of the experiences and perceptions of educational stakeholders regarding the issue. Regarding the results, it was evident that the lack of access to technological devices and connectivity significantly limits student participation, the development of digital competencies, and the implementation of innovative pedagogical strategies. Likewise, it was found that teachers resort to traditional resources and adaptive strategies to ensure learning; however, limited training in ICT hinders their integration into the classroom. It is also noted that students exhibit a positive attitude toward the use of technology, despite the limitations of the context. It is concluded that the digital divide constitutes a factor that exacerbates educational inequalities in rural contexts, undermining the right to a quality education. In this regard, the need to design context-specific pedagogical approaches that integrate technology from an equity-based perspective is emphasized, thereby strengthening both teacher training and access conditions in rural institutions.
El Yoga Como Estrategia Pedagógica Para Fortalecer la Psicomotricidad En la Primera Infancia
(Universidad Santo Tomás, 2026-07-08) Ospino Manrique, Martha Carolina; Santamaria Perilla, Roque Alexander; Vargas Quiñones, Viviana María; Universidad Santo Tomás
This research focuses on yoga as a pedagogical tool to stimulate psychomotricity in 4- to 5- year-old children in kindergarten and preschool at República Dominicana schools. The methodology involved a study based on detailed observation and analysis, characterizing the population's motor skills. A pedagogical strategy incorporating yoga exercises was designed to strengthen aspects such as muscle tone, reflexes, flexibility, balance, breathing, and body awareness. Data analysis showed significant improvements in motor development through several yoga postures. Additionally, attention and concentration capacity improved, favoring instruction following and exercise memorization. Progress was also observed in recognizing strength, agility, and spatial perception through group dynamics games. In conclusion, yoga as a pedagogical strategy boosted psychomotor development, attention, interaction among children, and optimized game use in activities.
La influencia de las prácticas familiares Kogui en la educación de niños y niñas de transición de la Istitución Etnoeducativa Kogui Sebanzhi
(Universidad Santo Tomás, 2026-06-23) Gil Dingula, Sara; Ledesma Herrera, Dary Yulieth; Aguilar Agudelo, Johana Andrea; Universidad Santo Tomas
This study will be conducted in the Kogui Indigenous Territory, in the Sierra Nevada de Santa Marta, within the Kogui Malayo Arhuaco Indigenous Reserve, in the village of Tucurinca River, Palmor district, municipality of Ciénaga, Magdalena department, Colombia.This research analyzes how family practices significantly influence socialization processes and educational learning, given that the educational epistemology of the Kogui people considers the family to be the primary educator and the main source of knowledge and education at all stages of life. The Kogui family, within the school setting, complements the roles established in the Law of Origin in the formation of individuals and collective subjects. Since the family is the fundamental root of culture, it is what creates society, builds the community, and is the axis of the Kogui people's organization.The research methodology employs a qualitative approach, interpreting and describing the family socialization practices and knowledge networks of the Kogui indigenous community. It is based on the Action Research method, specifically the "Doubly Reflexive Ethnographic" approach, which facilitated constant and mutual reflection between the researcher and the research subjects. The techniques and instruments used were participant observation, semi-structured interviews, and focus groups. These were used to collect the necessary data for interpreting the findings from a narrative analysis perspective, focusing on the categories of family practices, education, and families' social and educational participation. This allowed for the identification of the influence of family practices on the educational processes of children in the Transition grade within the Kogui community. Keywords: interculturality, ethnic families, family-school relationship, indigenous education, child-rearing, childhood, and family practices.
Educación musical, gestión emocional y espiritualidad: guía pedagógica para docentes de primera infancia
(Universidad Santo Tomás, 2026-06-04) Rodríguez Narváez, Dario Antonio; Bermúdez Osorio , Javier Antonio; Chaparro Cardozo, Sandra Yaneth; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001363778; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002379662; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378024; https://orcid.org/0000-0002-6495-6672
This research aims to establish a dialogue between teachers of music and religious education, with music educators and preschool teachers. The goal, drawing on elements from Edgar Willems' musical pedagogical proposal and Edgar Morin's conception of spirituality, is to lay the foundations for constructing a clear and flexible pedagogical guide for musical initiation, intended for preschool teachers. It has been observed that, although the Basic Learning Rights for the transition grade introduce some elements of music education using language as a central axis, it is not clear how these activities contribute to the dimensions they seek to address.This guide intends to address creativity, musicality, and spirituality as support for the development of the socio-emotional and artistic dimensions stipulated in the Basic Learning Rights forpreschool. Furthermore, it addressesthe fact that,toa large extent,spaces dedicated to early childhood education are entrusted to a generalist teacher (responsible for all areas) without the support of specialized teachers in this case, music education teachers a situation that largely persists until entry into secondary school, with few exceptions.
Abordaje interdisciplinario del abuso sexual infantil en instituciones colombianas de atención integral desde el 2015 al 2025.
(Universidad Santo Tomás, 2026-07-01) Uribe García, Cecilia Inés; Betancur Yepes, Ayde Mónica; León Rodríguez, Ana María; Universidad Santo Tomás
The purpose of this research was to analyze the pedagogical models and documented interdisciplinary intervention practices for addressing child sexual abuse in children aged 6 to 12 within Colombian comprehensive care institutions between 2015 and 2025. The study was framed within a qualitative approach with a hermeneutic-maieutic orientation, utilizing documentary research. To this end, three categorical analysis matrices were designed and applied to allow the triangulation of information: the government and institutional approach matrix, intended to break down and conduct a critical reading of regulations and official documents; the comparative pedagogical analysis matrix, which facilitated contrasting technical guidelines with academic contributions from the ethics of care and situated pedagogy; and the research analysis matrix, which conceptually organized previous findings and studies to strengthen the theoretical coherence of the study. The results show that, despite having a robust regulatory framework, institutional fragmentation and a technified vision of protection persist, prioritizing compliance with administrative protocols over the affective and relational dimension of care. It was evidenced that child sexual abuse is a structural and multi-causal phenomenon, where failures in intersectoral communication and adultcentric approaches limit the participation and voice of children, creating risks of revictimization. It is concluded that it is fundamental to transition toward an ethics of care and a situated pedagogy that dignifies childhoods as political subjects of rights. The findings confirm that the permanent qualification of educational agents and interdisciplinary articulation are essential axes for transforming the classroom into a protective environment. Finally, the "Pedagogical strategy: care in the classroom as a protective factor" is presented, which translates these reflections into operational tools to promote humanized, comprehensive, and liberating care within the Colombian school context.
Imaginarios sociales a partir de contenidos digitales en la adolescencia rural desde una perspectiva de derechos
(Universidad Santo Tomás, 2026-06-24) Martin Herrera, Diana Mercedes; Reyes Martínez, María José; Martínez Ramírez, Juan Manuel; López Imbacuan, Edith Consuelo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002096403; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002373218; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001653537; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001965607; ttps://orcid.org/0000-0002-1493-5814; https://orcid.org/0009-0008-4223-0302; https://orcid.org/0009-0006-2617-1539; https://orcid.org/0000-0001-9240-8502
The objective of this study is to examine the social imaginaries constructed by eighth grade students at the La Aurora Technical Educational Institution through their engagement with digital content. The research seeks to promote the development of critical and responsible digital practices, framed within a rights-oriented perspective. In rural contexts, where children are increasingly exposed to digital environments from an early age, it is crucial to understand how these interactions shape subjectivities, social relationships, and symbolic representations. Methodologically, the study adopts a qualitative approach. Data collection will focus on identifying the digital content most frequently consumed by adolescents, as reported in semi-structured interviews. This content will subsequently be categorized to determine the predominant themes of interest. Building upon these themes, the analysis will address the ways in which social imaginaries are constructed and the extent to which they contribute to fostering children’s rights and digital responsibility. The findings are expected to inform recommendations aimed at encouraging a more conscious, reflective, and respectful engagement with digital content, consistent with the principles of children’s rights.
La escuela abraza la historia: infancias adoptivas y desarrollo socioemocional desde una mirada pedagógica.
(Universidad Santo Tomás, 2026-06-25) Valencia Areiza, Estefanía; Castañeda Vasco, María Juliet; Sáchica Cepeda, Leidy Cristina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376284; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376286; https://orcid.org/0009-0001-4557-9402
This research aims to analyze the impact of adoption processes and post-adoption family bonds on the socio-emotional development of adopted children within the school context of Colegio La Salle Bello. The specific objectives are to characterize adoption processes and post-adoption family dynamics among adopted children; to examine the relationship between adoption experiences, family bonds, and socio-emotional development in the school environment; and to design school-based support strategies that strengthen emotional well-being and inclusion, within the research line of teacher education from a problematic reality through an action research approach. The study adopts a qualitative methodology, as it enables the exploration of the experiences, meanings, and realities of the individuals involved in adoption processes. Semi-structured interviews and focus groups were used as the primary data collection methods. This research is relevant and makes significant contributions by moving beyond the notion of adoption as merely a legal process and reframing it as a profoundly human experience. It gives visibility to adopted children, who are often overlooked. In this sense, it generates new understandings and reflections on the role of schools from a sensitive, critical, and inclusive perspective, highlighting the importance of building trusting relationships, recognizing personal histories, and creating safe environments that support the development and well-being of adopted children.
El juego en el desarrollo integral en la primera infancia: una revisión documental
(Universidad Santo Tomás, 2026-06-26) Andrea Margarita, Palencia Ruíz; Alejandra, Martínez Quintero; Arias Hernández, Silher Elena; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://orcid.org/0000-0002-8077-2304; https://orcid.org/0009-0004-9593-7599; https://orcid.org/0009-0009-1723-1060
The research entitled “Play in Integral Development in Early Childhood: A Documentary Review” aimed to analyze the impact of play on the integral development of children aged 0 to 5 years, according to studies published during the last seven years in the main Latin American countries: Brazil, Mexico, Argentina, Colombia, Chile, and Peru. The objective was to develop pedagogical recommendations based on play and the findings of the review. The study is grounded in recent and updated scientific literature and establishes as specific objectives: identifying the impact of play on cognitive, emotional, physical, and social development in early childhood; examining the ways in which play has been incorporated, transformed, or excluded from pedagogical and caregiving practices in early childhood contexts; and developing pedagogical recommendations based on play and the review findings, to serve as a guide for professional practice aimed at integral development in childhood care settings. The methodology was qualitative and focused on the documentary review of 30 academic documents, including theses, research articles, and book chapters. The analysis of these documents was carried out through a categorization matrix and the coding of the identified sources. This study seeks to demonstrate that play is a fundamental tool in learning and has a significant impact on children’s development, encouraging professionals to incorporate it into their daily practices. The findings revealed that play contributes to processes of autonomy, learning, emotional development, neurological development, meaningful learning, and mediation. In addition, the study highlights the important role of families, educational agents, caregivers, and others in making play a more enriching experience for children’s development.
Diseño e implementación de estrategias pedagógicas desde la diversidad para fortalecer la participación infantil en experiencias de juego en el CDI Caminos de alegría (Cereté, Córdoba)
(Universidad Santo Tomás, 2026-06-24) León Cantero, Luz Mery; Salgado Gonzáles, Mildred Patricia; Luna Cantero, Jasney Del Carmen; Rondón Riascos, Norma Constanza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001557260; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377965; http://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377930; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377996; https://scholar.google.com/citations?user=c8mD7s8AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0478-9649; https://orcid.org/0009-0009-6593-4553; https://orcid.org/0009-0003-5815-685X
This research focuses on the design of pedagogical strategies aimed at promoting the active participation of children in play and interaction experiences during early childhood at the Child Development Center (CDI) Caminos de Alegría, located in the municipality of Cereté, Córdoba. The study emerges in response to the limited participation of children in play-based activities, associated with the presence of attitudinal, methodological, communicative, and environmental barriers that affect integral development and interaction opportunities within the educational context. Using a qualitative approach and an action research method, the study seeks to understand and transform pedagogical practices through a reflective and participatory process involving teachers, families, and the educational community. This process allows for the analysis of play dynamics as a privileged space for recognizing childhood diversity and for constructing pedagogical experiences that are more sensitive to the characteristics, interests, and forms of participation of children. Data collection techniques include participant observation, semi-structured interviews, and field diaries. The information is analyzed through open and axial coding, supported by triangulation of sources. The theoretical framework is grounded in authors such as Vygotsky, Arnaiz, López Melero, and other key contributors to early childhood pedagogy, who recognize play as a mediator of development, social interaction as the basis of learning, and childhood as a subject of rights. The pedagogical strategies designed are expected to promote children’s participation, communication, and the strengthening of affective bonds, fostering learning environments that recognize and value diversity. Likewise, the study aims to strengthen teaching practices and family co-responsibility in the construction of contextualized pedagogical proposals that are consistent with the realities of early childhood. This research contributes to the field of early childhood education from a critical, ethical, and situated perspective, oriented toward recognizing diversity and encouraging children’s active participation in their educational experiences.
Aportes de la neuroeducación al diseño de ambientes pedagógicos que promuevan el bienestar emocional en la primera infancia
(Universidad Santo Tomás, 2026-06-24) Álvarez Estupiñán, Geraldine; Bastidas Morales, Verónica Adriana; Hernadez Moreno, Maritza Giovanna; Delgado Soto, Gilda Mabel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000068796; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002082801; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376289; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378001; https://scholar.google.com/citations?user=L7KXKvwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3579-7051; https://orcid.org/0009-0002-3833-0825; https://orcid.org/0009-0008-5051-118X
The present research aims to analyze the contributions of neuroeducation to the design of pedagogical environments that promote emotional well-being in early childhood. It starts from the recognition that emotions play a fundamental role in the processes of attention, memory, and learning, and that an emotionally safe environment favors the comprehensive development of children. The research is framed within a qualitative approach with a systematization of experiences design, using classroom observations, semi-structured interviews with teachers, and institutional document review as the main sources of information. The categories of analysis focused on neuroeducation, emotional intelligence, pedagogy of care, and Colombian normative guidelines. The findings show that emotionally safe environments enhance empathy, emotional self-regulation, and intrinsic motivation in children, while at the same time promoting more reflective, effective, and respectful teaching practices aligned with the rhythm of child development. Likewise, the information collected from teachers and families made it possible to identify strengths and needs in educational environments, guiding the construction of situated and relevant pedagogical strategies. It is expected that the articulation between neuroeducation and the pedagogy of care will allow progress toward more humane, sensitive, and coherent educational proposals consistent with children’s rights, contributing to children’s comprehensive development and to the strengthening of teaching practices oriented toward emotional well-being. The study seeks to generate valuable inputs for the planning of pedagogical environments that promote meaningful learning and emotional regulation from early childhood, highlighting the importance of integrating neuroeducational knowledge into early education and guiding future interventions and pedagogical strategies.
Cuando el cuerpo habla: propuesta didáctica para fortalecer la expresión corporal en niños de grado transición.
(Universidad Santo Tomás, 2026-06-28) Perdomo Amaya, Laura Natali; Restrepo Alzate, Manuela; Torres Pavas, Marcela; López Imbacuan, Edith Consuelo; Universidad Santo Tomás
This research project aimed to design and develop a didactic proposal at San José de Riecito Educational Institution, located in the municipality of Acevedo, Huila, focused on strengthening body expression in transition-grade children. The proposal was based on the implementation of pedagogical strategies centered on the body, play, movement, and emotional expression, with the purpose of promoting nonverbal communication, motor exploration, creativity, comprehensive well-being, and students’ psychomotor development. For the design of the strategy, the perceptions and experiences of five transition-grade teachers from five rural sites of San José de Riecito Educational Institution were collected. Their contributions made it possible to identify the pedagogical practices developed around the body dimension, as well as the ways in which they integrate the body, movement, and emotional expression into child development. The study was developed from a qualitative approach, using semi-structured interviews, participant observation, and field diaries, which allowed the information to be organized and interpreted based on categories related to body expression, psychomotricity, and didactics. The proposal “When the Body Speaks: A Didactic Proposal to Strengthen Body Expression in Transition-Grade Children” was implemented through playful, participatory, and contextualized activities aimed at recognizing the body as a means of communication, learning, and identity construction. The findings showed that body expression favors children’s participation, confidence, social interaction, movement exploration, and emotional expression, especially in rural contexts where material resources may be limited. In this sense, the research made it possible to recognize the body as a fundamental pedagogical resource in early childhood education, capable of enriching teaching practices and promoting more comprehensive, sensitive, and contextualized learning experiences. The proposal is presented as a relevant, flexible, and transformative alternative to strengthen body expression in transition grade and to contribute to the pedagogical reflection on the place of the body in rural schools.
Estilos de crianza y su incidencia en el desarrollo socioemocional de la infancia.
(Universidad Santo Tomás, 2026-06-24) Almanza Palencia , Lidys Mariela; Restrepo Builes , Lluliana; Zapata Arias , Liliana; León Rodríguez, Ana María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470821; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002381463; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002374736; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002373149; https://scholar.google.com/citations?user=RN7iblsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4434-5380; https://orcid.org/0009-0009-8282-1913; https://orcid.org/0009-0004-0108-0564; https://orcid.org/0009-0008-2849-9372
Parenting styles are fundamental to the integral development of children, as they contribute to fostering enriched, safe, inclusive, participatory, and democratic environments. This research aimed to strengthen the socio-emotional development of children in the Transition grade at Institución Educativa Guarumo, a public rural school located in the Guarumo district, municipality of Cáceres (Antioquia), through pedagogical support to families regarding their parenting styles. A problem was identified related to permissive or restrictive parenting practices, delegation of care to third parties, and limited parental presence, a situation closely linked to the socioeconomic, cultural, and labor conditions of the territory. A qualitative approach and action-research methodology were employed, using surveys, semi-structured interviews, participant observation, and family workshops to characterize parenting practices, analyzing their importance and repercussions on the personal, social, and emotional life of children. Findings revealed that parenting styles do not follow homogeneous patterns, but are shaped by generational transmission, socioeconomic conditions, and the particularities of the rural context. As a final product, a pedagogical proposal was developed for families, offering guidance on positive parenting and socio-emotional development, written in accessible language and complemented with audiovisual resources, with the aim of positively impacting children from their family environment.
Convivencia escolar y lúdica en escenarios de transición de primaria a bachillerato.
(Universidad Santo Tomás, 2026-06-23) Peñaranda García, Diana Gicela; Pinzón Contreras, Karen Lisette; Rocha Mejía, Anny Alejandra; Sáchica Cepeda, Leidy Cristina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002375927; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377896; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002066994; https://orcid.org/0009-0007-4642-2435; https://orcid.org/0009-0001-9814-5552
Educational transitions correspond to the changes between academic levels that students experience throughout their schooling. These transitions occur from the moment a change is made until the student is fully adapted to the new level. Specifically, the transition from primary to secondary school represents a critical period in students' lives due to the inherent adaptation process, which is accompanied by transformations associated with puberty and adolescence. Therefore, the purpose of the present study was to strengthen school coexistence during the transition to sixth grade for students at Colegio San Isidro Sur Oriental IED. This was achieved through a qualitative, participatory action research approach, divided into three stages: characterization of coexistence dynamics and the main difficulties experienced by students during the transition to secondary school; design and implementation of a pedagogical strategy based on playfulness to improve school coexistence during the transition stage; and analysis of the effects of the playful implementation on the transformation of coexistence relationships in sixth grade. The results demonstrate that when transitioning to secondary school, students face multiple biological, social, and academic changes, including: physical and emotional changes associated with puberty and adolescence; an increase in the number of subjects, their level of demand, and difficulty; a greater number of teachers and peers; new rules; a decrease in academic performance; changes in schedules; and a breakdown in relationships with teachers. Changes in social interaction dynamics, when confronting new groups, teachers, and relational dynamics, lead many students to experience insecurity, shyness, or difficulties in integration, which limits the construction of positive bonds. In this sense, socialization problems not only affect adaptation to secondary school but also constitute, at the same time, a cause and consequence of difficulties in school coexistence, reflected in an increase in conflicts and coexistence challenges. It is evident that the implementation of pedagogical strategies based on playfulness promotes communication, empathy, and conflict resolution, transforming the classroom into a space for meaningful encounters. Therefore, it is concluded that playful strategies are a fundamental tool to support educational transition processes and promote the socio-emotional development of students.
Estrategias pedagógicas inclusivas para estudiantes con déficit de atención en un aula multigrado rural.
(Universidad Santo Tomás, 2026-07-02) Lopez Muñoz, Jessica Marlid; Moncada Valencia, Maria de los Angeles; Patiño Sanchez, Paula Liceth; Montoya Mogollón, Diana Carolina; Universidad Santo Tomás
Abstract The purpose of this study is to design and implement inclusive and adaptive pedagogical strategies that enhance the learning process of students with attention deficit in the third and fourth grades of Crisanto Luque Educational Institution, San Luis campus, in the municipality of Filadelfia, Caldas. The intervention responds to the need to transform educational practice in a rural context characterized by multi-grade classrooms and a socioeconomic, cultural, and geographic diversity that limits the effectiveness of conventional methodologies such as Escuela Nueva and PIAR. The problem is supported by empirical evidence and neuropsychological diagnoses, following the criteria of the DSM-5 (American Psychiatric Association, 2022), which demonstrate that difficulties in attention, participation, and academic performance negatively impact children's comprehensive development. Framed within the "teacher training" line, the study is based on theoretical references such as Papalia et al. (2023), Puche et al. (2021), Hidalgo and Arteaga (2021), and Hernández and Mendoza (2018), in addition to supporting its guidelines in Decree 1421 of the Ministry of National Education (2017). Methodologically, a qualitative action research approach is adopted, directly intervening in the classroom through participant observation, semi-structured interviews, and diagnostic data analysis. The aim is to identify and systematize inclusive strategies that improve attention, participation, and learning, generating a replicable model in other educational contexts and strengthening teacher training. Keywords: Attention deficit, education, childhoods, strategies.
Diseño e implementación de material didáctico contextualizado para el fortalecimiento del pensamiento matemático en estudiantes de educación primaria en contextos rurales
(Universidad Santo Tomás, 2026-06-10) Castro Galvis, Jeyson Leonel; Gualdron Gómez, Erika Tatiana; Rondon Riascos, Norma Constanza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002373272; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002358850; https://orcid.org/0000-0002-0478-9649; https://orcid.org/0009-0002-3466-4190; https://orcid.org/0009-0005-8754-9198
This research arises from the challenges faced by primary school students in rural contexts, who often show low levels of performance in mathematics due to the lack of appropriate teaching materials, limited technological resources, and pedagogical practices disconnected from their realities. The central thesis argues that the design and implementation of contextualized teaching materials, based on elements of the rural environment, strengthen the development of logical-mathematical thinking and promote meaningful learning in students. The methodology corresponds to a qualitative approach with an action research design. In the first phase, diagnostics will be carried out through observation, surveys, and interviews to identify the main learning difficulties. In the second phase, manipulative resources linked to everyday agricultural and community situations will be designed and applied. Finally, their impact on students’ comprehension and problem-solving skills in mathematics will be evaluated. The main expected outcomes show that the implementation of contextualized teaching materials not only enhances the understanding of abstract concepts but also increases student motivation, strengthens logical-mathematical reasoning, and values the local knowledge of the community. In this way, the study contributes to the development of situated pedagogical strategies that respond to the specific needs of rural education in Colombia.
Temáticas proscritas en la literatura infantil: un análisis documental de obras dirigidas a niños y niñas entre los 3 y 8 años.
(Universidad Santo Tomás, 2026-06-19) Cataño Sánchez, Sara Melisa; Gil Zapata, Paula Andrea; Rey Sánchez, Steve Jabil; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372726; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372571; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372613; https://scholar.google.com/citations?hl=es&user=yUslmsoAAAAJ; https://orcid.org/0009-0009-0518-6987; https://orcid.org/0000-0002-2754-066X; https://orcid.org/0009-0002-7464-2957
This research aims to critically analyze the proscribed thematic content emerging in children's literature, understanding its derivation from prevailing social imaginaries concerning childhood. This is achieved through qualitative research, using a documentary analysis of a curated literary corpus of picture and illustrated books, selected via a purposive sampling method. Selection criteria included the target age range (3 to 8 years) language (Spanish), publication period (2018-2025), and country of origin (Latin America, United States, Spain and The United Kingdom). Its interpretation will be informed by comprehensive content analysis. The findings are expected to systematically delineate recurrent thematic patterns and identify subjects exhibiting pronounced restriction or systematic omission in children's literary works published in recent years. In conclusion, the study shows that although the editorial offering has begun to address sensitive content, significant gaps persist in topics such as poverty and sexuality. It is recommended to strengthen pedagogical mediation that recognizes children as capable subjects of processing social complexity through aesthetic care and literature. To this purpose, the research compiles its findings through a repository of children's literature that promotes the acknowledgment of these themes and supports the realities experienced by children in different social contexts.
Entre el lenguaje y el silencio: sistematización de una experiencia neurodiversa
(Universidad Santo Tomás, 2026-06-22) Díaz Bernal, Kelly Johana; Díaz Hidalgo, Maira Alejandra; López Páez, Julieth Fernanda; Suárez Molina, Nubia Rocío; Universidad Santo Tomás; https://scholar.google.com/citations?view_op=search_authors&mauthors=Su%C3%A1rez+Molina+Nubia+Roc%C3%ADo&hl=es&oi=ao; https://orcid.org/0000-0003-1794-203X
This systematization of experiences takes place at the San Carlos High School, located in Barrancabermeja (Santander), and is based on the pedagogical support provided to a 10-year-old student enrolled in the third grade of primary school. The student has been diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder, and is integrated into the regular education system. The process aims to critically reflect on educational practice from an inclusive perspective, recognizing that learning and holistic development are not determined by the diagnosis, but rather by the pedagogical opportunities and support offered within the school context. The experience allows for the identification of pedagogical and didactic strategies designed to promote the student's participation, emotional self-regulation, and autonomy. These include reasonable curricular adjustments, the use of visual aids, technological resources, and manipulatives, as well as ongoing classroom support and collaborative work with teachers, families, and therapeutic professionals. Additionally, the pedagogical management of emotional crises is analyzed, understood as forms of communication that require contextualized pedagogical responses. Based on this critical reflection, the facilitators that enhance their learning and wellbeing are identified, along with the barriers that still limit their full participation and the necessary transformations in school practices, attitudes, and environments. Thus, the experience becomes an opportunity to strengthen a more sensitive, flexible, and committed institutional culture focused on building truly inclusive environments, where each student is recognized for their abilities and not defined solely by their diagnosis.
Estrategias neurodidacticas para el desarrollo de habilidades socioemocionales que fortalecen la convivencia escolar en grado transicion del I.E.D Tesoro de la Cumbre
(Universidad Santo Tomás, 2026-06-21) Cruz García, Ingrid Yohana; Salcedo Urrutia , Daniela; Torres Soler, Laura Stephania; Montoya Mogollon, Diana Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002290347; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002343815; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376312; https://orcid.org/0009-0002-0575-5392; https://orcid.org/0009-0007-1247-7016
The main objective of this research is to strengthen school coexistence among boys and girls in the transition grade (preschool level) at Colegio Tesoro de la Cumbre, through neurodidactic strategies focused on the development of socioemotional skills. This enables the implementation of dynamics that support the subjective understanding of emotions and their management within a school environment where coexistence-related situations arise, which could be mediated by such strategies. From a qualitative methodology under the participatory action research approach, neurodidactic strategies were implemented to enhance emotional competencies and influence school coexistence. The strategies focused on the development of socioemotional skills, integrating activities such as cooperative games, emotional recognition dynamics, affective routines, and emotional self-regulation techniques. These activities stimulated brain areas associated with empathy, decision-making, self-control, and conflict resolution. The strategies are grounded in the results and advances of neuroeducation, which highlight the importance of emotions in cognitive processes and in the consolidation of meaningful learning. Thus, the application of neurodidactic strategies oriented toward socioemotional development serves as a pertinent pedagogical tool for strengthening school coexistence in the transition grade, contributing to the holistic education of boys and girls from an inclusive and neurodidactic perspective.

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