Maestría Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11634/165
Examinar
Envíos recientes
Tipo de ítem: Ítem , La Literatura como estrategia para transformar conflictos escolares(Universidad Santo Tomás, 2026-07-10) Devia Perdomo, Eduard Guillermo; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002083212; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0009-0003-8277-6979This research analyzes the impact of a literature-based pedagogical strategy on the transformation of school conflicts among tenth-grade students at Colegio Nuestra Señora de la Paz in Bogotá. The research problem emerged from recurring difficulties in school coexistence, characterized by classroom disruptions, offensive remarks, peer exclusion, and resistance to traditional mediation strategies. From a methodological standpoint, a qualitative interpretive approach was adopted within an educational action research design, involving 31 students, teachers, and school administrators. Five sequential workshops were implemented, drawing on readings by authors such as Saint-Exupéry, García Márquez, Rulfo, Borges, and Anne Frank, and integrating activities such as creative writing, dramatization, reflective dialogue, and collaborative problem-solving. The results reveal a significant shift across two main categories: the first concerns the move from conflict resolution to conflict transformation, in which dialogue, mediation, and active listening replaced impulsive reactions; the second relates to literature as an act of mediation, fostering emotional identification, empathy, and ethical reflection. Overall, students transitioned from viewing conflict as a problem to understanding it as a learning opportunity. Finally, the study concludes that literature, when integrated as a formative experience rather than as academic content, constitutes a powerful pedagogical tool for reframing school coexistence and shaping citizens capable of managing their differences peacefully, in alignment with the "Peacemaker" profile outlined in the school's institutional educational project.Tipo de ítem: Ítem , Factores educativos que inciden en la enseñanza de la tecnología en los estudiantes de la básica primaria de la institución Educativa Colegio Monseñor Diaz Plata(Universidad Santo Tomás, 2026-07-11) Benítez Sánchez , Johanna Alejandra; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919This research project, entitled “Educational Factors Influencing the Teaching of Technology in Primary School Students at Monseñor Díaz Plata Educational Institution, Primero de Enero Campus, Municipality of El Tarra”, emerged from the need to improve the teaching-learning processes in the area of Technology and Informatics at Monseñor Díaz Plata Educational Institution. To address this issue, the following research question was formulated: What educational factors influence the teaching of Technology among primary school students at Monseñor Díaz Plata Educational Institution? The methodology used in this study was based on a qualitative interpretative approach, characterized by its interest in understanding educational reality through the experiences of the educational community, including students, teachers, and families. This approach allows for a deeper understanding of institutional dynamics, recognizing that educational phenomena cannot be understood solely through quantifiable data, but must also be analyzed from the experiences and perceptions of the educational actors. Furthermore, it highlights that the effective integration of Technology and Informatics into education depends not only on the availability of resources but also on the articulation between teacher training, pedagogical practices, and favorable contextual conditions. A literature review was conducted, which identified three main lines of analysis related to educational factors: the digital divide, the educational context, and pedagogical practices. In the specific case of Monseñor Díaz Plata Educational Institution, the theoretical analysis revealed that the problem lies in the coexistence of a significant digital divide, limited pedagogical practices, and a vulnerable educational context. These conditions require a comprehensive review to establish relevant, flexible, and context-sensitive strategies that respond to the realities of the territory.Tipo de ítem: Ítem , Currículo flexible en contextos de emergencia en la I.E. Rural nuestra Señora Del Carmen, ubicada en Sardinata, Departamento de Norte de Santander.(Universidad Santo Tomás, 2026-06-26) Rangel Benítez, Jessica Paola; Garzón Peña, Angela Tatiana; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001913771; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919Throughout history, Colombia has been the setting of an armed conflict whose extension has affected multiple sectors of society as education. This context of violence has generated a series of challenges and threats for education sector in the subregion of Sardinata, Norte de Santander. Consequently, the United Nations Office for the Coordination of Humanitarian Affairs (OCHA), in its February and March Multi-Sector Initial Rapid Assessment (MIRA) reports, recommends strengthening Education in Emergencies through the updating and/or development of School Risk Management Plans (PEGIRE) to improve educational responses in emergency contexts. Therefore, promoting and implementing Education in Emergencies in crisis settings, such as armed conflict, is essential. Pérez (2014) argues that, despite decades of violence, Colombia has not effectively implemented Education in Emergencies within armed conflict contexts. Then, one of the principal gaps identified is the lack of adequate funding, as education in emergency situations has traditionally not been considered a humanitarian priority but rather a long-term development activity. In this context, the implementation of a flexible curriculum becomes particularly relevant. A flexible curriculum is understood as an approach that guarantees the right to access quality public education without being limited by students' physical, psychological, or emotional conditions. Moreover, it provides an alternative that enables teaching and learning processes to be adapted to the local context and to the specific needs of students affected by violence. This investigation propose to examine the current situation of the Rural Educational Institution Nuestra Señora del Carmen, located in Sardinata, a territory significantly affected by the armed conflict. The research seeks to understand teachers' practices related to the implementation of a flexible curriculum in contexts of social emergency. As a result, a qualitative research approach is adopted to explore the characteristics, experiences, and practices of teachers at the selected educational institution regarding the implementation of a flexible curriculum in emergency settings. Additionally, an interpretive perspective is employed to understand the social reality constructed by individuals based on their interpretations of their experiences and the meanings they attribute to the events affecting their lives (Martínez González, 2007).Tipo de ítem: Ítem , Estrategias educomunicativas: fortalecimiento de la competencia lectoescritora en estudiantes de educación primaria del Colegio de la Santísima Trinidad de Bucaramanga.(Universidad Santo Tomás, 2026-06-25) Flórez Hernández, Sandra Eyanira; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919The project “Educational Communication Strategies: Strengthening Reading and Writing Skills Among Elementary School Students at the Colegio de la Santísima Trinidad in Bucaramanga” stems from the need to address the persistent difficulties children face in reading comprehension and written expression. These limitations, linked to pedagogical, socio-emotional, and contextual factors, affect students’ academic performance, motivation, and critical thinking skills. Despite institutional efforts to promote inclusive, high-quality education, there is a clear disconnect between educational processes and students’ sociocultural reality, which leads to disinterest and low participation in school activities. The overall objective of this research is to design and implement innovative educommunicative strategies—mediated by digital tools and participatory methodologies—that promote reading comprehension, written expression, critical thinking, and social-emotional development among elementary school students. To achieve this, three specific objectives have been established: to analyze the needs and challenges in the development of literacy skills; to design and implement educommunication strategies supported by digital resources; and to evaluate the pedagogical impact of these strategies—particularly the production of school podcasts—on strengthening literacy skills. The methodology is based on a qualitative approach, complemented by quantitative support techniques. This research design is primarily aimed at gaining an in-depth understanding of students’ experiences, taking into account the subjective and social dynamics that shape their learning. At the same time, it allows for an assessment of changes in their academic performance, not only through numerical indicators but also through the richness of the narratives, perceptions, and pedagogical practices that emerge during the process. The study employed semi-structured interviews, classroom observations, analyses of written work, and diagnostic questionnaires, supplemented by instruments designed to evaluate the impact of educommunicative strategies. The proposal included the implementation of digital media-based activities, such as podcasts and interactive narratives, aimed at promoting textual production and critical reflection. Additionally, collaborative activities were developed that transformed the classroom into a dialogic and creative space, fostering the collective construction of knowledge and the strengthening of communication skills. The expected outcomes include a significant improvement in reading comprehension and written expression, as evidenced by more coherent and structured texts, as well as increased motivation toward reading and writing. A strengthening of social-emotional skills is also anticipated, given that educommunicative strategies foster self-regulation, collaboration, and the expression of emotions in learning contexts. Furthermore, the production of school podcasts is expected to contribute to identity formation and the development of communication skills in contemporary formats, linking academic language with students’ everyday language. The study’s conclusions highlight that educommunication is an effective pedagogical alternative for addressing the challenges of today’s education system. By integrating digital media and participatory practices, it helps bridge the gap between school and everyday life, fostering students’ active engagement and the development of critical thinking skills. Furthermore, the study recognizes that teachers must assume the role of mediators and facilitators, capable of designing inclusive and meaningful learning environments. The project not only contributes to strengthening literacy skills at the Colegio de la Santísima Trinidad but also offers a model that can be replicated in other educational contexts, thereby contributing to pedagogical innovation and teacher professional development. The social relevance of this initiative lies in fostering critical readers and writers from an early age to cultivate active and responsible citizenship in a globalized, technology-mediated society.Tipo de ítem: Ítem , Incidencia de la retroalimentación formativa mediada por la IA, trabajo entre pares y autoevaluación en el desarrollo de la pronunciación en inglés.(Universidad Santo Tomás, 2026-07-05) Castiblanco Varela, Gloria Katerine; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919The objective of this action research was to understand the impact of formative feedback (based on peers, AI, and self-assessment) on the development of English pronunciation among 33 eighth-grade students at the Institución Educativa Técnica Industrial El Palmae (ITEIPA). Through data collection instruments such as surveys, logs, teacher journals, and observation rubrics, it was found that feedback mediated by self-assessment, AI, and peer work has an asynchronous impact on phonological development. While self-assessment and AI facilitated a level of phonological awareness and categorical discrimination in 91% of the sample, automation in spontaneous speech reached only 35%, highlighting a significant gap between declarative knowledge and phonetic performance. It was found that self-assessment was beneficial for auditory discrimination; AI for phonetic production (contingent on access to technology); and peer collaboration as a catalyst for emotional security. However, a pedagogical tension emerges between students’ perceptions and the technical effectiveness of the resources, since participants prefer peer-to-peer work based on emotional security, but the results show that this preference does not correlate with phonetic improvement.This divergence suggests that pronunciation development in ITEIPA requires a hybrid system, in which peers provide the emotional context for oral production, while AI and self-assessment act as quality filters that transform social interaction into actual language learning.Tipo de ítem: Ítem , Metodologías activas para el fortalecimiento del pensamiento crítico matemático en estudiantes de séptimo grado del colegio minuto de Dios(Universidad Santo Tomás, 2026-06-26) Ceballos Quintero , Danna Lizeth; Santiesteban Casas, Marcia Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000379220; https://orcid.org/0000-0001-6140-076XThe objective of this study was to strengthen mathematical thinking in seventh-grade students at Colegio Minuto de Dios (Bogotá) through mathematical instruction. A comprehensive understanding of the dynamics of learning was made possible by developing the study using the Educational Research-Years (ERY) methodology with a mixed-methods approach. During the diagnostic phase, a predominance of the traditional "explanation-example-exercise" paradigm was found, characterized by an excessive amount of rote memorization ("copy and copy") and a disconnect between the curriculum content and the students' realities. This situation limited the students' ability to argue and caused cognitive fatigue. To address this problem, the didactic sequence "Family Finances: The Power of Data" was created and implemented, based on Problem-Based Learning (PBL), gamification, and cooperative learning. Notable progress was observed in the dimensions of analysis, interpretation, and, above all, written argumentation through the development of financial proposals for the family unit. In this way, the analysis of family finances was linked to notions of statistics and rational numbers. The results show that deliberate pedagogical intervention transformed the student's role, previously passive, into that of a thinking citizen. It is concluded that effective teaching, by avoiding immediate validation and promoting cognitive conflict, is essential to transforming the classroom into a space of inquiry where mathematics becomes a tool for understanding and transforming the social and economic environment.Tipo de ítem: Ítem , La influencia de la inteligencia emocional en la tolerancia al puesto de trabajo y el enfoque atencional en jóvenes con discapacidad intelectual leve del instituto la esperanza.(Universidad Santo Tomás, 2026-06-26) Nieto Correa , Valentina Alejandra; Sánchez Rueda , Humberto; Patiño, Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919The objective of this research was to analyze the influence of emotional intelligence on work-task tolerance and attentional focus in young people with mild intellectual disability from Instituto La Esperanza, an institution linked to the Colombian Family Welfare Institute (ICBF). The study was developed under a qualitative approach, with a descriptive and interpretative scope and a case study design. The population consisted of 30 young people with mild intellectual disability, and the information was complemented through semi-structured interviews conducted with institutional professionals. Data collection techniques included non-participant direct observation and semi-structured interviews, supported by field journals, observation guides, and interview guides. Data analysis was carried out through thematic analysis and data triangulation. The findings showed that emotional intelligence significantly influences the participants’ ability to maintain attention, tolerate frustration, respond to activity demands, and remain engaged in structured occupational contexts. In addition, factors such as motivation, personal interest, professional support, and environmental conditions were identified as facilitators of occupational participation and daily performance. It is concluded that emotional intelligence is a key element in strengthening adaptation, occupational persistence, and active participation among young people with mild intellectual disability in educational and pre-employment settings.Tipo de ítem: Ítem , Competencias emocionales en el conocimiento pedagógico del contenido (PCK) del profesor que enseña matemáticas en básica primaria(Universidad Santo Tomás, 2026-05-25) Mejía Barajas, María Fernanda; Moreno Jaimes, Gresly Yarhit; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002085065; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002084341; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=j7eiKWAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0000-0002-2072-0983The objective of this study was to analyze the relationship between emotional competencies and Pedagogical Content Knowledge (PCK) among elementary school mathematics teachers, based on the emotional experiences and dynamics present in their teaching practice. The study was conducted using a qualitative approach with an interpretive scope, employing non-participant observation, focus groups, and drawings as artistic expressions as data collection techniques. The participants consisted of two fifth-grade mathematics teachers from a public and private school. The findings revealed that emotions directly influence pedagogical decisions, the mediation of mathematical content, the handling of errors, and the relationships established in the classroom. Furthermore, it was identified that competencies such as self-awareness, self-regulation, empathy, motivation, and social skills foster safer, more participatory, and meaningful learning environments. In this regard, three guiding principles were established for strengthening emotional competencies in PCK. It is concluded that the affective component constitutes an essential dimension in mathematics education, as emotions mediate teaching and learning processes and shape the way teachers and students construct experiences around the discipline.Tipo de ítem: Ítem , Desafíos y oportunidades de la inteligencia artificial generativa en los procesos de evaluación educativa virtual del cibercolegio UCN(Universidad Santo Tomás, 2026-06-24) Guerra Arroyave , Fredy Alonso; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919This study aimed to analyze the transformations introduced by generative artificial intelligence (GAI) in the virtual educational assessment processes carried out by teachers at the I.E. Cibercolegio UCN during the second semester of 2025 (2025-II). The research approach was qualitative, within an interpretive scope paradigm. Data was collected through semi-structured interviews and surveys administered to the teaching staff of this educational institution. Data processing was conducted using ATLAS.ti (25) software, enabling a triangulation between teaching testimonies, survey data, and the theoretical frameworks utilized. The findings of the study revealed a tension between the increasing use of these technologies in education and the emergence of issues related to ethics, academic authorship, and potential cognitive gaps resulting from an uncritical use of GAI in the educational field. Despite the challenges encountered, participants demonstrated a mostly positive attitude toward a gradual yet responsible adoption of these innovations in virtual classrooms. It is concluded that there is a need to reassess educational assessment in favor of a conscious and ethical implementation of GAI without compromising students' cognition, thereby promoting strategies and methodologies that are more aligned with technological advancements and contemporary educational needs.Tipo de ítem: Ítem , Resignificando las concepciones y prácticas de la evaluación del aprendizaje en noveno grado(Universidad Santo Tomás, 2026-05-20) Atehortúa Granados, Edna Rocío; Atencia Salcedo, Mary Sixta; Palacin Arévalo, Kellys Johana; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001895001; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002005679; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919This project addresses the need to resignify students' understandings and practices regarding learning assessment through a formative approach rooted in the theoretical advancements of great pedagogues. Under a traditional framework, students perceive the assessment process from a transactional perspective, reducing learning to a utilitarian exchange of tasks for qualitative or quantitative grades, and conceiving learning assessment merely as a requirement to pass, or to receive rewards or punishments. To address this problem, a pedagogical intervention was designed and implemented to deconstruct this paradigm, promoting autonomy, self-reflection, and the active participation of students in their own improvement processes. Methodologically, the study was structured through the Action Research cycle, which encompassed the phases of reflection, planning, action, and observation. The preliminary results, analyzed retrospectively in light of the collected evidence, reveal that the traditional assessment system has left deep marks in the classrooms, hindering the renewal of practices and the use of assessment as a learning tool rather than one of control. Consequently, this analysis allowed for the understanding that a single, isolated action is insufficient to transform the deeply rooted conceptions within the school culture. Conversely, an articulation of educational stakeholders is necessary for a true transformation to take place and for formative assessment environments to be built.Tipo de ítem: Ítem , Educación para la paz en escuelas rurales posacuerdos de paz en los municipios del Tambo (Cauca) y Arauquita (arauca): promoviendo el aprendizaje socio – emocional y el pensamiento crítico a través de la cátedra para la paz en los grados de cuarto y quinto de primaria.(Universidad Santo Tomás, 2026-06-22) Ataya González, Hernan Leonardo; Alban Cortez, Yenibeth Alexandra; Tunaroza Suarez, Yonier Favian; Martínez López , Omar Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002428383; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002428383; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002385488; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002233834; https://orcid.org/0009-0005-3082-3379; https://orcid.org/0009-0005-5644-4596; https://orcid.org/0009-0009-2502-343XThis paper addresses the issues of school coexistence, socio-emotional impacts, and the challenges of peacebuilding in rural schools located in territories historically affected by the Colombian armed conflict. The research was conducted at Centro Educativo San Juan Bosco and Institución Educativa El Rosal, contexts characterized by social vulnerability, violence, and exclusion, which influence school dynamics and students’ emotional experiences. Within this scenario, the school is recognized as a fundamental space for promoting coexistence, participation, and the strengthening of citizenship skills aimed at peacebuilding. The main objective of the study was to analyze how the implementation of pedagogical strategies grounded in socio-emotional learning, critical pedagogy, and the Peace Education Program contributes to strengthening school coexistence and critical thinking among elementary school students in rural contexts affected by armed conflict. Specifically, the study sought to promote the recognition and expression of emotions, strengthen dialogue and classroom participation, and encourage practices oriented toward the peaceful resolution of school conflicts. The research was developed through a qualitative approach within the critical-social paradigm, using the Participatory Action Research (PAR) methodology due to its reflective and transformative nature. The participating population consisted of fourth- and fifth-grade elementary students. Field journals and focus groups were used as data collection techniques, allowing the recording of experiences, emotions, interactions, and changes observed throughout the pedagogical process. The intervention was implemented through playful and pedagogical activities focused on emotional recognition, the narration of experiences, and the collective construction of meanings related to peace and coexistence. The main findings revealed progressive transformations in socio-emotional competencies and school coexistence dynamics. Students were able to identify, express, and reinterpret emotions associated with their family, school, and territorial experiences. Likewise, advances were observed in empathy, mutual respect, active listening, and willingness to engage in dialogue as a strategy for resolving everyday conflicts. In addition, the activities carried out made it possible to recognize the impact of violent contexts on school life and to strengthen the perception of the school as a safe space for expression, support, and collective construction. It is concluded that the articulation between socio-emotional learning, critical pedagogy, and Participatory Action Research constitutes a relevant and effective strategy for strengthening school coexistence and promoting reconciliation and peacebuilding processes in rural contexts affected by violence. The research reaffirms the importance of incorporating socio-emotional and civic education as a central component of the school curriculum and highlights the role of the rural school as a setting for social transformation, the reconstruction of the social fabric, and the promotion of sustainable cultures of peace.Tipo de ítem: Ítem , El Juego en la mediación de conflictos y el fortalecimiento de la convivencia escolar en estudiantes de grado 103 de la Institución Educativa Cazucá, Soacha, Cundinamarca(Universidad Santo Tomás, 2026-06-23) Lemes Borda, Paula Marcela; Parra Jiménez, Yuli Vanessa; Sánchez Rueda , Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002017647; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0000-0002-9876-1398The purpose of this research was to strengthen conflict mediation skills and school coexistence among 103rd-grade students at Cazucá Educational Institution, located in Soacha, Cundinamarca, through the implementation of a game-based didactic sequence. The study was conducted using a qualitative approach and was grounded in Educational Action Research, which enabled the understanding of interaction dynamics within the classroom and the pedagogical intervention of these processes. Thirty-five first-grade students participated in the study, for whom the didactic sequence “Learning to Live Together Through Play” was designed and implemented. The sequence was structured into three phases: exploration, construction, and coexistence. Data were collected through field journals based on participant observation and subsequently analyzed through a coding and categorization process guided by three analytical categories: (1) from conflict to mediation, (2) play as a mediation setting, and (3) the development of socio-emotional skills. The findings revealed significant progress in students’ understanding of conflict as an inherent aspect of human relationships, the strengthening of dialogue and peer mediation strategies, and an increased ability to recognize and express emotions. Likewise, play promoted participation, cooperation, and the collective construction of agreements. The study concludes that the implementation of the didactic sequence demonstrated that school coexistence and conflict mediation go beyond normative approaches and should be understood as continuous and formative processes that need to be addressed transversally within the curriculum. This contributes to the development of socio-emotional skills, participation, dialogue, and agreement-building from the early years of schooling. In this context, play emerged as a fundamental element of early childhood education, providing meaningful opportunities for reflection, interaction, and the peaceful resolution of conflicts in the classroom.Tipo de ítem: Ítem , Estrategias pedagógicas para la inclusión social en estudiantes de educación básica secundaria y media del colegio Luis Enrique Figueroa Rey, Piedecuesta-Santander(Universidad Santo Tomás, 2026-06-23) Mendoza Bautista, Maryoli Liceth; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919The purpose of this research was to characterize the inclusive pedagogical strategies implemented in grades 6 through 11 at Colegio Luis Enrique Figueroa Rey, located in Piedecuesta, Santander, in order to analyze their strengths, limitations, and opportunities for improvement in relation to educational and social inclusion. The study was developed from a descriptive qualitative approach, complemented by a basic descriptive quantitative component derived from a Likert-type survey administered to students. The design was non-experimental and cross-sectional, given that the information was collected within the institution's natural context, without manipulating variables or intervening in school practices. Four techniques were employed for data collection: semi-structured interviews with teachers and administrators, a Likert-type survey administered to students, classroom observation, and documentary analysis of institutional instruments. The findings reveal progress in the institution's inclusive culture, recognition of the PIAR (Individual Plan for Reasonable Accommodations), the use of varied resources, teacher support, and student participation. However, challenges were also identified related to the systematization of reasonable accommodations, the alignment between the PIAR and classroom planning, institutional monitoring, and the shared responsibility between school and family. Overall, the study contributes elements to strengthen more coherent, participatory, and equitable pedagogical practices within the institution.Tipo de ítem: Ítem , Relación del uso de redes sociales en la creación de hábitos de estudio en estudiantes de la escuela nacional de comercio, en Bogotá.(Universidad Santo Tomás, 2026-06-23) Cuenca uchuvo, Diego Alexander; Santisteban Casas, Marcia Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000379220; https://orcid.org/0000-0001-6140-076XThe research project addresses the issue of the relationship between digital platforms and learning processes among adolescents, analyzing the case of the Escuela Nacional de Comercio in Bogotá. It begins by examining the tension between school demands, which require concentration, planning, and discipline, and the dynamics of cyberculture, characterized by instant gratification, fragmented information consumption, and the search for virtual recognition. The general objective is to propose pedagogical guidelines that enable the integration of digital culture with formal education, promoting a critical and educational use of social media while strengthening study habits that enhance academic commitment, self-regulation, and school performance. The study was developed under a mixed-method action research design that combines an interpretive qualitative approach with descriptive quantitative techniques, using a written group survey method focused on exploring students' perceptions, identifying patterns of digital use, and analyzing how these practices influence the development of study habits. The study defined analytical categories such as social media use (frequency, time spent, and purpose), cyberculture (digital cultural practices, identity construction, and informal learning), and study habits (time management, learning strategies, and distraction control). This approach made it possible to understand the ambivalent nature of social media: while prolonged recreational use is associated with distraction and lower academic performance, its pedagogical integration can foster collaborative learning and academic organization. The findings reveal that academic interest is affected by the logic of instant gratification inherent in social media. However, opportunities were also identified to use these platforms as spaces for autonomous and collaborative learning, provided that adequate teacher and institutional mediation is present. The central conclusion is that the problem does not lie in social media itself, but rather in the lack of self-regulation and pedagogical strategies that guide its educational use. Consequently, schools must assume an active role in critical digital literacy, recognizing cyberculture as an integral part of young people's educational reality and transforming it into a resource for strengthening study habits.Tipo de ítem: Ítem , Entre estándares y realidades: estudio de caso intrínseco del proceso formativo en inglés y el desarrollo de la competencia comunicativa en los grados quinto y undécimo de la IED Funza sede Furatena.(Universidad Santo Tomás, 2026-06-23) Piza, Angela Cristina; Santisteban Casas, Marcia Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000379220; https://orcid.org/0000-0001-6140-076XThis study aims to characterize the English language teaching and learning process in fifth and eleventh grades at the Furatena campus of Institución Educativa Departamental Funza through an integrated analysis of the curricular, methodological, assessment-related, and contextual shortcomings that affect the development of communicative competence. This qualitative study, grounded in a socio-critical perspective and exploratory-descriptive in scope, was conducted as an intrinsic case study. Data were collected through semi-structured interviews, classroom observation, and document analysis, and were integrated through methodological triangulation to contrast the prescribed, perceived, and enacted curriculum. The findings reveal a gap between policy guidelines and their pedagogical enactment, reflected in the predominance of traditional practices, unresolved methodological hybridity, assessment practices that lack systematic formative orientation, and scarce opportunities for meaningful language use. In conclusion, the difficulties in learning English do not stem from the absence of educational policies, but from the lack of articulation among curriculum, methodology, and assessment, mediated by contextual conditions that constrain the development of communicative competence. This underscores the need for contextualized pedagogical proposals that strengthen the coherence of the teaching and learning process. Keywords: communicative competence, English language teaching, curriculum, teaching methodologies, learning assessmentTipo de ítem: Ítem , Diseño de una estrategia pedagógica avícola para el consumo responsable y la sostenibilidad en el Instituto Técnico Agrícola de Convención(Universidad Santo Tomás, 2026-06-22) Quintero Carvajalino, Ariani María; Santisteban Casas, Marcia Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000379220; https://orcid.org/0000-0001-6140-076XThe purpose of this project is to analyze how the poultry production project, undertaken in partnership with SENA (National Learning Service), contributes to sustainable development. This project aims to strengthen various competencies through an entrepreneurial process, thereby fostering life projects for 11th-grade students at the Agricultural Technical Educational Institution in the municipality of Convención, in the Catatumbo region. This research employed a qualitative approach and an interpretive paradigm, implementing a case study with the 11th-grade students who participated in the project. Data collection techniques included focus groups, participant observation, and document analysis from different institutions. Significant findings emerged, demonstrating that the practical experience in the poultry project promotes the development of technical, socioeconomic, and management skills, thereby strengthening academic motivation and the relevance of learning. On the other hand, it was observed that the process of participating in production and marketing activities allows students to contribute to the future with clearer, more viable expectations, far removed from the illegal economies present in the region. As a result of the research, a pedagogical strategy based on situated learning was designed and implemented. This strategy integrates seven training phases during an eight-week production cycle, from planning and preparing the poultry house to marketing and evaluating results. This proposal articulates training content along three axes: technical poultry management, business management of the project, and transversal skills.Tipo de ítem: Ítem , Del conflicto a la convivencia: una estrategia desde la justicia escolar restaurativa en formación docente(Universidad Santo Tomás, 2026-06-22) Misas Camacho, Eliana Patricia; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919This research paper, entitled “Teacher Training in School Conflict Resolution,” acknowledges the limited teacher training in school conflict resolution, which has hindered the assertive management of conflict. Therefore, the general objective of this study is to propose a pedagogical strategy for school conflict resolution that promotes healthy coexistence. The methodology employed was qualitative-documentary with a critical-interpretive approach, based on the analysis of academic sources. A survey was administered to five teachers at the educational institution to further investigate the identified problem. The research results show a predominance of punitive practices and a lack of research on teacher training in school conflict resolution. Teachers who implement restorative practices do so in isolation, which hinders the practice from promoting short- and long-term changes. The lack of integration of restorative-focused coexistence manuals is an impediment to transforming punitive practices. Furthermore, Restorative School Justice is an alternative that responds to the dynamics of school conflict management. Taken together, these findings highlight the need for teacher training, restorative protocols for addressing Type I situations as defined by Law 1620 of 2013 on School Coexistence, and robust socio-emotional strategies. In conclusion, teacher training in school conflict resolution is crucial for transforming pedagogical practices so they align with school coexistence manuals and effectively implement restorative practices, fostering dialogue through the development of socio-emotional skills invulnerable communities within Bogotá.Tipo de ítem: Ítem , "Memoria de mi entorno" conservacion y uso sostenible del manglar en el area del consejo comunitario odemap mosquera norte, en el marco de la ancestralidad y colectividad del territorio"(Universidad Santo Tomás, 2025-10-20) Cifuentes Sinisterra, Bladimir; Pineda Paredes, Cemercio; Murillo Castro, Jhon Fredy; Huerta Ruiz, Joaquin Dario; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000191140; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002356637; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002356641; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002357454; https://scholar.google.com/citations?user=GxNR5XEAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9972-8410; https://orcid.org/0009-0007-8159-3600From a critical perspective, the lack of interest in mangrove conservation has become ingrained in the collective memory of the inhabitants of the Odemap Mosquera Norte Community Council. This is because nothing is being done to safeguard the meager resources that provide sustenance to many families in the council, both through their socio-economic activities and as a natural barrier within the territory, which is surrounded by approximately 52,000 hectares of mangrove forest. Similarly, the most distinctive feature of this proposal is that it not only focuses on the environmental aspect but also approaches it from a rich perspective: that of ancestral knowledge and the collective nature of the territory. In other words, the intention is to connect the knowledge and practices of those communities that have lived off the mangrove for generations.Tipo de ítem: Ítem , Desarrollo del pensamiento crítico a través de filosofía para niños en estudiantes de 5° De educación básica primaria de la Institución Educativa Camilo Torres del Municipio de Granada, Meta(Universidad Santo Tomás, 2026-05-08) Cárdenas Muñoz, Carlos Augusto; Bustamante Fuentes, Sabas Manuel; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000065571; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002177206; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=8HLrjjcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0000-0003-4873-6781This research project aimed to analyze how the Philosophy for Children (P4C) methodology contributes to the development of critical thinking in fifth grade students in basic primary education. To achieve this, a didactic sequence based on the community of inquiry was designed and implemented, and data were collected through three instruments: field diary, semi structured interview, and written production analysis. The study was grounded in the critical thinking skills model proposed by philosopher Peter Facione, from which the qualitative analysis categories were constructed. Overall, the findings indicate that the didactic proposal stimulated the emergence—although to varying degrees—of critical thinking skills. From an educational and didactic perspective, the community of inquiry transformed classroom dynamics by promoting dialogue, argumentation, and the collective construction of meaning. This environment encouraged students to assume an active role in developing criteria, taking positions, and revising their own ideas. Taken together, the study concludes that Philosophy for Children is a relevant and effective pedagogical strategy for fostering critical thinking in basic primary education.Tipo de ítem: Ítem , Objetivación de la suma y resta entre números enteros en estudiantes del grado séptimo(Universidad Santo Tomás, 2026-05-06) Piedrahita Sierra, Xiomara; Quintero Cañas, Alejandra María; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002247387; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002247384; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0009-0007-2746-8665; https://orcid.org/0009-0001-2383-9170This research, entitled “Objectification of Addition and Subtraction of Integers in Seventh-Grade Students”, aimed to analyze the difficulties students present in understanding these operations and to strengthen their learning through contextualized teaching strategies. The study was developed under a qualitative approach and was based on Activity Theory and Radford’s Theory of Objectification, understanding learning as a social and participatory process. The results showed that activities based on interaction, reflection, and the use of semiotic resources promoted meaningful understanding of addition and subtraction of integers, strengthening mathematical thinking and students’ active participation.