Doctorado Psicología
URI permanente para esta colecciónhttp://hdl.handle.net/11634/50467
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Tipo de ítem: Ítem , La educación inclusiva de la diversidad funcional en la ruralidad desde una perspectiva Vygotskiana(Universidad Santo Tomás, 2026-05-25) Dominguez Delgado, Ivonne Valeria; Figueroa Ángel, Melba Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000001043; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001691270; https://scholar.google.com/citations?user=uDkkY6gAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-0420-1590; https://orcid.org/0000-0002-0199-3564Inclusive education constitutes a fundamental need within educational systems, especially in developing countries and in rural contexts, where social, cultural, and territorial conditions create particular and sometimes adverse situations that must be analyzed from different disciplinary perspectives. In this regard, psychology provides important elements for understanding human development, learning processes, and the influence of culture and history on social life. This perspective makes it possible to interpret how people develop within specific contexts and how these conditions influence educational processes. This research is conducted in the rural area of the department of Nariño, where the rural school becomes a setting for analyzing the dynamics of inclusive education. In this context, educational institutions face difficulties related to access, coverage, and the quality of educational services—issues that have been identified by the Colombian Ministry of National Education. These gaps are reflected in indicators such as school coverage, literacy levels, educational attainment, and school attendance, all of which reveal significant differences between rural and urban areas. These conditions directly affect inclusive education processes, particularly in relation to the support provided to students with functional diversity. Given this reality, there is a need to generate knowledge that allows for a better understanding of the dynamics of inclusive education in rural territories, taking into account their particular characteristics. In this sense, the school not only fulfills an educational role but also a social and community function, serving as a space for interaction and learning. For the purpose of this analysis, the concept of functional diversity is considered, recognizing different forms of human functioning within society and the school environment. From this perspective, inclusive education involves recognizing and valuing student diversity while promoting actions that ensure educational opportunities consistent with their characteristics and abilities. Within the Colombian regulatory framework, this perspective is supported by Decree 1421 of 2017, which highlights the importance of developing educational practices that encourage the participation of all students. Likewise, this research is supported by Vygotsky’s sociocultural theory, which emphasizes that human development and learning processes are deeply influenced by social and cultural contexts. From this viewpoint, it becomes evident that many social structures have been built around an idea of normality, which can create barriers to inclusion. Therefore, analyzing inclusive education in rural contexts requires consideration of the cultural, social, and educational conditions that influence students’ development. Finally, the study adopts an interdisciplinary perspective that integrates contributions from psychology, pedagogy, sociology, and history in order to achieve a broader understanding of the relationship between education, culture, society, and inclusion within rural schools. This approach allows for reflection on the construction of educational environments that recognize and promote diversity.Tipo de ítem: Ítem , Experiencias vividas por los motociclistas en relación con el riesgo y la siniestralidad vial(Universidad Santo Tomás, 2026-04-30) Hernández Ortiz, Cesar Gustavo; Moreno Gutiérrez, María Paula; Muñoz Valderrama, Daniela; Diaz Duque, Paola Andrea; Pajón Rojas, Camila; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001626666; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001814994; https://scholar.google.com/citations?user=5EaLC6YAAAAJ&hl=es; https://scholar.google.es/citations?user=Ajg0F-EAAAAJ&hl=es; https://orcid.org/0000-0002-2071-7733; https://orcid.org/0000-0003-3112-8501Road accidents involving motorcyclists represent a significant public health problem in Colombia, due to their high contribution to mortality and serious injury rates from traffic accidents. Although the predominant approaches have explained this phenomenon from normative, educational, and statistical perspectives, focusing on non-compliance with regulations and a low objective perception of risk, these approaches are limited in understanding the persistence of risky behaviors in individuals who recognize the possible physical and legal consequences of their actions. In this context, the present research aimed to analyze the configuration of the subjective experience of risk in motorcyclists from Villavicencio, Meta, from a psychoanalytic perspective. The study was developed using a qualitative approach with a phenomenological-hermeneutic method. The sample consisted of three motorcyclists selected through purposive sampling. Semi-structured interviews and the Machover Draw-a-Person Test were used as data collection techniques, allowing for the articulation of narrative discourse with projective elements of psychic dynamics. The findings show that the relationship with risk is permeated by unconscious processes linked to the death drive and the compulsion to repeat. Repeated exposure to danger can function as a way of processing anxiety, a form of subjective affirmation, or a response to cultural malaise. It is concluded that road accidents transcend the accidental dimension, involving psychic dynamics that sustain the repetition of risk.Tipo de ítem: Ítem , El Cuidado en la Diversidad Funcional Infantil: Comprensión desde la Perspectiva Ecológica(Universidad Santo Tomás, 2025-06-06) Echeverri Gómez, Paola Andrea; Figueroa Ángel, Melba Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000001043; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001910838; https://orcid.org/0000-0003-0420-1590; https://orcid.org/0000-0002-2964-4702The objective of this research was to analyze the configuration of the care for children with functional diversity within caregiver families benefiting from disability programs and institutions in Guadalajara de Buga and their developmental environments. The theoretical framework encompassed three main themes: care, functional diversity, and Bronfenbrenner’s Ecological Theory of Human Development. The guiding research question was: How is the care for children with functional diversity configured within caregiver families benefiting from disability programs and institutions in Buga and their developmental environments? The research included the voluntary participation of ten parents and caregivers of children with functional diversity who were beneficiaries of three disability programs and institutions in Buga, Valle del Cauca, selected through purposive sampling of typical cases. Additionally, the study included the voluntary collaboration of ten participants (physicians, teachers, therapists, and administrators of disability institutions) from the developmental environments, selected through chain sampling by referral. Data collection strategies included in-depth and semi-structured interviews, contextual observation, focus groups, and document analysis. The research procedure consisted of seven phases: planning the activities to be conducted, development of the instruments, expert review, participant selection, application of the developed instruments ensuring confidentiality and anonymity of the participants, followed by data analysis and the restitution of results. The results of this research emphasize that, in the context of functional diversity, social support and interactions with ecological environments drive the personal development of caregiver mothers. However, the lack of adequate resources and the overload of tasks highlight the lack of effective support in both the school and family environments, which limits the development potential of caregiver mothers.