Maestría Gestión y Evaluación Educativa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/45982

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Incidencia del liderazgo pedagógico en la implementación de una cultura de evaluación formativa e inclusiva en Instituciones Privadas en Ibagué
(Universidad Santo Tomás, 2026-07-08) Laverde Pinzón, Tatiana Elisa; Vargas, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001715347; https://orcid.org/0000-0002-4231-904X
This research examined the influence of pedagogical leadership on the implementation of a culture of formative and inclusive assessment in private educational institutions in Ibagué, Colombia, through the analysis of assessment practices perceptions and the alignment between institutional guidelines and classroom practices. The study emerged from the need to identify the gaps between educational policies and their effective implementation in classroom assessment processes. The research was conducted within a pragmatic paradigm, adopting a mixed-methods approach with a sequential explanatory design, a descriptive-correlational scope, and Analysis of Variance (ANOVA). Quantitative and qualitative evidence was integrated through questionnaires, documentary analysis, and data triangulation to examine the relationship between pedagogical leadership and formative and inclusive assessment. Third-grade students, teachers, and academic coordinators from two private educational institutions participated in the study. The findings revealed that the assessment practices perceived by students remain predominantly focused on grading, whereas feedback, student participation, and inclusive assessment are less developed. Furthermore, a gap was identified between teachers' favorable beliefs toward formative and inclusive assessment and their implementation in classroom practice. Documentary analysis showed that, although institutional guidelines incorporate principles associated with formative assessment, practices characteristic of a traditional assessment approach continue to prevail, limiting the consolidation of a coherent and inclusive assessment culture. The study concludes that pedagogical leadership constitutes a strategic factor for strengthening institutional coherence and guiding institutional policy and practice toward sustainable inclusive assessment.
Barreras para la flexibilización curricular en básica secundaria del Colegio eucarístico de la milagrosa: una propuesta de mejoramiento inclusivo.
(Universidad Santo Tomás, 2026-06-25) Hincapié Henao, Susana; Vargas Mariño, Andrés Felipe; Universas Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001423143; https://scholar.google.com/citations?user=gskEdm4AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7453-6826
This research analyzes the pedagogical, institutional, administrative, and attitudinal barriers to learning and participation that limit the implementation of curricular flexibility as a strategy for strengthening inclusive education in secondary school at Colegio Eucaristico de la Milagrosa, a private Catholic institution located in Medellín, Colombia. The study is grounded in the hermeneutic-interpretive paradigm and adopts an action research methodology with a qualitative approach that prioritizes understanding the meanings and experiences of educational actors. Participants included nine students with Special Educational Needs, five teachers, and three school administrators, who took part in semi-structured interviews, a focus group, and a survey complemented by documentary analysis. The results, organized into four categories —inclusive education, curricular flexibility, barriers to learning and participation, and institutional support— reveal that curricular flexibility exists as a pedagogical practice but is developed in a fragmented manner without systematic formalization; that differentiated assessment represents the main pending challenge; that insufficient teacher training is the most pervasive barrier; and that students experience inclusion primarily as an emotional and relational experience. Based on these findings, an institutional improvement plan is proposed, structured around four components: teacher training, systematization of Individual Reasonable Adjustment Plans (PIAR), differentiated assessment, and an inclusive institutional culture.
Gestión educativa encaminada a la incorporación de competencias socioemocionales en la formación policial: transformación de las prácticas de enseñanza desde un enfoque humanista que fortalezca la prestación del servicio de policía.
(Universidad Santo Tomás, 2026-06-30) Tapiero Arias, Aurora; Vargas Mariño, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000069807; https://orcid.org/0000-0002-9563-4748
This thesis aims to explore how educational management can facilitate the inclusion of socio-emotional competencies within police training, through this proposal, the study seeks to transform teaching practices by implementing a transversal humanistic approach that strengthens the quality of police service. Adopting a qualitative, hermeneutical-interpretive, and documentary methodology, this research examines the pedagogical, humanistic, and organizational foundations that guide police education in Colombia, framed within Law 62 of 1993 (specifically Article 7) and Law 2179 of 2021. Furthermore, it analyzes the relationship between these foundations, the institutional mission, and the standards of integral training.The study reveals limitations in traditional teaching models and highlights the need to integrate classroom didactic strategies that promote emotional self-regulation, humanistic leadership, empathy, and conflict resolution for decision-making in high-tension scenarios faced by the National Police. The findings provide a framework that, through educational management, strengthens the articulation of institutional policies, curriculum, teacher training, and pedagogical practice, contributing to the development of a more integral, humanistic, and service-oriented police officer, capable of mediating effectively in the face of complex social challenges inherent to police activity
Diseño de una propuesta de gestión deportiva con enfoque pedagógico que contribuya a la práctica física de los estudiantes del Colegio San Benito Abad.
(Universidad Santo Tomás, 2026-06-25) Rodriguez Muñoz, Cristian Alexander; Vargas Mariño , Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001423143; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001833555; https://scholar.google.com/citations?user=gskEdm4AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7453-6826
The research study titled “Design of a Proposal for Educational Sports Management to Promote Physical Activity Among Students at San Benito Abad School” is being conducted at San Benito Abad School, a public school under the jurisdiction of the Bogotá Department of Education, located in the Tunjuelito neighborhood in southern Bogotá. It is a relatively small institution, with approximately 1,000 students from kindergarten through eleventh grade. The problem lies in physical activity within the institution; often, sports management is not addressed as a specific area, and the school does not take institutional responsibility for promoting sports, resulting in negative short-, medium-, and long-term outcomes. The Pan American Health Organization and the World Health Organization (2019) highlight the direct relationship between sports management and its influence on adolescents’ motivation to engage in physical activity. The purpose of this research is to develop a sports management proposal that promotes increased physical activity (sports and physical exercise), based on the following research question: How can sports management, from a pedagogical perspective, strengthen physical activity among students at San Benito Abad School in accordance with its institutional context? The research employs a descriptive qualitative methodology, and its main outcome is the creation of a sports management proposal that includes pedagogical strategies and sports management planning, based on information gathered within the institution for the purpose of improving sports management and promoting physical activity among students.
Rutas del canto: aprendizaje basado en proyectos para resignificar el currículo rural mediante el avistamiento de aves.
(Universidad Santo Tomás, 2026-06-24) González Caicedo, Diego Mauricio; Vargas Mariño, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001423143; https://scholar.google.com/citations?user=gskEdm4AAAAJ&hl=es&oi=sra; https://orcid.org/0000-0001-7453-6826
Rural education in Colombia faces a persistent structural tension: standardized curricula that fail to engage with the knowledge, biodiversity, and economic potential of local territories. This paper presents Rutas del Canto, a pedagogical prototype implemented at the Institución Educativa Rural Departamental Nacionalizado Tudela (IERD), located in Paime, Cundinamarca, which integrates Project-Based Learning (PBL) with bird watching as an educational management strategy to resignify the rural curriculum. The prototype articulates four dimensions —environmental, curricular, community-based, and economic— and mainstreams knowledge areas such as natural sciences, English, mathematics, technology, and environmental education, based on the recognition of local biodiversity as a pedagogical axis. Under an interpretive–socio-critical paradigm and a qualitative approach, diagnostic surveys were administered to students, teachers, and the community, along with participant observation records and field logbooks. Preliminary results show transformations in students' territorial perception, increased motivation toward contextualized learning, and the recognition of birdwatching tourism (avitourism) as an alternative for sustainable development. The prototype demonstrates replicability potential in other Colombian rural institutions with local biodiversity, without requiring costly infrastructure, and aligns with Sustainable Development Goals 4 and 15, Law 115 of 1994, Decree 1743 of 1994, and the Special Plan for Rural Education (PEER, 2018).
Análisis del impacto de la gestión de no uso de dispositivos móviles en las dinámicas de interacción interpersonal y convivencia escolar del Colegio Cafam
(Universidad Santo Tomás, 2026-06-23) Hoyos Hoyos, William; Vargas Mariño , Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001423143; https://scholar.google.com/citations?user=gskEdm4AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7453-6826
This research addresses the tension generated by the implementation of the mobile device restriction policy at Colegio Cafam, analyzing its impact on interpersonal interaction dynamics and school coexistence under the socio-critical paradigm. The study stems from the problematization of a phone-based childhood, a phenomenon that Haidt (2024) defines as the "great rewiring," wherein free play and socialization have been displaced by hyper-connectivity which, paradoxically, fosters social isolation and anxiety. In the Colombian context, although Law 2170 of 2021 aims to guarantee safe environments, a technical vacuum persists, delegating the management of these devices to institutional autonomy. This situation generates a scenario of uncertainty and conflict between regulatory control and student autonomy. Methodologically, the study was framed within Participatory Action Research (PAR) with a qualitative approach. The sample was defined through theoretical saturation by conducting focus groups with three sectors of the educational community (students, parents, and teachers). Data processing and systematization were carried out using the MAXQDA software, which enabled the identification of emergent categories that structured the analysis of the school reality. The results reveal that the policy has generated a positive shift in interpersonal interaction dynamics among students, fostering face-to-face socialization, empathy, and the appropriation of the school's physical spaces through sports and play. Nonetheless, tensions are observed among community actors: teachers report experiencing an uncomfortable policing role that negatively affects trust with their students; students express a feeling of persecution and demand a moderate use of their phones; and the parent group exhibits a lack of consistency, as they support the measure but provide the devices with data plans and call their children during the school day. Notably, the research transcended theoretical analysis to propose, through collaborative work between teachers and students, the "Club del Juego" (The Play Club), a pedagogical strategy aimed at mitigating digital dependency through cultural and sports alternatives. This initiative not only structures students' free time but also seeks to transition toward a culture of encounter and mediated autonomy, reclaiming the school space as a social laboratory for authentic bonds.
La evaluación formativa como estrategia para el fortalecimiento de la calidad educativa y la planificación estratégica en instituciones educativas de pasto.
(Universidad Santo Tomás, 2026-06-22) Lozano Peña, Javier; Vargas Mariño, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001423143; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002136293; https://scholar.google.com/citations?user=gskEdm4AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7453-6826; https://orcid.org/0009-0006-7815-8280
This research proposal outlines a qualitative, descriptive and interpretive inquiry aimed at understanding and strengthening formative assessment as a strategy that articulates educational quality and strategic planning at the Municipal Educational Institution San Juan Bosco in Pasto, Nariño, Colombia. The guiding question explores the conditions, practices, tensions and possibilities required to integrate formative assessment with institutional self-evaluation processes, the Institutional Improvement Plan, the Institutional Student Evaluation System (SIEE) and the Unified Municipal Student Evaluation System (SUMEE) promoted by the Pasto Mayor’s Office since 2018. The study adopts a single case-study design with document analysis, semi-structured interviews with school leaders and teachers, focus groups with primary-school students and a systematic review of pedagogical instruments. As preliminary findings, institutional improvement data on “knowing how to do” and “knowing how to be” between 2022 and 2023 are taken as a starting point and require verification against the SIEE and Academic Council minutes. The proposal includes a strengthening plan built on six axes (teacher professional development, formative instruments, feedback, articulation with SUMEE/PIEMSA, pedagogical use of results, and institutional improvement culture).
Andamiaje pedagógico basado en la evaluación continua sobre un logro de aprendizaje “flujos de materia y energía” como propuesta de gestión formativa en la asignatura de biología
(Universidad Santo Tomás, 2026-06-22) Romero Martínez, Paula Andrea; Vargas Mariño, Andrés Felipe; Universidad Santo Tomás; https://scholar.google.com/citations?user=gskEdm4AAAAJ&hl=es&oi=sra; https://orcid.org/0000-0001-7453-6826
This project addresses the problem of the persistence of traditional, rote-memorization evaluation models in biology teaching. These models hinder the understanding of complex and abstract concepts, such as "matter and energy flows," by treating evaluation as an end in itself rather than a continuous process that drives meaningful and real learning in secondary education students. The purpose of this proposal is to design and validate a pedagogical scaffolding based on continuous assessment. This tool seeks to strengthen formative management through strategic mediation by teachers who provide temporary evaluative support, enabling students to reach higher levels of learning. Implemented by teachers of the subject across different educational contexts, the proposal evaluates the relevance of the scaffolding as an instrument to facilitate educational achievement and consolidate formative management in the classroom. The methodology employed is projective in nature with a qualitative approach. The process is divided into three stages: a theoretical foundation phase, a second phase for the design of the proposal—which includes didactic sequences and an ecosystem of digital resources hosted on Genially—and a third phase for final validation through the judgment of 12 teachers in the field. The main characteristics of the proposal are the systemic use of feedback based on continuous assessments, starting from simple aspects of the content and progressively increasing in complexity. The potential educational impact lies in strengthening teaching practices and improving learning outcomes. At a social level, the proposal seeks to develop scientific thinking in young people, equipping them with the necessary skills to actively participate in their continuous learning process.
El SIEE y la evaluación de los aprendizajes en la práctica docente de la Institución Educativa Valle del Guamuez
(Universidad Santo Tomás, 2026-04-21) Cueltan Rojas, Marby Gimena; Guerrero Rodríguez, José Humberto; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002010364; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0009-0001-3061-384X
Evaluation is an institutional process that involves the analysis of results, the effectiveness of the institutional objective, and proposals for improvement in a timely manner. For an Educational Institution, the Institutional Evaluation System (SIEE) is not just a document to be presented as a requirement, but a tool to achieve the teaching-learning process. This is how the SIEE of the Valle del Guamuez Educational Institution is shown, located in La Hormiga, the urban center of the Valle del Guamuez Municipality - Putumayo, the main headquarters is where this research is being carried out, which aims to analyze the management of the evaluation of the learning that the teachers of the Valle del Guamuez Educational Institution carry out, under the guidelines of the SIEE. To achieve this goal, the research is developed in four moments or chapters; in the first moment, the problem statement is broken down, the research question and objective are formulated; in the second moment, the theoretical references are described based on constructivist learning, the evaluation of evaluation systems, the evaluation of teaching practice, and the evaluation within the framework of Colombian legislation. In a third moment, the choice of interpretive paradigm methodology is made to measure the objective, and finally, in the fourth moment, the teaching evaluation practice is analyzed and interpreted in accordance with institutional documents as parameters that guide the educational action of the institution and the social impact with which the school responds to the surrounding realities of the population served.
El rol directivo en la construcción de convivencia: Análisis de prácticas en una institución oficial de la localidad de Kennedy en Bogotá.
(Universidad Santo Tomás) Reyes Sastoque, Andrés Felipe; 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=0001732886; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0000-0003-2699-0578
This article analyses the role of school leadership in building a culture of coexistence in a public educational institution located in the Patio Bonito Local Planning Unit (UPL), Kennedy district, Bogotá. The study adopts a qualitative approach with a case study design and a socio-critical paradigm, using semi-structured interviews with teachers, coordinators, and the school principal. Findings reveal that school coexistence is shaped by contextual factors such as migration, community violence, and digital culture, which increase the complexity of conflict dynamics within the institution. The study identifies a tendency to normalize low-intensity violence, a growing incidence of cyberbullying, and limited family co-responsibility. In response, school leadership emerges as a strategic axis for articulating pedagogical, normative, and restorative responses. The article concludes with differentiated recommendations for school leaders and teachers, aimed at strengthening coexistence through contextualized, participatory, and sustainable leadership.
Análisis documental de la relación de la gestión educativa con los resultados evaluativos de la educación media en Montería
(Universidad Santo Tomás, 2026-04-25) Arrieta Ramos, María Angélica; 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=0002218336; https://scholar.google.com/citations?user=fJy8E9cAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0009-0007-1674-9330
This article aimed to understand how educational management, in its academic and leadership aspects, relates to the evaluative results of secondary school students in Montería and to propose a course of action for improvement based on one of the theoretical frameworks. To this end, three specific objectives were established: to review research and theoretical frameworks on educational management and evaluation processes; to identify the factors of academic and administrative management that are related to evaluative results; and finally, to propose a course of action to improve student evaluative results through educational management. The study was conducted using a documentary analysis approach and an interpretive paradigm. The proposed course of action addresses three dimensions: pedagogical, organizational, and human.
El liderazgo pedagógico docente como elemento clave para el mejoramiento institucional del colegio Santa Teresa de Jesús.
(Universidad Santo Tomás, 2026) Cano Valcárcel, Ruth Esperanza; 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=0002041170; https://scholar.google.com/citations?user=fJy8E9cAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0000-0002-3381-4823
Colombia has experienced various challenges in the field of education, particularly regarding the quality systems of educational institutions. As a result, a number of public policies have emerged to promote school management processes and pedagogical strategies aimed at guiding teaching and learning processes, thereby enabling continuous improvement. In response to this reality, several key elements within the education sector have been strengthened, highlighting as a relevant factor the promotion of meaningful experiences in the school context—one of which is teacher pedagogical leadership. Therefore, there is a need to analyze how leadership exercised in the classroom can influence pedagogical practices so that they are effective, collaborative, and consistently focused on the goals set by each institution.
Evaluación de la implementación de las políticas de bilingüismo en las prácticas pedagógicas de los docentes de Básica Primaria en el Colegio Cristiano Integral de Funza
(Universidad Santo Tomás, 2026-03-30) Castro Villán , Lianeth Mercedes; Guerrero Rodríguez, José Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001374847; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473
This project falls within the field of educational management, and in this sense, it takes as a reference the experience of the Colegio Cristiano Integral de Funza to determine the degree of implementation of its institutional bilingualism policy and the impact of this on the teaching practices of primary school teachers. The aim is to establish progress, strengths, weaknesses, and challenges surrounding its goal of offering an immersive experience with a second language. The methodological design opts for a qualitative approach with semi-structured interviews and observation processes, focused on gathering testimonies, beliefs, and perceptions from the teachers consulted. The results show that the policy designed by the school is clear, offering resources and willingness to build towards the goal of becoming a fully bilingual institution. However, teachers' appropriation of the policy tends to be varied and volatile, reflecting gaps in its application. Progress shows the normalized use of basic commands and essential vocabulary adapted to each subject, although with little proactivity in methodology, as well as a general weakness in assessment protocols to measure the progress of students and teachers themselves. Likewise, the constant rotation of teachers and the lack of permanent training and support processes hinder the consolidation of a pedagogical culture that reinforces consistency with the policy. As a result, an improvement plan is proposed that focuses on strengthening training, support, assessment standardization, and the creation of spaces for reflection and teacher collaboration, seeking to move toward a more coherent and sustainable implementation that is oriented toward the institutional goal of becoming a school certified as bilingual by the Ministry of Education by 2035.
La evaluación interna y externa en ciencias naturales desde el desempeño académico de los estudiantes de una institución educativa
(Universidad Santo Tomás, 2026-02-22) Espitia Furnieles, Liliany Del Rosario; 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=0002220796; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0009-0009-1199-581X
The research proposal, titled "Internal and External Assessment in Natural Sciences from the Perfor- mance of Students at an Educational Institution," aims to analyze the assessment practices that influence academic performance in the area of Natural Sciences. The project consists of an institutional contextualization and a review of internal background information that allows for an understanding of the educational environment and thus proposes the research question. The theoretical framework is composed of key concepts such as assessment practices, the competency-based approach, the SABER tests, and the basic competency standards in Natural Sciences, elements that configure the current assessment system for educational institutions in Colombia. In relation to this, the conceptual framework seeks to delve into categories such as academic performance, the teaching of Natural Sciences in basic education, educational quality, and assessment as a cross-cutting axis of the analysis. The methodology is framed within the socio-critical paradigm, with a qualitative approach and the case study method, which allows for a deep understanding of assessment dynamics in real-life contexts. Finally, the document includes an analysis of the results obtained from interviews, observations, and a document review, followed by a proposal for improvements that seek to strengthen the relationship between internal and external assessments. It concludes that demonstrate the need to rethink internal assessment practices to improve student performance and educational quality.
Diseño de un instrumento de evaluación basado en el modelo PHVA de planes escolares de gestión integral del riesgo.
(Universidad Santo Tomás, 2026-01-26) Laverde Sánchez , Gustavo; Martínez Rodríguez , Jorge; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000147117; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470732; https://scholar.google.com/citations?user=GoKh2TEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-0567-7833; https://orcid.org/0000-0001-9052-2205
Communities in general, and educational communities in particular, are constantly exposed to natural hazards inherent to planetary dynamics—hazards such as earthquakes, floods, tsunamis, volcanic eruptions, droughts, wildfires, and similar events which, when they occur, result in tragedies involving loss of human life, as well as economic and infrastructure damage. Comprehensive Risk Management emerges as a global strategy to minimize the impact of natural hazards on communities. Its main reference is the Sendai Framework 2015–2030, which succeeded the Hyogo Framework for Action (2005–2015) and was adopted at the Third UN World Conference on Disaster Risk Reduction, held in Sendai, Japan. This framework establishes four priorities—Risk Understanding, Governance, Investment, and Preparedness—and outlines seven goals grouped into two categories: Reduce (mortality, number of people affected, economic losses, and loss of critical infrastructure) and Increase (number of countries with risk reduction strategies, international cooperation, and availability of information networks). In Colombia, the implementation of this Agreement is reflected in the consolidation and development of Law 1523 of 2012, which establishes the National Unit for Disaster Risk Management and promotes the national policy for Risk Management, including the participation of the school system. The Ministry of National Education, through Agreement 006519 of April 2025, guarantees the rights to education and school safety for educational communities through the creation of School Plans for Comprehensive Risk Management, known as PEGIR. On the other hand, Total Quality is a management strategy applied in organizations to foster continuous improvement. In this context, the Plan (P), Do (D), Check (C), and Act (A) cycle—also known as the Deming Model—is promoted to assess compliance with goals associated with the organization’s mission areas, enabling a review of actions (processes and procedures) over time. This evaluation is cyclical and facilitates the identification of major and minor nonconformities, for which process owners develop short, medium , and long term improvement plans whose implementation enhances quality. In this sense, is it possible to assess the implementation of a School Plan for Comprehensive Risk Management from a Total Quality perspective, specifically using the Deming Model to identify nonconformities and promote the development of improvement plans? The hypothesis is that it is indeed possible. Consequently, the objective of this work is to design an evaluation instrument based on the PDCA model that can be standardized and applied by evaluators and/or auditors in school settings.
De la eficiencia al cuidado: El ser humano como centro de la gestión educativa desde el rol del directivo docente
(Universidad Santo Tomás, 2026-01-24) Gordillo Barahona, Karin Liliana; Guerrero Rodriguez, 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=0001406442; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473
Within various contexts of the Colombian school system, there persists a risk of reducing educational management to a purely administrative and bureaucratic set of functions. This instrumentalist vision of management distorts its primary purpose: to accompany the holistic development of the human being through a framework of care, rather than focusing solely on procedures and results. Such a shift blurs the identity of the school leader as a pedagogical guide. It is essential to recognize that every institutional action must be oriented toward the transformation of the stakeholders who comprise the educational community. Educational management, understood as a practice of care, dialogue, and transformation, allows us to transcend the paradigm of control and open spaces for respect, autonomy, and collaboration. Within this framework, the school leader ceases to be a mere enforcer of regulations and becomes a facilitator of human processes—capable of leading school communities that learn to live together, to construct meaning, and to dignify education as a profoundly human act.
Evaluación de los factores académicos, pedagógicos, motivacionales y contextuales asociados al desempeño en la prueba saber 11 en la institución educativa Sofía Hernández Marín (2014 - 2024)
(Universidad Santo Tomás, 2026-01-23) Echeverry Medina, Luis Fernando; 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=0000521817; https://scholar.google.com/citations?user=V4U7TVAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8252-6473; https://orcid.org/0000-0003-0778-3514
The purpose of this study was to analyze the academic, pedagogical, motivational, and contextual factors associated with mathematics performance among eleventh-grade students at the Sofía Hernández Marín Educational Institution, based on the results of the SABER 11 examination during the period 2014–2024. The research was conducted in a public educational institution located in the municipality of Pereira, Risaralda, characterized by diverse socioeconomic conditions and a high level of vulnerability, which influence teaching and learning processes. The study was developed using a qualitative approach, with an exploratory-descriptive design and an interpretive paradigm. Data collection involved documentary sources, including official ICFES reports and institutional academic records, as well as semi-structured questionnaires administered to students and teachers. Data analysis was carried out through processes of systematization and coding, which allowed the identification of analytical categories related to pedagogical strategies, educational resources, motivation, and perceived challenges in mathematics learning. The findings reveal a persistent gap between internal academic performance and the results obtained in the SABER 11 mathematics test, as well as the influence of pedagogical and contextual factors on student achievement. This study provides relevant insights for understanding mathematics performance from an institutional and contextual perspective, serving as a valuable input for educational management and decision-making aimed at improving pedagogical processes.
El liderazgo de Fe y Alegría: un paradigma óptimo y positivo para la calidad educativa en contextos de vulnerabilidad.
(Universidad Santo Tomás, 2026-01-22) Rueda Sepúlveda, Breinner Fabián; Guerrero Rodríguez, José Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001374847; https://scholar.google.com/citations?hl=es&user=fJy8E9cAAAAJ; https://orcid.org/0000-0002-8252-6473
The present study aims to demonstrate the coherence and effectiveness of the Fe y Alegría (FyA) pedagogical leadership model, consolidated after a two-year period of appropriation at the E.I. Juan Francisco Sarasti Jaramillo. The problem addressed lies in the persistent disconnection between leadership and the complex reality of schools in vulnerable environments, where a type of leadership that activates personal and community transformation through quality processes is required.The methodology employed is a qualitative case study, utilizing standardized questionnaires from the FyA Quality Improvement System, administered to various levels within the I.E. in Barrancabermeja. The 2025 data are contrasted with the prior 2017 evaluation, the socioeconomic context mean, and the FyA national average.The main results reveal significant progress in the perception of the leadership style and the formative support provided by adults (administrators and teachers), which validates the strengthening of internal capacities and alignment with the collegial paradigm. Critically, a decrease is identified in the local community’s valuation of the management style, signaling a gap in the articulation with the territorial environment.It is concluded that this model is a positive and optimal paradigm for high-complexity contexts. Its design, characterized by collegial, distributed, and contextualized leadership, ensures a continuous process of improvement. By addressing the territorial management gap, it inevitably projects towards quality education and social justice, thus constituting a significant experience for the thematic axis of the Congress.
“Método de casos” Aplicados a Cuerpos de Policía: una Revisión Sistemática
(Universidad Santo Tomás, 2025) Zafra Galvis, Jennifer Andrea; Bustamante Fuentes, Sabas Manuel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001661893; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000065571; https://scholar.google.com/citations?user=8HLrjjcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4873-6781; https://orcid.org/0009-0004-7246-4346
his thesis project addresses the problem of the limited application of the case method in the training and evaluation of police forces in Colombia, despite its recognized pedagogical value in other disciplines for developing analytical skills, critical judgment, and decision-making in complex contexts.The main objective was to conduct a systematic review of existing literature on the applicability of the case method as an andragogical strategy for evaluating professional competencies in officers of the Colombian National Police Superior Academy. This involved identifying key studies and academic documents on the use of the case method in police evaluation contexts and analyzing its advantages, limitations, and necessary conditions for implementation. The ultimate goal was to propose guidelines and recommendations for incorporating the case method as an andragogical strategy in the evaluation processes of the Colombian National Police Superior Academy. The results showed that while the case method is a well-established tool indisciplines such as law, medicine, and administration, its use in police education is nascent and fragmented. This is largely due to the persistence of behaviorist and militarized models that limit the development of higher-order competencies like ethics and critical judgment. Nevertheless, it was identified that this methodology facilitates deep experiential learning, connects theory and practice, and contributes to the formation of reflective and ethical police officers. In conclusion, it was determined that the systematic incorporation of the case method can strengthen police professionalization in Colombia, provided that institutional
Análisis Documental Comparativo de la Gestión Curricular en las Instituciones IE Fonquetá (Colombia) y Holbrook Middle School (Carolina del norte Estados Unidos), en la Asignatura de Educación Física para el Grado Sexto
(Universidad Santo Tomás, 2025-09-15) Pavas Contreras, José Leonel; Guayacundo Rojas, Andrés; Bustamante Fuentes, Sabas Manuel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000065571; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000082195; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001761555; https://scholar.google.com/citations?user=8HLrjjcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4873-6781
The primary aim of this research is to analyze the curricular management of the Physical Education subject in sixth grade through a comparative documentary analysis at Institución Educativa Fonquetá (Colombia) and Holbrook Middle School (United States). The study seeks to identify similarities and differences in curricular structure, pedagogical approaches, institutional implementation, available resources, and alignment with educational policies. To achieve this, a qualitative, descriptive-comparative approach was adopted, focusing on two case studies, with documentary review as the main technique. The units of analysis consisted of official and academic documents related to the Physical Education curriculum in both institutions. Among the most significant findings, it was observed that Holbrook Middle School presents a more systematized curricular structure aligned with national and international standards, whereas IE Fonquetá demonstrates greater flexibility in planning and execution. This contrast provides an opportunity to reflect on the challenges and areas for improvement within the Colombian context. Finally, recommendations are proposed to strengthen curricular management in both educational settings.

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