Maestría Pedagogías Críticas e Intervención Socioeducativa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/59068

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Desde el aula hacia la paz: subjetividades, convivencia escolar y transformación educativa en voces de las educadoras
(Universidad Santo Tomás, 2026-07-03) Robles Maldonado, Mayra Camila; Rugelis Vásquez, Valeria; González Guzmán , Ismael José; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001482384; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002404932; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002403633; https://scholar.google.com/citations?user=FCKyNtgAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1869-4712; https://orcid.org/0009-0000-7220-0958; https://orcid.org/0009-0006-2859-4121
This study analyzes how the subjectivities and educational experiences of preschool and primary school teachers at the Tocancipá Technical and Commercial Departmental Educational Institution shape their practices of school coexistence and peacebuilding within a context marked by territorial transformations, structural violence, and increasing regulatory demands regarding peace and human rights. The central thesis posits a disconnect between the role that public policy assigns to schools as spaces for peace and the actual conditions—emotional, professional, and institutional—under which educators carry out this task. This disconnect places a burden of care and mediation on them that is often unrecognized and poorly supported. The research adopts a qualitative approach with a critical hermeneutic perspective, developed as a case study. Data was collected through documentary analysis of regulatory frameworks and the Institutional Educational Project, in-depth narrative interviews, and a focus group with preschool and primary school teachers, selected through purposive sampling. The findings reveal that, although the institution has coexistence manuals, protocols, and support pathways, the daily management of coexistence falls disproportionately on the teachers, who see themselves as “mother, psychologist, and teacher” in overcrowded classrooms with little administrative support. These teachers redefine peace beyond mere regulatory compliance, understanding it as tranquility, dignity, and the right of children in contexts marked by domestic violence, precariousness, and territorial conflicts. They employ practices of dialogue, care, and recognition of others that are strained by institutional rigidity and the normalization of their emotional labor as a purely female responsibility. Based on this evidence, the research proposes situated pedagogical guidelines to strengthen coexistence and peacebuilding, centered on recognizing the teachers' experiential knowledge, creating spaces for teacher self-care, and critically articulating the relationship between regulations, the local context, and teachers' subjectivities.
Caminos Inmortales
(Universidad Santo Tomás, 2026-05-26) Ortegon Cala, Sandra Milena; Vega Abril, Carlos Alonso; Mateus Casas, Nancy Esperanza; Universidad Santo Tomas
This research strengthens collective memory and cultural identity in Supatá’s rural schools, addressing the gap between the official curriculum and local reality. Using Participatory Action Research, social cartography and intergenerational dialogues with "memory bearers" were implemented, involving students and the community as active co-researchers. Findings, mediated by ICT (podcasts and interactive maps), reveal a transformation of educational practices into a situated praxis that legitimizes peasant knowledge. Results highlight the symbolic resignification of the territory and youth empowerment as heritage guardians, establishing the school as a site for cultural resistance and social fabric reconstruction.
Río de historias: la cartografía social para el fortalecimiento de la memoria barrial en el colegio Alfonso Reyes Echandía IED
(Universidad Santo Tomás, 2026-07-01) Gómez Marin, Daria Melisa; Martínez Umaña, Marlon Mauricio; Saenz Bernal, Nedy Natalia; Bernal Hidalgo, Luis Alfredo; Universidad Snto Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384534#datos_generales
This study analyzes the relationship between territory, neighborhood memory, and education at the Alfonso Reyes Echandía School, located in the Bosa neighborhood of Bogotá, D.C., from a conception of territory as a space of social construction interwoven with historical, cultural, and political relationships, with an emphasis on territorial memories linked to the Tunjuelo River that highlight the growing disconnect between new generations and neighborhood experiences in school educational processes. This situation has contributed to the social and environmental stigma of the river being reduced to a view of it as a source of pollution, obscuring its role as a space of memory, identity, and collective resistance. The research is conducted using a qualitative approach, based on case study methodology, and aims to strengthen the neighborhood’s collective memory of the Tunjuelo River through the design and implementation of social mapping as an educational and methodological tool. Implemented with the Memory and Territory Research Seedbed in the afternoon session, this process uses documentary analysis, semi-structured interviews, and social mapping workshops to create spaces for dialogue and collective reflection. This dynamic allows students to recognize themselves as territorial subjects and weavers of neighborhood memory, strengthening the construction of identities and research skills. In this way, it fosters critical reflection on the School’s mission in the preservation of territorial memory and the holistic formation of the individual, validating the students’ own knowledge as authors.
Saberes enraizados: proyecto educativo transversal para la integración de conocimientos campesinos de la zona de reserva campesina en la IED integrada de cabrera (Cundinamarca), mediante la investigación acción en el aula.
(Universidad Santo Tomás, 2026-06-27) Alvarez Peña, Daniel Esteban; Vargas Valencias, William Fernando; Mateus Casas, Nancy Esperanza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001366716; https://scholar.google.com/citations?user=g6WH3PAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1567-4900; https://orcid.org/0009-0002-4747-4898
This research examines the tensions between standardized school knowledge (curriculum determined by authorities) and peasant knowledges (saberes campesinos—traditional, locally grounded knowledge) at the Institución Educativa Departamental (IED) Integrada de Cabrera. The school is in the Peasant Reserve Zone (ZRC, areas supporting rural populations) of Cabrera in Sumapaz. The study tackles the ongoing epistemological divide that renders territorial knowledge (local, experience-based knowledge) invisible and favors urban-centric, uniform curricula. Using a qualitative approach and Classroom Action Research (CAR), a participatory research method for educational improvement, the "Cátedra Campesina" (Peasant Studies) was designed and implemented as a cross-curricular project. The project centers on building critical territorialities (sense of place shaped by local realities), reclaiming memory, and integrating community knowledge into the curriculum. Methods included field diaries, social cartography (community-generated spatial mapping), interviews, and focus groups. The findings show that rural education is affected by the dynamics of standardization. These dynamics tend to decontextualize teaching processes and create a rift between the school and peasant life. However, experiences such as meliponiculture with native bees, Andean bear monitoring using camera traps, seed exchanges, school gardens, and territorial memory exercises help close this gap. They promoted a dialogue of knowledges (diálogo de saberes) among students, teachers, and the community. The study shows that curricular transversality and validating the knowledge of local mayoras (female elders respected for their wisdom and leadership) and traditional knowledge-bearers (those who maintain and share ancestral practices and cultural heritage) strengthen territorial attachment. They also redefine peasant identity, shifting the notion of the countryside from backwardness to dignity, sovereignty, and political awareness. This pedagogical practice shows a commitment to re-existence and cognitive justice in Colombian rural education.
Prácticas de reconocimiento, redistribución y participación en contextos de diversidad educativa: un estudio comparativo desde una perspectiva crítica
(Universidad Santo Tomás, 2026-05-25) Amaya Pineda, Harold Jesid; Certuche Martínez, Jeisson Andrés; Pedraza Hernández, Yily Darley; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001857387; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384740; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000044906; https://scholar.google.com/citations?user=FGD9BekAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0005-0019-1390; https://orcid.org/0009-0005-2221-2017
This research emerged from a series of observations concerning the issue of recognition practices among students from two educational institutions in the city of Bogotá, particularly those enrolled in contexts of diversity. These practices are shaped by the institutional logics of normalization and are expressed through stereotypical views derived from the multiculturalism promoted by the neoliberal model. To analyze this issue, the study draws on the theoretical frameworks of recognition and redistribution proposed by Axel Honneth and Nancy Fraser, as well as on the concept of normalization developed by Carlos Skliar and Joan-Carles Mèlich. Accordingly, the main objective was to analyze, from a critical and comparative perspective, the recognition practices among adolescent students (aged 14 to 18) in contexts of educational diversity at Jorge Isaacs School and the Technical and Industrial Institute (I.T.I.) Centro Don Bosco, in relation to dynamics of homogenization and stereotyping. To achieve this objective, the research adopted a qualitative approach based on an Educational Action Research (EAR) methodology, consistent with its aim of contributing to transformative processes within the group involved in the mediation and intervention activities. Finally, in accordance with the observations obtained from the two interventions, the documentary review of both institutions, and the analysis of interviews conducted with educators throughout the EAR cycles, a process of data triangulation was carried out. The principal finding revealed the persistence of gaps between formal inclusion policies and genuine recognition in students' interactions.
Evolución crítica del currículo de artes visuales en MonteHelena: una lectura decolonial
(Universidad Santo Tomás, 2026-07-16) Forero Sanabria, David Andrés ; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001955159
This presentation shares progress from the thesis titled "Critical Analysis of the Evolution of the Visual Arts Curriculum at MonteHelena Bilingual School (2020–2025): A Decolonial Perspective through Documentary Review." The research problem focuses on the tension between the institution's discourse, which recognizes art as an essential component of holistic education, and the actual curriculum, which in several documents prioritizes a technical, formal, and sequential organization of the subject area. Within this context, the study seeks to understand how the Visual Arts curriculum has evolved and to what extent its different versions reproduce or challenge colonial logics in cultural selection and in the understanding of the educational role of the arts.The general objective is to critically analyze the evolution of the Visual Arts curriculum at MonteHelena Bilingual School between 2020 and 2025 from the perspective of critical and decolonial pedagogies, in order to identify guidelines that strengthen the subject area. The methodology consists of a qualitative, interpretive, and critical documentary case study. The corpus includes the 2025 Institutional Educational Project (PEI), the Visual Arts Curriculum Framework, the 2024 Visual Arts Curriculum Map, the 2020 annual elementary school lesson plans, the 2023 instructional planning documents, and the Curriculum Guidelines issued by the Colombian Ministry of National Education. Data analysis was conducted through documentary review, document characterization matrices, theoretical comparison, and hermeneutic-critical analysis. Preliminary findings reveal a well-organized and progressive pedagogical framework, but with a predominant emphasis on mastering formal artistic elements, reproducing established models, and following a technical sequence of content. Although the institutional documents emphasize creativity, identity, sensitivity, and holistic education, cultural selection continues to be largely dominated by references from Western art history, with only limited inclusion of local, Pre-Columbian, and Latin American perspectives. Consequently, the critical-cultural dimension remains relatively underdeveloped compared to perceptual sensitivity and artistic production and creation.
Alfabetización digital crítica y cultura de paz: reconfiguración de la praxis docente - una revisión sistemática de la literatura
(Universidad Santo Tomás, 2026-07-25) Cardona-Montoya, Cristian Alejandro; Hernández Babativa, Daniel; Andrey Castaño, Christian; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001547299; https://scholar.google.com/citations?user=OMWt1xMAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0004-3691-9964; https://orcid.org/0009-0003-2875-4621
This study conducts a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, with the aim of analyzing how teacher training in Critical Digital Literacy (CDL) intersects with the reconfiguration of pedagogical practice to foster a culture of peace in basic education. The study arises in response to the predominance of an instrumental rationality that reduces Information and Communication Technologies (ICT) to mere technical skills, overlooking their role as instruments of power and exclusion. Through an exhaustive search of high-impact databases (Scopus, SciELO, Redalyc) and a qualitative analysis assisted by the open-source software QualCoder, a final corpus of 39 articles from the last decade (2015–2025) was systematized. The findings reveal a hegemonic tension between the “uberization” of schools and the need for teacher autonomy. Furthermore, by incorporating studies set in Colombia—such as the training program at the UPTC and the “Bicinet por la Paz” project—it becomes evident that ADC enables teachers to act as mediators of social justice and historical memory. The study concludes that educators’ digital sovereignty and epistemic disobedience through free technologies are fundamental pillars for transforming the school ecosystem into a space of comprehensive peace.
Cartografía social pedagógica en la educación rural: una estrategia participativa para reconocer, comprender y resignificar el territorio en la Institución Educativa Santiago Pérez Sede El Cairo
(Universidad Santo Tomás, 2026-07-05) Tibavizco Torres, Gustavo Andres; Mahecha Ortiz, Carolina; Rivera Sánchez, Claudia Patricia; Universidad SantoTomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001685716; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001410119; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002379283; https://orcid.org/0000-0003-1867-2852; https://orcid.org/0009-0009-7023-2732; https://orcid.org/0009-0008-3834-0031
Rural education and its contexts in Colombia require pedagogical strategies that respond to the population's needs. In this regard, this article presents the results of a study based on the application of the Social Pedagogical Cartography strategy with third, fourth, and fifth-grade students at the Santiago Pérez Educational Institution (El Cairo branch) in southern Tolima. The goal was to enable students to recognize, understand, and resignify their territory through the creation of participatory maps. The methodology applied was action research, using data collection instruments such as field diaries, semi-structured interviews, and cartographic maps. This exercise recognized the school as a social center and emphasized the importance of acknowledging students' local knowledge for their participation in the educational process. Furthermore, it showed how the territory becomes a living classroom, imposing geographical barriers that emotionally condition students with topophobia and topophilia, thus generating and strengthening collective memory. In summary, the implementation of Social Pedagogical Cartography in rural schools not only made it possible to recognize the territory as a dynamic learning setting but also to strengthen student participation, identity, and collective memory based on their own experiences and emotions. This approach allowed for the resignification of pedagogical practices, moving beyond traditional models toward proposals that are more contextualized, inclusive, and sensitive to rural realities. Thus, the study demonstrates that integrating the territory as a central axis of the educational process fosters meaningful learning and contributes to the formation of critical subjects capable of understanding, inhabiting, and transforming their environment, thereby projecting a more relevant rural education committed to the social and cultural dynamics of their communities.
La educación en el proceso de resocialización de las personas privadas de la libertad en el establecimiento penitenciario y carcelario de mediana seguridad de Valledupar
(Universidad Santo Tomás, 2026-06-17) Sierra Guzmán, Oscar David; Córdoba Córdoba, Jilberson; Jaime Ruiz, Edwin Diomedes; Universidad Anto Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001575542; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000010425; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002406808; https://scholar.google.com/citations?user=fU0xlfoAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7032-5981; https://orcid.org/0009-0002-1209-3171; https://orcid.org/0009-0003-8040-9091
This research analyzes the role of the pedagogical model implemented at the Valledupar Medium Security Prison as a socio-educational strategy aimed at the resocialization of incarcerated individuals. The study begins by acknowledging that, despite the importance of education as a tool for resocialization, significant limitations persist in practice, including overcrowding, a scarcity of educational resources, low educational coverage, and the application of traditional pedagogical models that restrict education's transformative potential. In this context, the research was conducted using a qualitative approach and an applied research methodology. Its purpose was to understand both the institutional structure of the educational model implemented at the Valledupar Judicial Prison and the perceptions and experiences of incarcerated individuals regarding the educational processes offered at the facility. The study revealed that the pedagogical model implemented in this detention center presents significant pedagogical and institutional limitations that affect its quality, continuity, and relevance. It also identified that a large proportion of incarcerated individuals perceive education as a useful tool for rebuilding their life plans and for their future social reintegration, although they acknowledge that numerous difficulties related to access, infrastructure, and available educational resources persist. Finally, it was determined that education in prison settings possesses significant resocialization potential.
El teatro del oprimido como experiencia pedagógica para el fortalecimiento del pensamiento crítico en estudiantes del modelo escuela nueva de la institución educativa rural el salto, sede quebradona, municipio de Gómez plata, Antioquia.
(Universidad Santo Tomás, 2026-05-25) Gallego Patiño, Verónica María; Vidal Molina, Sebastián; Cortes Forero, Meiby Daniela; Castaño, Christian Andrey; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000057351; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001854279; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001907103; https://scholar.google.com/citations?user=hG-BpZ4AAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=K9IA0-8AAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=bf2dbIsAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0004-3691-9964; https://orcid.org/0009-0000-8161-3527; https://orcid.org/0009-0001-6596-0008
This research was conducted at Institución Educativa Rural El Salto, Quebradona campus, located in the municipality of Gómez Plata. Its central thesis is that the integration of methodologies inspired by the Theatre of the Oppressed within the Escuela Nueva pedagogical model strengthens critical thinking among rural elementary school students. The methodological approach is qualitative and, in this study, is framed within Classroom Action Research (CAR), understood as a participatory and reflective process that actively involves students, teachers, and the educational community in identifying contextual challenges and collectively constructing transformative alternatives. Through theater-based instructional guides and strategies grounded in autonomous and collaborative learning, collective learning experiences emerged around the critical interpretation of reality, argumentation, social awareness, and transformative action. The findings reveal meaningful transformations in educational practices by strengthening participation, fostering a sense of community, and reinforcing students’ active role as agents of change.
Sistematización de las narrativas propias: las memorias y los territorios de los estudiantes afrodescendientes y migrantes en los textos producidos para el proyecto palabreando-ando de la Institución Educativa Moderna de Tuluá en los años 2024 y 2025
(Universidad Santo Tomás, 2026-06-11) Cuspian Rodas, Liceth; Muriel Toro, Yuliana Andrea; Sánchez Lozano, Erly Julieth; Jaramillo Garzón, Alejandra Jaramillo Garzón; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000100952; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002381367; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002381370; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384512; https://orcid.org/0009-0009-5270-6615; https://orcid.org/0009-0008-7649-6555; https://orcid.org/0009-0003-7046-1515; https://orcid.org/0009-0006-5553-6410
This research systematizes the narratives of Afro-descendant and migrant students at the Institución Educativa Moderna de Tuluá, produced within the "Palabreando-ando" project. The study addresses the configuration of memories and territories in a school context shaped by violence and forced displacement. Following a qualitative-interpretive paradigm, the systematization of experiences method was used to recover, organize, and interpret literary texts and oral testimonies from primary and secondary students. Results indicate that school writing transcends academic exercises, becoming a device for cultural resistance and healing. Migrant students develop "geonarratives" that link their "future pasts" with their current reality, using their accent and nostalgia as identity refuges. Simultaneously, Afro-descendant students resignify ancestral knowledge and conflict memories, transforming the pain of displacement into a tool for visibility and Transformative Memory. It is concluded that school narratives allow for the reconstruction of ipseity and position the student as an active cultural producer capable of challenging pedagogical practices. The work proposes a transition toward a pedagogy of horizontality that validates territorial knowledge to strengthen the social fabric and school inclusion.
Sembrando pensamiento crítico: Estrategias desde la huerta escolar para desarrollar la dimensión interpretación en niños de 6 a 8 años en el colegio Diego Montaña Cuéllar
(Universidad Santo Tomás, 2026-06-22) Rincón Garzón, Netty Johanna; Valencia Bedoya, Nancy Milena; Sánchez Rojas, Cesar Augusto; Universidad Santo Tomas; 0009-0002-7851-8996; 0009-0003-4532-9037
This research was conducted within the context of primary basic education and aimed to strengthen the interpretative dimension of critical thinking in children aged 6 to 8 at Colegio Diego Montaña Cuéllar. The identified problem showed that students experienced difficulties understanding situations in their environment, following instructions, establishing cause-and-effect relationships, and constructing explanations about everyday experiences, which significantly affected their learning processes and understanding of reality. These limitations were associated with traditional teaching practices focused on memorization and content transmission, restricting the development of critical skills from an early age. To address this need, the research proposed the school garden as a contextualized pedagogical strategy based on the principles of critical pedagogy developed by Paulo Freire, recognizing students as active participants who learn through experience, dialogue, and reflection on their context. Methodologically, the study followed a qualitative approach and the classroom action research method, organized into the phases of diagnosis, planning, action, and reflection. First-grade students selected through intentional sampling participated in the study, and instruments such as field journals, pedagogical workshops, and surveys were used for data collection. The results demonstrated significant progress in students’ observation skills, interpretation of situations, formulation of simple explanations, and transfer of learning to different contexts. In addition, the study highlighted the strengthening of environmental awareness and experiential learning through the implementation of the school garden strategy.
Narrativas digitales sobre perspectiva de género como estrategia pedagógica para desnaturalizar las tradición patriarcal y machistas que afectan la convivencia escolar en los estudiantes de octavo grado de la Institución Educativa Jesús Antonio Ramírez, en el Municipio de La Esperanza, Norte de Santander
(Universidad Santo Tomás, 2026-06-23) Mejia Gutierrez, Yaneth; Rodríguez Ascanio, Celina; Ascanio Bautista, Mayerly; Pérez Peréz , Tito Hernando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000664022; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002428935; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002428946; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001885260; Google Scholarhttps://scholar.google.com/citations?user=kSsZd_8AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3377-9108; https://orcid.org/0009-0000-2022-1466; https://orcid.org/0009-0003-2153-3500; https://orcid.org/0009-0000-6218-5571
This case study is situated in a rural area of Catatumbo, historically marked by armed conflict, forced displacement, and patriarchal traditions. In this context, the selection of this case stems from the urgent socio-educational need to intervene in a scenario where human rights are perceived by adolescents as abstract concepts, disconnected from their daily experiences, and where traditional pedagogy fails to deconstruct the microstructures of power that limit peaceful, democratic, and egalitarian coexistence. Therefore, the study aimed to promote reflection on gender perspectives through the use of digital narratives as a pedagogical strategy to challenge the patriarchal traditions that affect coexistence among eighth-grade students at the Jesús Antonio Ramírez Educational Institution in the municipality of La Esperanza, Norte de Santander. This descriptive-explanatory case study explores how digital narratives, mediated by the Storybook application, promote reflection on gender perspectives and the questioning of patriarchal traditions among 30 eighth-grade students. Framed within a socio-critical paradigm and using Lundy (2007) participation model (Space, Voice, Audience, Influence), an eight-week actionresearch cycle was implemented, integrating participant observation, digital creation journals, and the Circle of the Word as dialogic spaces. The findings demonstrate a shift from the naturalization of stereotypes and an abstract understanding of human rights toward situated critical agency. The students externalized symbolic violence through self-created digital narratives, thus overcoming patriarchal traditions through peer learning.
Entre lo local y lo digital: un estudio de caso sobre la apropiación del conocimiento de las huellas ambientales del conflicto armado en instituciones educativas de Yopal y Bogotá
(Universidad Santo Tomás, 2026-07-05) Cerinza Sarmiento, Faustino; Sánchez Súarez, Natalia Carolina; Valenzuela Acero, Laura Katherine; Hernández, Samuel Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384558; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384726.; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384500.; https://orcid.org/0009-0007-5124-8363; 0009-0009-1045-3007
Abstract This case study examines how access to Information and Communication Technologies (ICT) and the sociocultural context influence the appropriation of knowledge about the environmental footprints of the Colombian armed conflict among ninth-grade students from two contrasting educational settings: the Institución Educativa Técnica Agropecuaria La Inmaculada in Tilodirán (Yopal, Casanare) and the Colegio Parroquial San José in Fontibón, Bogotá. The study was conducted within a qualitative approach grounded in the socio-critical paradigm. Data were collected through field journals, questionnaires, and focus groups, and subsequently analyzed through a process of categorical analysis and theoretical triangulation, allowing empirical evidence to be interpreted in dialogue with the conceptual framework of the research. The findings reveal that access to ICT alone does not ensure a critical appropriation of knowledge. Instead, meaningful learning emerges from the interaction between technological conditions, sociocultural context, pedagogical mediation, and students' territorial experiences. While the rural context promotes a closer relationship between learning, collective memory, and lived experience, the urban context requires stronger pedagogical mediation to foster critical thinking and contextual understanding of socio-environmental issues.The study concludes that educational practices should integrate territory, culture, and digital technologies as complementary mediations that promote situated, critical, and socially meaningful learning about the environmental footprints of the Colombian armed conflict.
Derechos humanos y convivencia escolar: construcción colectiva de estrategias pedagógicas para mitigar el acoso escolar en la institución educativa Jesús Antonio Ramírez municipio de la esperanza norte de Santander
(Universidad Santo Tomás, 2026-05-20) Pabon Correa, Rosalba; García Gelves1, Yesica Alejandra; Huertas Ruíz, Joaquín Darío; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002430607; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002423960; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384528; https://orcid.org/0009-0003-3986-9352; https://orcid.org/0009-0009-8270-9235; https://orcid.org/0009-0000-8073-6939
This research addresses issues related to school climate and bullying at the Jesús Antonio Ramírez Educational Institution, located in La Esperanza, Norte de Santander. The social dynamics at this institution are characterized by conflict, exclusionary practices, and manifestations of violence that undermine the school environment. Within this context, the primary objective is to collaboratively develop pedagogical strategies grounded in human rights to strengthen the school climate and mitigate bullying among sixth-grade students. Methodologically, the study adopts a qualitative approach through Participatory Action Research (PAR), enabling the active involvement of students and teachers throughout the diagnosis, planning, action, and reflection phases. Data collection techniques included focus groups, participant observation, and field notes, fostering collective knowledge construction and the transformation of the educational reality. The results indicate that school climate is a dynamic process characterized by the coexistence of respectful practices and conflict-ridden situations. Furthermore, the implementation of participatory pedagogical strategies strengthened dialogue, shared responsibility, and the recognition of human rights, leading to significant progress in the development of coexistence agreements and the overall improvement of the school environment. The study concludes that this research approach constitutes a relevant pathway for promoting sustainable pedagogical transformations in educational contexts. Additionally, student participation is highlighted as a key factor in building inclusive school environments and fostering long-term educational change.
Maestros como anfibios culturales: su rol político en la resistencia social del movimientos social en Colombia. el caso del estallido social Medellín, Antioquia - Pereira, Risaralda.
(Universidad Santo Tomás, 2026-07-07) Zapata Sanchez, Paulina; Guerra Bedoya, Anderson; Jaramillo Garzón, Alejandra; Universidad Santo Tomás; https://scholar.google.com/citations?view_op=search_authors&mauthors=ANDERSON+GUERRA+BEDOYA&hl=es&oi=ao; https://orcid.org/0009-0009-5270-6615; https://orcid.org/0009-0001-7503-7583; https://orcid.org/0009-0008-8714-626X
The present research analyzes the role of teachers as political and cultural actors within the framework of the 2021 Colombian Social Outbreak, taking the contexts of Medellín, Antioquia, and Pereira, Risaralda, as a reference. From a critical and socio-educational perspective, it proposes to understand the teacher as a cultural amphibian. It is grounded in critical pedagogies and contributions such as those of Freire (2010), who conceives education as a practice of freedom and as a process of conscientization against oppression. It is based on the premise that education is not neutral, but rather a field of ideological dispute where subjectivities are shaped and alternatives for emancipation are built. In this sense, the teacher becomes a political subject who, through their daily practice, contributes to the formation of social awareness and the defense of collective rights. Methodologically, the research adopts a qualitative and participatory approach, utilizing data collection techniques based on interviews, non-participant observation, and the analysis of teaching narratives. The participating subjects are teachers involved in educational and community processes in the aforementioned territories, whose experiences provide insight into the relationship between education, resistance, and social transformation. The analysis aims to identify the ways in which educators resignify their role in response to the dynamics of social conflict and the demands for justice and dignity. The results demonstrate that teachers, by adopting a critical stance, establish themselves as cultural mediators and agents of change, capable of fostering processes of social organization and strengthening collective consciousness.
Raíces y relatos: sistematización del semillero en antropología e historia llerense
(Universidad Santo Tomás, 2026-07-06) Mejía Valencia, Tatiana; Parra Velásquez, Natalia Andrea; Ortiz Castañeda, Esteban Enrique; Pérez Pérez, Tito Hernando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000664022; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002433214; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002429100; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002423527; https://scholar.google.com/citations?user=kSsZd_8AAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=3_ZesIAAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=fbru2NUAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=l_0Hb-AAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0004-2525-6499; https://orcid.org/0009-0007-1670-5776; https://orcid.org/0009-0004-7246-2121
This study presents the systematization of the pedagogical experience of the Antropology and History Research Seedbed (SAHL), developed in the Héctor Jaramillo Duque Educational Institution, located in the rural area of Puerto Lleras, Meta (Colombia). The research is framed within a qualitative hermeneutic approach aimed at understanding the meanings, learnings, and transformations emerging from educational practice in rural contexts. The experience originates from an archaeological finding of pottery pieces in the Ariari River, which becomes a pedagogical mediation for the development of formative research processes, critical thinking, and the appropriation of the territory as a living classroom. Through techniques such as semi-structured interviews, document analysis, and audiovisual analysis, the study reconstructs the trajectory of the research seedbed, identifying its key moments, tensions, achievements, and projections. The findings highlight a transformation of pedagogical practice, where the teacher assumes the role of a mediator and transformative intellectual, while students become active subjects in knowledge production. Additionally, the articulation between school, community, and scientific knowledge fosters a dialogue of knowledge that strengthens territorial identity and social appropriation of knowledge. In terms of experiential knowledge, the study concludes that formative research in rural schools is a viable and transformative pedagogical practice, capable of contributing to the construction of critical subjectivities, the resignification of territory, and the democratization of knowledge. Finally, this systematization is projected as a reference for the creation of new research seedbeds, constituting an ethical and political commitment to strengthening rural education from critical and contextualized perspectives.
Estrategias de pedagogía empresarial para la paz, fundamentadas en la intervención socioeducativa crítica, para el fortalecimiento del diálogo social y la construcción de paz en el sector organizacional
(Universidad Santo Tomás, 2026-06-23) Camacho Sarabia, Johan Camilo; Caro Acosta, Oscar Javier; Nieto Mejía, Alvelayis; Universidad Santo Tomas; https://scholar.google.com/citations?view_op=search_authors&mauthors=Oscar+Javier+Caro+Acosta&asau=GBjFfUYAAAAJ&citsig=AM1tuoODSHMeNlx2NSso9xI-K5_x&hl=es&oi=ao; https://orcid.org/0009-0006-0744-7157; https://orcid.org/0000-0002-5255-983X
This research examines corporate pedagogy for peace strategies, based on critical social education interventions, strengthening social dialogue and peacebuilding within the organizational sector, and moving beyond traditional models of corporate social responsibility. The central thesis is that organizations are not neutral environments but learning spaces, where the transition to positive peace requires the private sector to act as agents of hope, transforming its internal structures through restorative justice and Freirean social dialogue. The methodology was established in a qualitative outline containing data collection and analysis techniques to assess the impact of social training interventions within a corporate structure. The important findings reveal that "Business Pedagogy for Peace" embodies a significant pedagogical responsibility in Colombia's post-conflict landscape. It argues that recognizing workers as agents of the state, not merely as instruments, acknowledges the corporate sector's role as an area of symbolic pressure. The starting point is a critical mediation strategy that shifts from superficial social responsibility to ethical competence, where human rights form a co-curricular component. Research shows that by integrating restorative justice and mutual recognition in the workplace, productivity is clearly linked to human dignity, transforming the workplace into a school of democratic intervention.
Implementación de la pedagogía crítica en el fortalecimiento de la identidad de los estudiantes del grado once del Colegio Andrés Rosillo
(Universidad Santo Tomás, 2026-06-22) Castiblanco Ospina, Martha Lucia; Rodríguez Varela, Alba Roció; Rivera Sanchéz, Claudia Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384564; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384760; https://orcid.org/0000-0002-3598-6979; https://orcid.org/0009-0003-3833-0849; https://orcid.org/0009-0002-0408-6780
This study arises from the need to understand how high school students construct their identity within school environments shaped by cultural diversity, social tensions, and psychosocial challenges. At the Andrés Rosillo Educational Institution, located in the locality of Bosa (Bogotá), it was identified that many students face difficulties in self-recognition, expressing their experiences, and actively participating in their educational process, which negatively impacts their sense of belonging and personal development. The general objective of the study was to analyze how the implementation of a pedagogical proposal based on critical pedagogy and interculturality contributes to strengthening the identity of tenth-grade students. To achieve this, a qualitative approach with a socio-critical paradigm was adopted, utilizing the action-research method through four phases: Initial diagnosis, implementation of pedagogical workshops, evaluation, reflection based on a final discussion group with the studied population. The target population consisted of 30 eleventh-grade students, aged between 15 and 17 years. Data collection techniques included interviews, participant observation, pedagogical productions, and field diaries, prioritizing the students' voices as the central axis of the analysis. The results showed a progressive transformation in the understanding of identity. Initially, students conceived their identity from an individualistic perspective; however, throughout the process, they came to recognize it as a dynamic construction influenced by family, culture, school, and social relationships. Furthermore, processes of self-knowledge, critical thinking, participation, and social coexistence were strengthened, showing greater empathy, reflection, and recognition of the other. In conclusion, the study posits that critical pedagogy is a pertinent tool for strengthening student identity by promoting spaces for dialogue, reflection, and participation that allow students to understand themselves and their environment. Finally, this study aims to contribute to the field of critical pedagogies by demonstrating the importance of integrating identity, interculturality, and transformative pedagogical practices within the school context.
Los ultraprocesados como cuestión sociocientífica. Una experiencia en la formación ciudadana en las Instituciones Educativas de Puerto Guadalupe y Barranca de Upía, Meta.
(Universidad Santo Tomás, 2026-07-06) García Barrero, Nidia Milena; Casallas Molina, Edison Yesid; Hernández Pérez , Tito; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001621013; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002432906; https://orcid.org/0000-0001-7106-9740
Currently, the consumption of ultra-processed foods has emerged as a global public health issue due to its strong link to chronic diseases and mental health disorders. The situation in Colombia is alarming; recent data indicate that the vast majority of the school-age population regularly consumes packaged snacks and sugary drinks. Driven by aggressive marketing strategies and capitalist market dynamics, the food industry has transformed the act of eating into a desire shaped by social influences and advertising, thereby undermining food sovereignty and freedom of choice from childhood onwards. These issues will be explored across three chapters: Consumption practices regarding ultra-processed foods, Regulations governing the consumption of ultra-processed foods, and Citizens, not consumers. These sections allow us to examine consumption patterns at the Puerto Guadalupe and Francisco Walter educational institutions in the Department of Meta and, based on this analysis, develop strategies for implementation within these schools.

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