Pregrado Licenciatura en Filosofía y Letras

URI permanente para esta colecciónhttp://hdl.handle.net/11634/13118

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Nuevas formas de interpretación textual a través de una estrategia didáctica de lectura fragmentada en estudiantes de grado décimo del colegio francisco redondo Ponce de León.
(Universidad Santo Tomás, 2026-08-27) Jaramillo Carmona, Luis Gilberto; Román Agudo, Tatiana; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002175199; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001769593; https://orcid.org/0000-0002-4619-0490
The present investigation has like main objective promote spaces for research and conscious reading in tenth grade students of the Francisco Redondo Ponce de León school from the implementation of fragmented reading as a didactic research strategy. The author Nicholas Carr, specifically his book, will be used as a theoretical reference The Shallows: What the Internet Is Doing to Our Brains Throughout the development of the investigation fragmented reading workshops were implemented that favored the generation of satisfactory results. These workshops aimed to present, theorize, and apply the term fragmented reading to students and develop their text comprehension and research skills. The results show a significant improvement in textual interpretation with the use of short fragments, favoring their argumentation, their critical thinking, their innovation and their textual interpretation. This research not only benefited a specific area of the student, but also served as a cross-cutting axis in the different areas of training.
¿El amor fati una respuesta ética al eterno retorno nietzscheano?
(Universidad Santo Tomás, 2026-10-01) Vargas Prada, Norberto; Roberto Alba, Nelson Fernando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001373077; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002084154; https://scholar.google.com/citations?user=xSgTyIP6weMC&hl=es&oi=ao; https://orcid.org/0000-0003-2806-7162; https://orcid.org/0009-0007-7422-9165
The aim of the present work is to analyze amor fati as a possible ethical response to the problem of the eternal return presented by Friedrich Nietzsche in aphorism #341 of his work Gaya Ciencia. This aphorism will give emphasis to deepen in Nietzsche's thought, on how man must assume and accept his becoming before the great questioning of living again one and a thousand times this life from a love for life and its destiny.
Análisis musemático: una aproximación a la conquistada de los Jaivas
(Universidad Santo Tomás, 2026-09-15) Linares Pérez, Britney Ximena; Triana Moreno, Diana Paola; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001370517; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002097873; https://scholar.google.com/citations?user=o14AGuwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-6740-4171
This research examines music as a cultural manifestation capable of transcending its sonic and aesthetic dimensions to become a means of constructing social, historical, and political meanings. Drawing on the relationship between music, memory, identity, and collective experience, the study seeks to understand how certain musical expressions acquire meaning within contexts marked by processes of domination, conflict, and the search for recognition. Drawing on the fields of the philosophy of music, semiotics, and aesthetics, and using the theories of Charles S. Peirce and Philip Tagg as points of reference, this study analyzes the song “La conquistada” by the Chilean band Los Jaivas. This piece was chosen due to the convergence of musical, poetic, and symbolic elements that allow us to interpret how a composition can represent and produce meanings linked to historical and cultural experience. Within this framework, the research engages with the artistic project, its resistant perspective, and its contribution to the development of Chilean rock in its progressive and psychedelic forms. Thus, this study aims to understand music not merely as an aesthetic experience, but as a form of expression and meaning closely tied to memory, identity, and the social dynamics of a community.
Humanismo ontológico y humanismo antropológico: el ser y la libertad en martín Heidegger y Sartre
(Universidad Santo Tomás, 2026-09-18) Carrillo Esguerra, Valentina; Roberto Alba, Nelson Fernando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001373077; https://scholar.google.com/citations?user=xSgTyIP6weMC&hl=es&oi=ao; https://orcid.org/0000-0003-2806-7162
This research analyzes the conceptions of humanism developed by Martin Heidegger and Jean-Paul Sartre, based on the works *Being and Time*, *Letter on Humanism*, *Being and Nothingness*, and *Existentialism Is a Humanism*. The study begins with the distinction between an ontological perspective, centered on the relationship between the human being and Being, and an anthropological and existential perspective grounded in freedom, choice, and responsibility. Through a critical and comparative analysis, concepts such as Dasein, Mit-sein, being-in-itself, being-for-itself, nothingness, existence, and freedom are examined in order to identify points of convergence and divergence between the two philosophers. The research argues that, although Heidegger and Sartre develop different conceptions of humanism, their thought can be brought into dialogue through their shared concern with understanding human existence after the crisis of traditional metaphysical foundations. Thus, Heidegger’s ontological perspective broadens the understanding of existence beyond anthropocentrism, while Sartre’s approach contributes a fundamental dimension related to freedom, responsibility, and the construction of meaning in human existence.
Pasantía como docente de filosofía en el colegio Celco San Lucas
(Universidad Santo Tomás, 2026-09-01) Rojas Sanclemente, Miguel Ángel; Moreno Ortíz, Juan Carlos; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001576364; https://scholar.google.com/citations?user=CAsvIusAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4759-4398
The internship emphasizes the pedagogical component, particularly the curriculum and teaching methods for philosophy in high school. The goal is to conduct a literature review of the philosophy curriculum at Celco San Lucas, with the aim of critically examining the existing approach to explore new teaching methods. Consequently, a proposal different from the school’s current one is put forward: to design and develop a new curriculum for the institution focused on thematic areas. The project delves deeply into the teaching of philosophy, analyzing alternative approaches—specifically within the thematic areas and all the concepts they encompass—to be implemented in practice. The internship seeks to transform the teaching of philosophy in secondary education at the Celco institution by implementing an innovative curriculum that promotes meaningful learning and the development of argumentative skills among students. The proposal is grounded in documents from the Ministry of Education (MEN) and in various authors cited throughout the text.
Transhumanismo cyborg como escatología secular: una lectura desde la epistemología histórica
(Universidad Santo Tomás, 2026-07-30) Rodríguez Uribe, Diego Camilo; Moreno Ortiz, Juan Carlos; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000250171; https://scholar.google.com/citations?user=CAsvIusAAAAJ&hl=es; https://scholar.google.com/citations?user=CAsvIusAAAAJ&hl=es; https://scholar.google.com/citations?user=CAsvIusAAAAJ&hl=es; https://orcid.org/0000-0003-4759-4398; https://orcid.org/0009-0002-5337-6223
This research examines cyborg transhumanism as a philosophical and historical-epistemological configuration of contemporary technoscientific rationality, extending beyond bioethical and technological approaches. It argues that transhumanism can be understood as a form of secular eschatology because it envisions overcoming human biological limits through technological enhancement, the integration of human and machine, cognitive augmentation, and life extension. The study draws on David F. Noble's analysis of the persistence of religious imaginaries in modern technological development and the contributions of Karl Löwith, Hans Blumenberg, and Reinhart Koselleck regarding secularization, historical temporality, and modern horizons of expectation. Furthermore, it incorporates the perspective of historical epistemology to explain how these conceptual structures shape not only philosophical discourse but also scientific knowledge production, validation criteria, and technological intervention in the human condition. The research ultimately provides a critical philosophical interpretation of cyborg transhumanism as a contemporary expression of the evolving relationship between science, technology, knowledge, and human existence.
Ética de la alteridad en la gestualidad litúrgica: una lectura desde Adela cortina
(Universidad Santo Tomás) Eduar Andrés Guzmán Correa, Eduar Andrés Guzmán Correa; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001690893; https://orcid.org/0000-0002-8882-942
This article analyzes three Catholic liturgical gestures, the nuptial joining of hands, the breaking of bread, and the sign of peace through the lens of Adela Cortina’s Ethics of Cordial Reason. It argues that, beyond their religious dimension, these gestures constitute fundamental ethical acts that embody the recognition of the other and the “obligatio” derived from the human bond “ligatio”. The liturgical gestures are therefore interpreted as ethical expressions that promote the acknowledgment of the other as a dignified being, rather than as a means or instrument. A critical hermeneutic approach is adopted as the research methodology, allowing for the interpretation of texts and social phenomena within their cultural and historical contexts in pursuit of a deeper understanding. In addition, the study employs a practical ethics perspective, arguing that these liturgical gestures transcend ritual formalism by enacting fundamental values such as empathy, respect, and solidarity. Finally, it proposes a complementary relationship between a religious ethics of maximums and a civil ethics of minimums, showing that both can coexist without contradiction in the construction of a plural and solidaristic citizenship
Objeto mágico: Una categoría de análisis aplicada a tres cuentos de Jorge Luis Borges: “el libro de arena”, “El Aleph y “El Zahir”
(Universidad Santo Tomás, 2026-05-07) Navarro Miranda, Andrés Felipe; Cáceres Delgadillo, Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000982377; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002048986; https://scholar.google.com/citations?user=5HFyOZIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-2533-7083
This monograph conceptualizes and defines a category coined by the writer Jorge Luis Borges called the "magical object," a concept about which there has been a significant theoretical gap in analyses of his literary work to date. This research seeks to fill this gap and demonstrate the importance of this category. The first chapter of this monograph contains the theoretical framework, introducing the writer and characterizing the category of "magical object" (what it is, when it was first used by Borges, and how he employed it in his literature). To this end, the chapter defines what a short story is, what a semiotic object is, what magic is, and what infinity is, weaving together all these concepts to determine the qualities of this category. In the second chapter, the magical object present in each of the stories is traced and characterized in the following order: "The Book of Sand," "The Aleph," and "The Zahir." Subsequently, in the third chapter, the magical objects in the three stories are compared, identifying their commonalities and differences, but primarily studying them from the perspective of Roman Ingarden's phenomenological theory. In that same chapter, conclusions are provided that answer what a magical object is, what implications it has in a story, what its characteristics are, and finally what this category can be used for in literary analyses of the work of the Argentine writer.
Desarrollo de la Inteligencia Emocional a través de una Estrategia Didáctica Escritural en Estudiantes de Cuarto de Primaria del Colegio Nuestra Señora de la Paz
(Universidad Santo Tomás, 2025) Devia Perdomo, Eduard Guillermo; Vallejo Molina, Rubén Darío; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000400360; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002083212; https://orcid.org/0000-0002-2659-3313; https://orcid.org/0009-0003-8277-6979
From my experience in educational research, a deep interest arises in studying emotional intelligence and its strengthening through writing in the school context. This interest is framed in the search for pedagogical strategies that transcend traditional teaching to address essential aspects of the integral development of students. Recognizing that emotional intelligence is key to personal and social life, I propose to investigate how writing can become an effective didactic tool to foster socioemotional skills, based on Daniel Goleman's approaches and the possibilities offered by pedagogical mediation. Writing, besides being an academic resource, has the potential to serve as a vehicle for self-reflection, emotional expression and internal conflict resolution. In this sense, the design of specific workshops that link this tool with emotional management strategies not only seeks to improve the students' relationship with themselves, but also with others. This project is based on the premise that emotions and their proper management are fundamental in human development, especially at an early age, where the principles for harmonious coexistence and a balanced life are formed.
El Bogotazo: Reescritura de la Memoria
(Universidad Santo Tomás, 2024) Vargas Sierra, Esteban Alejandro; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001992577; https://orcid.org/0000-0001-9023-1619
This article reflects upon the findings of the research titled El Bogotazo como reescritura discontinua de la memoria [El Bogotazo as a discontinuous rewriting of memory]. This work involves an archival exploration of documents related to the events of April 9, 1948, in Bogotá, with the main purpose of fictionally reconstructing the memory of some victims of El Bogotazo. This reconstruction, following the method suggested by Michel Foucault in The archaeology of knowledge, relies on the interpretation of an approximate list of registered deceased, providing a concrete context that enables the reconstruction of individual stories in the narrative fabric. The critical perspective of Santiago Castro-Gómez, renowned for his genealogical analysis of power relations and discourses in Latin America, is crucial in understanding how these relations are articulated in the construction of historical memory. Furthermore, elements of Gabriel García Márquez’s work titled Vivir para contarla are incorporated into the reflection on the victims, enriching the fictional recreation process and expanding the possibilities of understanding and representing El Bogotazo.
El de Magistro de Santo Tomás de Aquino Como Modelo Pedagógico para la Formación Integral de los Estudiantes de la Licenciatura en Filosofía y Letras de la Universidad Santo Tomás
(Universidad Santo Tomás, 2024-08) Toro Gamba, Fray Rodolfo O.P.; Mendoza Rivera O.P, Fray Wilson Fernando; Universidad Santo Tomás
This thesis analyzes the pedagogical model of Thomas Aquinas as presented in De Magistro and its applicability in the integral formation of Philosophy and Letters students at Universidad Santo Tomás. It explores how the Thomistic approach fosters holistic learning, combining intellectual, moral, and spiritual development. Additionally, it develops the concept of pedagogical empathy, emphasizing the importance of understanding and connecting with students' emotional experiences to create an inclusive and enriching learning environment. Finally, the study proposes recommendations for implementing pedagogical empathy in contemporary education, with a focus on training future educators committed to truth, service, and inclusion.
Pedagogía Lúdica para la Esperanza
(Universidad Santo Tomás, 2012) Hernández Ravelo, Arley Humberto; Rincón, Alberto; Universidad Santo Tomás
Estado del arte sobre los informes alternativos e independientes para la población en situación de desplazamiento forzado en Colombia durante el periodo de 1995-2009
(Universidad Santo Tomás, 2010) Díaz Durán, Andrés Felipe; Ramírez Bautista, Camila Andrea; Zapata Jiménez, Myriam Alba; Universidad Santo Tomás
La búsqueda de sí mismo y el mal en los buddenbrook
(Universidad Santo Tomás, 2009) Rojas Calderón, Javier; Universidad Santo Tomás
El lugar de los modelos ideológicos dentro del discurso histórico : reflexión sobre el discurso en el Museo Nacional de Colombia
(Universidad Santo Tomás, 2008) Cortés Quevedo, Susana Ximena; Giraldo, Claudia Patricia; Universidad Santo Tomás
Fundamentación de la articulación del proceso imaginativo en la vida y la importancia de su educación, ilustrada por una didáctica multimedia en filosofía moderna
(Universidad Santo Tomás, 2005) Palacio Muñoz, Manuel Darío; Universidad Santo Tomás
Análisis semiológico : ficcionalidad en la obra, En diciembre llegaban las brisas de Marvel Luz Moreno
(Universidad Santo Tomás, 2005) Ríos Plazas, Mabel Lilian; González de Díaz, Martha; Universidad Santo Tomás
Interpretación del Concepto de Amor Intransitivo en el Personaje de “Heathcliff”, Protagonista Masculino de la Novela Cumbres Borrascosas
(Universidad Santo Tomás, 2024-04-08) Ruiz Villa, Paula Andrea; Cárdenas Sánchez, Ninfa Stella; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000378607; https://scholar.google.com/citations?hl=es&user=v-Ep_mEAAAAJ; https://orcid.org/0000-0003-3096-9560
Percepción de los Docentes sobre la Relación Entre las Prácticas Pedagógicas y la Importancia de la Sistematización para el Logro de los Objetivos Educativos
(Universidad Santo Tomás, 2024-02-15) Bueno Hernández, Sindy Johanna; Jiménez Guevara, Karen Lorena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000111306; https://orcid.org/0000-0002-1752-2193
This research, based on the hermeneutic phenomenological approach, explored the perception of teachers about the relationship between their pedagogical practices and systematization with respect to educational objectives. The results highlighted that teachers value systematization as essential to improve the organization and quality of teaching. They recognize its impact on the achievement of educational objectives, as evidenced by the implementation of tools such as lesson plans or Taskchart. Despite recognizing its importance, they face challenges such as lack of time, institutional bureaucracy and resistance to change. As a solution, strategies such as continuous research, the promotion of self-reflection, the search for institutional changes and the promotion of constant learning are proposed. In conclusion, this research underlines the relevance of systematizing pedagogical practices to improve educational quality. It proposes solutions to overcome challenges, promoting teaching practice towards more effective and reflective teaching.
Mejoramiento de la Comprensión Lectora en Estudiantes de Grado Quinto del Colegio Miguel Antonio Caro (Bogotá D.C.)
(Universidad Santo Tomás, 2024-02-04) Bonilla Orjuela, Ana Milena; Jiménez Guevara, Karen Lorena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000111306; https://orcid.org/0000-0002-1752-2193
This teaching internship report arises as a result of an unwavering commitment to improve and strengthen reading skills in fifth grade students at the Miguel Antonio Caro School in Bogotá D.C. The objective of the report will present the way in which the improvement of the reading comprehension of students in the fifth grade of primary school at the School can be promoted; which will be developed, first of all, identifying the teaching approach that encourages reading in the fifth grade; Then, the three reading levels will be developed; literal, inferential and critical, as a strategy to improve the understanding of different textual typologies; and finally, systematize the application of a teaching approach that promotes reading comprehension in academic activities and training practices in said focused group. The report is structured based on the planning, execution and evaluation of the activities developed to improve reading comprehension, the pedagogical strategies applied, the resources used, as well as the results obtained through different evaluation methodologies will be presented in detail. and monitoring; In addition, a critical analysis of the effectiveness of these strategies will be offered, highlighting the achievements achieved and the challenges identified in this improvement process. This report not only represents a detailed account of activities and results of performance as a teacher and coordinator, but also offers recommendations and reflections derived from this experience, with the purpose of enriching future educational processes aimed at strengthening reading comprehension in fifth grade students. degree and ultimately enhance your academic and personal success.

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