Investigación Educativa
URI permanente para esta colecciónhttp://hdl.handle.net/11634/21940
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Ítem Policies in Bilingualism and Learning Environments – Language Education Policy: Initial Concepts and Analysis Basic Criteria(2021-12) López Urbina, Johanna Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scholar.google.com/citations?user=NJSBNuoAAAAJ; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0002-1293-8042The module "Policies in Bilingualism and Learning Environments – Language Education Policy: Initial Concepts and Analysis Basic Criteria" provides an in-depth examination of language education policies at national and international levels. It emphasizes fundamental concepts in language policy, teaching methods, bilingualism, and language skills enhancement programs. Through an analysis of historical and contemporary policies, the module underscores the intersection of educational frameworks and societal values, emphasizing the need to accommodate diverse linguistic backgrounds in educational settings. The module adopts key theoretical perspectives from scholars like Kaplan and Baldauf (1997) and Hornberger and Johnson (2007) to frame language policy as a dynamic construct influenced by political, social, and cultural factors. It also critiques existing assessment mechanisms, advocating for a more inclusive understanding of linguistic competence that respects multilingual contexts. By examining Colombia’s legislative frameworks, including the National Bilingualism Plan, Law 1651, among others; the module provides insights into the practical implications of language policy in shaping educational outcomes. Ultimately, the module aims to offer basic aspects to future educators to critically analyze and contribute to the development of fair language policies that acknowledge and appreciate linguistic diversity in multilingual societies.Ítem Policies in Bilingualism and Learning Environments – New or Revise Policy: Achievements in a Policy Analysis(2021-12) López Urbina, Johanna Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scholar.google.com/citations?user=NJSBNuoAAAAJ; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0002-1293-8042The third module, " Policies in Bilingualism and Learning Environments - New or Revise Policy: Achievements in Policy Analysis," focuses on proposing improvements or new policies in specific contexts. It emphasizes the importance of socializing insights and proposals, encouraging the integration of contextual knowledge. The module traces the evolution of policy analysis from the 1960s and 1970s to the emergence of various models and the "rational model" of the 1980s. This model was criticized for relying on quantitative data, which sometimes obscured broader socio-economic realities. The subsequent "Argumentative Turn" advocated for deliberative policy analysis, emphasizing argumentation and multiple perspectives in policy development. Deliberative policy analysis, focusing on dialogic processes, enables analysts to redefine policy alternatives by considering technical, contextual, systemic, and ideological discourses. The module aims to prepare students with qualitative and quantitative methods for thorough policy evaluation, encouraging a holistic approach to understanding and addressing educational challenges within their communities.Ítem Policies in Bilingualism and Learning Environments - Education Policies: Understanding the Past to Reconstruct the Present(2021-12) López Urbina, Johanna Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scholar.google.com/citations?user=NJSBNuoAAAAJ; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0002-1293-8042The module "Policies in Bilingualism and Learning Environments - Education Policies: Understanding the Past to Reconstruct the Present" delves into the analysis of educational policy through a political lens. It introduces key concepts such as politics, policy, public policy, and educational policy, aiming to facilitate students' comprehension of public policy analysis complexities within bilingual and multilingual contexts. The paper explores the historical relationship between politics and education, illustrating how policies influence societal frameworks and promote coexistence across diverse settings. It also examines the distinctions between public and private policies, emphasizing their roles in societal governance. The authors provide a comprehensive definition of public policy, highlighting its multifaceted nature, influenced by various stakeholders seeking to collectively address defined problems. The paper further discusses the interplay between politics and public policy, demonstrating how effective governance relies on both elements. Ultimately, the course intends to enrich students with analytical tools for evaluating educational policies, fostering a deeper understanding of their implications in diverse learning environments.Ítem Education and Multicultural Societies, Module 2: Transforming Education by Embracing Bilingual Learners(2021-02) Rodríguez, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001216627; https://scholar.google.com.co/citations?user=bNVo-L0AAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0003-0567-412XFrom the course Education and Multicultural Societies of the Master's degree in bilingual learning environments, the module entitled, Transforming Education by Embracing Bilingual Learners, addresses the principles of decolonial pedagogy in conjunction with the concept of situated interculturality. In this sense, a critical perspective contributes to an understanding and integration of sociocultural and sociopolitical dimensions to contribute from human, social and cultural factors in the communities of bilingual learning environments. The module starts from a problematization from the context of the Amazon, where sociocultural, economic and political factors converge in a multilingual context, in which stakeholders of the educational field are involved in an educational process that involves Spanish, indigenous languages and foreign languages such as English and Portuguese.Ítem Education and Multicultural Societies, Module 1: Cultural Diversity in a Globalizing Age.(2021-02) Rodríguez, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001216627; https://scholar.google.com.co/citations?user=bNVo-L0AAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0003-0567-412XFrom the course Education and Multicultural Societies of the Master's degree in bilingual learning environments, the module entitled, Cultural diversity in a globalizing age, aims to establish an interrelation between the sociocultural characteristics of educational communities and the diversity mirrored in terms of definitions framing multiculturalism, interculturality and transculturality. The module contextualizes the reader regarding the literature of these concepts. It also addresses the contrast between what is mentioned in the literature and a critical exercise that guides educators, researchers and those interested in the educational, pedagogical and bilingualism to approach through a perspective that positions an interculturality proposed by local areas by following a sense of decoloniality and principles.Ítem Education and Multicultural Societies, Module 3: Rethinking the Framework for 21st Century Bilingual Education.(2021-02) Rodríguez, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001216627; https://scholar.google.com.co/citations?user=bNVo-L0AAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0003-0567-412XFrom the course Education and Multicultural Societies of the Master's degree in bilingual learning environments, the module entitled, Rethinking the framework for 21st century bilingual education, has the purpose of addressing actions for change in educational processes that involve bilingualism. In this sense, it analyzes the barriers and difficulties that characterize the educational dynamics in the 21st century and then invites members of different communities to generate contributions that reconfigure bilingual learning environments in terms of sociocultural diversity. Among the dimensions to be highlighted, equality and diversity are identified regarding the communities with minority languages. It is required to disseminate bilingual and multilingual communities through education actions and stakeholders’ participation to generate actions for change, disseminate the contributions and characteristics of these communities.Ítem Cultura de la innovación educativa para el aprendizaje a lo largo de la vida(2021-06-28) Castellanos Galindo, Sonia Helena; Rojas Mesa, Julio Ernesto; García Suarez, Daniel Eduardo; Universidad Santo Tomas; https://bit.ly/3wE1cx6; https://bit.ly/3gNyeUX; https://bit.ly/2SNWBJL; https://bit.ly/3vQGrxP; https://bit.ly/2SSeY0j; https://bit.ly/3vEnaic; https://bit.ly/3wKqklW; https://orcid.org/0000-0002-5822-6374; https://orcid.org/0000-0002-2237-3727A first theoretical and methodological reflection is proposed around the subject of the culture of educational innovation, as part of the advances in the development of the solidarity research project called "Culture of educational innovation for lifelong learning", advanced since 2020. This document initially addresses a theoretical discussion of the concept of educational innovation and innovation, describes the academic production plan designed to advance the debate and application of the said concept in the training of doctoral students in Education of the Santo Tomás University.
Ítem Narrativas de docentes en formación de la Licenciatura en Lenguas Extranjeras Inglés: Voces de la región de Chiquinquirá.(2021-05-26) Rodríguez, Sandra Milena; Cárdenas Hernández, Milady Melissa; Cabra Solano, Michael Duvan; Zapata, Nancy Yaneth; Prieto, Kimberhly Andrea; Universidad Santo Tomas; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_ rh=0001216627; https://scholar.google.com/citations?user=bNVo- L0AAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0003-0567-412XThrough the participation of teachers in training, the project aims to contribute to community development through pedagogical actions focused on teaching and learning English in educational institutions in the Chiquinquirá region. Thus, the methodological design involved pedagogical workshops led by EFL students in four educational institutions. The collection and interpretation of the information and the formative, pedagogical, and investigative development were based on the narrative research approach, supported through the teachers' report in training, their experience, observation, and professional qualification. Among the results and impacts achieved is the articulation with the Plan Integral Multicampus -PIM through the articulation of research and USTA social projection with visibility in the region and the interrelation between interculturality with society and the educational environment. Among the beneficiaries are educational institutions where teachers in training reflected the social impact of English in the region. Derivative products contributed to education, culture, and society and the research group at USTA Educational Research.Ítem Capitulo 6: Herramientas para padres, madres o cuidadores(2020) Tovar González, Diana Rocío; Jiménez Pava, Ana María; Leal Pabón, Tatiana Lucero; Bustamante Durán, Jorge Enrique; León Pérez, Carlos; Villamizar Lobo, Jeiny Yulieth; Calderón Villamizar, Mayra Alexandra; Ibarra Sánchez, Freddy Omar; Sánchez Camargo, Astrid Katherine; Pulgarín García, Néstor Raúl; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018625; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000131091; https://scholar.google.com/citations?hl=es&user=z31ZcsQAAAAJ; https://scholar.google.com/citations?hl=es&user=hpItNRMAAAAJ; https://orcid.org/0000-0002-8504-4680The objective of this section is to link parents or caregivers to the process of process that is developed with the children and adolescents, in favor of their wellbeing and safety from the family and social and safety in the family and social spheres. This implies developing a teaching-learning process This implies developing a teaching-learning process that allows for reflection on the role of parents in the education of their children, with the understanding that the role of parents in the education of their children, under the the understanding that it is necessary to build a relationship of co-responsibility in the formation and construction of values, in the in the formation and construction of values, so as not to delegate all the responsibility to teachers or educational centers. teachers or educational centers. The following pedagogical tools promote spaces for integration and peaceful coexistence. and peaceful coexistence with the family and the community, which in turn contribute to the use of free time. the use of free time.Ítem Capitulo 5: Trazando un nuevo camino(2020) Tovar González, Diana Rocío; Jiménez Pava, Ana María; Leal Pabón, Tatiana Lucero; Bustamante Durán, Jorge Enrique; León Pérez, Carlos; Villamizar Lobo, Jeiny Yulieth; Calderón Villamizar, Mayra Alexandra; Ibarra Sánchez, Freddy Omar; Sánchez Camargo, Astrid Katherine; Pulgarín García, Néstor Raúl; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018625; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000131091; https://scholar.google.com/citations?hl=es&user=z31ZcsQAAAAJ; https://scholar.google.com/citations?hl=es&user=hpItNRMAAAAJ; https://orcid.org/0000-0002-8504-4680Leaving one's home of origin is not easy; it implies breaking with family and friendship relationships, valuable places and customs. tad relationships, valuable places and customs. In addition, the decision to change territory represents to travel into the unknown in search of new opportunities that allow one to identify oneself, grow, develop and live with dignity, grow, develop and live with dignity. This whole process involves an important path of definition, knowledge and personal transformation. of definition, knowledge and personal transformation. The objective of this phase is to sensitize children and adolescents to the importance of building a life project for themselves and their families. the importance of building a life project in the short, medium and long term, which contributes to personal fulfillment as a life purpose. to personal fulfillment as a life purpose.Ítem Capitulo 4: Explorando un nuevo entorno(2020) Tovar González, Diana Rocío; Jiménez Pava, Ana María; Leal Pabón, Tatiana Lucero; Bustamante Durán, Jorge Enrique; León Pérez, Carlos; Villamizar Lobo, Jeiny Yulieth; Calderón Villamizar, Mayra Alexandra Mayra Alexandra; Ibarra Sánchez, Freddy Omar; Sánchez Camargo, Astrid Katherine; Pulgarín García, Néstor Raúl; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018625; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000131091; https://scholar.google.com/citations?hl=es&user=z31ZcsQAAAAJ; https://scholar.google.com/citations?hl=es&user=hpItNRMAAAAJ; https://orcid.org/0000-0002-8504-4680This phase seeks to ensure that the migrant child population is empowered with the legal tools that are indispensable for guaranteeing their fundamental rights, as established in This phase seeks to empower the migrant child population with the indispensable legal tools to guarantee their fundamental rights, as established in the Constitution and in the Convention on the Rights of the Child. the Constitution and the Convention on the Rights of the Child. These rights enjoy special special protection from the Colombian State, especially when it comes to children and adolescents in a state of children and adolescents in a state of vulnerability due to situations such as migration. It is also expected that participants will learn about the care and protection of rights routes established for the prevention of child abuse and neglect. established for the prevention of violence and illegal recruitment, as well as the authorities that are articulated to protect children and adolescents in a state of vulnerability due to situations such as migration. authorities that are articulated to protect children and adolescents in a state of vulnerability due to situations such as migration.Ítem Capitulo 3: Desempacando el equipaje(2020) Tovar González, Diana Rocío; Jiménez Pava, Ana María; Leal Pabón, Tatiana Lucero; Bustamante Durán, Jorge Enrique; León Pérez, Carlos; Villamizar Lobo, Jeiny Yulieth; Calderón Villamizar, Mayra Alexandra; Ibarra Sánchez, Freddy Omar; Sánchez Camargo, Astrid Katherine; Pulgarín García, Néstor Raúl; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018625; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000131091; https://scholar.google.com/citations?hl=es&user=z31ZcsQAAAAJ; https://scholar.google.com/citations?hl=es&user=hpItNRMAAAAJ; https://orcid.org/0000-0002-8504-4680This second phase seeks to promote the social integration of boys and girls through cultural activities, in an exercise of intercultural recognition that promotes cultural activities, in an exercise of recognition of interculturality, which promotes the consolidation of spaces for the consolidation of integration spaces to strengthen trust and security between the migrant population and the host population. between the migrant population and the host population. "Unpacking the Luggage" is based on the capacity of human beings to adapt to new social to adapt to new social environments, which generates expectations in daily life.Ítem Capitulo 2: Al salir de casa(2020) Tovar González, Diana Rocío; Jiménez Pava, Ana María; Leal Pabón, Tatiana Lucero; Bustamante Durán, Jorge Enrique; León Pérez, Carlos; Villamizar Lobo, Jeiny Yulieth; Calderón Villamizar, Mayra Alexandra; Ibarra Sánchez, Freddy Omar; Sánchez Camargo, Astrid Katherine; Pulgarín García, Néstor Raúl; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018625; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000131091; https://scholar.google.com/citations?hl=es&user=z31ZcsQAAAAJ; https://scholar.google.com/citations?hl=es&user=hpItNRMAAAAJ; https://orcid.org/0000-0002-8504-4680The objective of this phase is to strengthen the identity and capacities of the children and adolescents to face all the adversities that arise at the beginning of the process. and adolescents to face all those adversities that arise at the beginning of the migration process, due to the social, economic and emotional impact that the migration process, due to the social, economic and emotional impact that it has on the personal and family personal and family.Ítem Capitulo 1: Introducción(2020) Tovar González, Diana Rocío; Jiménez Pava, Ana María; Leal Pabón, Tatiana Lucero; Bustamante Durán, Jorge Enrique; León Pérez, Carlos; Villamizar Lobo, Jeiny Yulieth; Calderón Villamizar, Mayra Alexandra; Ibarra Sánchez, Freddy Omar; Sánchez Camargo, Astrid Katherine; Pulgarín García, Néstor Raúl; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000131091; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000018625; https://scholar.google.com/citations?hl=es&user=hpItNRMAAAAJ; https://scholar.google.com/citations?hl=es&user=z31ZcsQAAAAJ; https://orcid.org/0000-0002-8504-4680This pedagogical guide is part of the systematization exercise of the experience of the Program of Integral Accompaniment of Venezuelan Program for the Integral Accompaniment of Venezuelan Migrant Children and Adolescents, in the of the municipality of Cúcuta, financed by the United Nations Children's Fund (UNICEF) and Children's Fund (Unicef) and ECHO, and developed by Universidad Santo Tomás (usta). The objective of the The objective of the program is to facilitate a pedagogical process of accompaniment for the migrant child population in Colombia, which promotes migrant children in Colombia, which promotes the strengthening of skills and the development of competencies for skills, so that children and adolescents can prevent situations that may put their rights at risk, as well as their rights, as well as activate the protection mechanisms and routes available to them. and protection mechanisms and routes within their reach.Ítem Guía para el desarrollo de una auto etnografía reflexiva en investigación educativa: condiciones para pensar experiencias personales de innovación a lo largo de la vida(2020-11-11) Rojas Mesa, Julio Ernesto; Leal Urueña, Linda Alejandra; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000700371; https://scholar.google.com/citations?user=e0Xtbe8AAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0002-2237-3727This theoretical and methodological guide arises as a result of the seminar of deepening: Culture of innovation in lifelong learning, from the line of research Education, culture and society, of the Doctorate in Education of the University Santo Tomas. The general purpose of this material is to address the concept of educational innovation and how a process of culture of innovation can be developed in the field of educational research. Methodologically, a process of autoethnography to work on the innovation cycle classified from 9 phases, for which an instrument of nine questions was used to collect information and analysis, posted online for participants to fill out. The formula The result of the reflection and analysis process is presented in this document.Ítem Infografía – resultados convocatoria 833 de 2018 de Colciencias (Minciencias)(2021-02-17) González Gil, Eduardo; Corchuelo Rodriguez, Camilo Alejandro; Ostos Ortiz, Olga Lucia; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001448002; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001526494; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000260010; https://scholar.google.es/citations?user=4tERbJwAAAAJ&hl=es; https://scholar.google.com/citations?user=yCBpLUsAAAAJ&hl=es; https://scholar.google.com/citations?user=M8jyWq8AAAAJ&hl=no; https://orcid.org/0000-0002-5489-6602; https://orcid.org/0000-0002-7692-1020; http://orcid.org/0000-0002-6477-9872The National Research and Innovation Directorate established as a strategy communication of knowledge dissemination through infographics of the results of the university's research groups in call 833 of 2018 de Colciencias (Minciencias). In this way, the consolidation of products of social appropriation of the knowledge of all the research groups of the Universidad Santo Tomás.Ítem Guía metodológica colegio el Carmelo(2020-11-12) García Murillo, Paulo Germán; Martín Perico, Juana Yadira; Rojas Mesa, Julio Ernesto; Garibello Suan, Bernardo; Parada Romero, Laura Belkis; http://scienti.minciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000295612; http://scienti.minciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000700371; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001589329; http://scienti.minciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001154869; https://scholar.google.es/citations?user=60GkRtsAAAAJ&hl=es; https://scholar.google.es/citations?user=hCWp8mUAAAAJ&hl=es; https://scholar.google.com/citations?user=e0Xtbe8AAAAJ&hl=es; https://scholar.google.com/citations?user=rNgeGXAAAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000003921; https://orcid.org/0000-0003-4086-0489; https://orcid.org/0000-0001-5416-1393; https://orcid.org/0000-0002-2237-3727; https://orcid.org/0000-0003-2990-0515In the context of the COVID-19 pandemic, new challenges arise in the processes of learning of natural sciences, since presence is completely restricted in elementary schools, which makes it difficult to develop experimental experiences; in In response to the above, this project is generated, whose main purpose is to generation of STEAM competencies (environmental, technological and pedagogical and artistic), to 5th grade courses of elementary school in a school in the town of Teusaquillo (El Carmelo) in the city of Bogotá D.C. through an urban agricultural experience. For him development of the above, two experimental practices were designed for development at home, using in both cases bean seeds (variety cargamanto), which is easily acquired at times of food supply The first test evaluates the effect of the controlled pre-germination of seeds in matrix solid, for which rice husk or coffee residues (cuncho) will be used evaluating the germination percentage and time with and without pregermination; the second trial will evaluate the growth and development of bean seedlings in three different light intensities (full, medium and in darkness). It is expected as a result of the project, to generate a pedagogical guide for teachers, parents of family and students that allows the development of STEAM and environmental competencies, which can be incorporated as an internship in natural science courses and in students' homes, as an element of understanding of the transformation of organic matter, safety and food sovereignty, clean technologies, urban agriculture and nutrition.Ítem Capítulo 4. Ciencias sociales y tecnologías en educación. Una perspectiva crítica(2018) Ortiz Jiménez, José Guillermo; Rojas Mesa, Julio Ernesto; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000710601; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000700371; https://scholar.google.es/citations?user=dPcEe4IAAAAJ&hl=es; https://orcid.org/0000-0003-1842-8702; https://orcid.org/0000-0002-2237-3727Ítem Capítulo 5. Voces y emergencias paradigmáticas de maestros en América Latina(2018) Galvis López, Gladys; Castañeda Cantillo, Ana Elvira; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001147528; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000380180; https://scholar.google.es/citations?user=jp3R-g0AAAAJ&hl=es; https://scholar.google.es/citations?user=rRTIoz8AAAAJ&hl=es; https://orcid.org/0000-0002-4721-4423; https://orcid.org/0000-0001-6137-4493Ítem Capítulo 1. Didáctica y pedagogías. Posturas epistémico-políticas en la formación del profesorado(2018) Porta, Luis; Yedaide, María Marta; https://scholar.google.com/citations?user=Uo2hQPQAAAAJ&hl=es