Cuerpo, Sujeto y Educación
URI permanente para esta colecciónhttp://hdl.handle.net/11634/9649
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Ítem Laboratorio lúdica y juego, letras en movimiento Rinrin Renacuajo(2021-06-30) Tellez Claro, Nicolas; Sierra Delgadillo, Viviana; Ruiz González, Lady Johanna; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001860586; https://scienti.colciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000016465; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000120052; https://scholar.google.es/citations?view_op=new_profile&hl=es; https://scholar.google.com/citations?user=osAtplkAAAAJ&hl=es; https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es; GrupLAC: https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000001189; https://orcid.org/0000-0002-6766-3525; https://orcid.org/0000-0002-9148-2994; https://orcid.org/0000-0003-3189-4089As the second phase of the project started in 2019 entitled "Benefits of leisure and recreation practices as a strategy for the training of promoters of lifestyles and well-being around CPS Suba." This proposal arises where it innovates in projects that from recreation with participatory methodologies become a priority and contribute to the training of its professionals. Within this process, project actions were consolidated to carry out the design of virtual formats for the consolidation of promoters of lifestyles, derived from their learning, appropriation and readings of the needs of the community and put into action from leisure and recreation . This process is supported by the students of the deepening in recreation and supervised by the teachers responsible for the project.Ítem RSU DC CPS Suba CFDR recreación 2020, vídeo laboratorio lúdica y juego, el cuerpo jugado mi amigo el delfín.(2021-06-30) Guayacundo Álvarez, Dayana Alejandra; Sierra Delgadillo, Viviana; Ruiz González, Lady Johanna; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001869628; https://scienti.colciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000016465; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000120052; https://scholar.google.es/citations?view_op=new_profile&hl=es; https://scholar.google.com/citations?user=osAtplkAAAAJ&hl=es; https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000001189; https://orcid.org/0000-0003-4825-8249; https://orcid.org/0000-0002-9148-2994; https://orcid.org/0000-0003-3189-4089As the second phase of the project started in 2019 entitled "Benefits of leisure and recreation practices as a strategy for the training of promoters of lifestyles and well-being around CPS Suba." This proposal arises where it innovates in projects that from recreation with participatory methodologies become a priority and contribute to the training of its professionals. Within this process, project actions were consolidated to carry out the design of virtual formats for the consolidation of promoters of lifestyles, derived from their learning, appropriation and readings of the needs of the community and put into action from leisure and recreation . This process is supported by the students of the deepening in recreation and supervised by the teachers responsible for the project.Ítem Pixel art del perfil profesional de Cultura Física, Deporte y Recreación(2021-06-28) Melodelgado Parra, Ivan Alejandro; Ruiz González, Lady Johanna; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001884393; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000120052; https://scholar.google.es/citations?view_op=new_articles&hl=es&imq=Ivan+Alejandro+Melodelgado+Parra#; https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000001189; https://orcid.org/0000-0001-7726-8601; https://orcid.org/0000-0003-3189-4089The pixel art is designed as a recreational proposal for applicants and students of the physical culture, sports and recreation program to make them aware of the most relevant competencies to impact the community sector. This proposal arises from the research work Profile of the Physical Culture, Sport and Recreation professional in working with the community. These competencies are promoted and strengthened by the Universidad Santo Tomás and the Physical Culture, Sports and Recreation program with integral humanistic training. Thus, the recreational technique of origami is used as a tool for the dissemination of the competencies to be developed in the professionals of physical culture, sports and recreation. The model or diagram used is from the origamist Jo Nakashima, due to the ease and simplicity of the figure. In addition to the competencies needed to work positively in the community sector, it is a way of demonstrating the importance of teamwork in this career.Ítem Recreación terapéutica en acción(2021-06-28) Guayacundo Álvarez, Dayana Alejandra; Tellez Claro, Nicolas; Ruiz González, Lady Johanna; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001869628; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001860586; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000120052; https://scholar.google.es/citations?view_op=new_profile&hl=es; https://scholar.google.es/citations?view_op=new_profile&hl=es; https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000001189; https://orcid.org/0000-0003-4825-8249; https://orcid.org/0000-0002-6766-3525; https://orcid.org/0000-0003-3189-4089Therapeutic Recreation in Action is a primer which shows the importance of recreation within the life of each of the individuals, giving a special focus to the elderly and children, because it takes into account each of the areas that make up health , allowing the quality of life to be impacted by an improvement at any age that the human being is. This product comes from the project "Influence of therapeutic recreation mediated by artistic practices, on the quality of life of children (4-12 years) and older adults participating in a recreation program provided by deepening recreation and free time management of the Faculty of Physical Culture, Sports and Recreation ”, which was carried out in a period of 3 months, generating that the importance of therapeutic recreation was observed, taking it hand in hand with art.Ítem Cartilla Pedagógica Recreo Pato "Patología y Lúdica"(2021-06-18) Guerrero Vargas, Angie Natalia; Ruiz González, Lady Johanna; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001833565; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000120052; https://scholar.google.es/citations?view_op=new_profile&hl=es; https://scholar.google.com/citations?user=so8I3k4AAAAJ HYPERLINK "https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es"& HYPERLINK "https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es"hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000001189; https://orcid.org/0000-0003-3189-4089; https://orcid.org/0000-0003-3189-4089This booklet is a pedagogical tool for the teaching of chronic non-communicable diseases through playful pedagogical practices in a face-to-face and virtual way; It has the educational material of the duck recreation game and the accesses for the virtual games and quizzes developed on the genially platform. Developed and thought according to the needs of students of physical culture, sports and recreation, to achieve significant learning in the academic space, which contributes to their professional careers and life; taking into account the impact that playful methodologies have in the classroom, motivation and learning.Ítem Guía pedagógica: morfología y juego: “músculos en acción”. Una aplicación desde la praxiología y la lúdica para el aprendizaje en el aula(2021-06-18) Macias Nova, Juan Pablo; Narváez Duarte, Melisa Andrea; Ruiz González, Lady Johanna; Fonseca Zamora, Francisco Javier; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000184841; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000184932; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000120052; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001344469; https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=JUAN+PABLO+MACIAS+NOVA&btnG=; https://scholar.google.com/scholar?hl=es&as_sdt=0%2C5&q=melisa+andrea+narv%C3%A1ez+duarte&oq=MELISA+ANDREA+; https://scholar.google.com/citations?user=so8I3k4AAAAJ&hl=es; https://scholar.google.com/citations?user=31ACB74AAAAJ&hl=es; https://orcid.org/0000-0002-5420-5576; https://orcid.org/0000-0002-9531-9422; https://orcid.org/0000-0003-3189-4089; https://orcid.org/0000-0002-0106-6680Understanding the didactics in the classroom as a fundamental part of the process of recognition of the motor action in the student of Physical Culture, Sport and Recreation, implies a direct relationship of the students' experience with their thematic learning. Thus, involving a ludic scenario in which from Praxiology different scenarios are arranged from fiction, pleasure, otherness and identity leads to think strategies in the classroom from recreational practices that involve space, temporality, communication and diverse praxiosocial manifestations. This booklet, as a contribution of the MASOR team and the recreation leaders in the program, aims to be a powerful tool to generate a change in the attitude towards the teaching-learning process in both students and teachers, promoting the application of new means for the association of knowledge, memorization and significant impact on them.Ítem Parte 3: Experiencias en consejería académica universitaria. Capitulo 4: El Programa de Desarrollo Integral Estudiantil en el periodo de 2012-1 a 2016-1 en cifras(2020) Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://orcid.org/0000-0002-5683-7948This chapter presents the total number of students served each semester through each strategy of each of the projects of the Integral Student Development Program (pdie), both individually and in groups. Development Program (pdie) projects, both individually and collectively, as well as the number of sessions and collectively, as well as the number of sessions destined to this attention during the period from 2012-1 to 2016-1. It also presents the research projects, products and proposals developed during this period under the project during this period within the framework of the project.Ítem Parte 3: Experiencias en consejería académica universitaria. Capitulo 3: El arte de la consejería y el coaching organizacional: “el coach-sejero”(2020) Abella Fajardo, María Andrea; Universidad Santo TomasWhen we talk about student counseling or student support, it is necessary to ask ourselves about the ways of being, acting and relating of those who dedicate themselves to this work. When talking about student counseling or student support, it is necessary to ask ourselves about the ways of being, acting and relating of those who dedicate themselves to this work. It is necessary to reflect on the work of the counselor teacher, to value the being of those who dedicate themselves to this work and the It is necessary to reflect on the work of the counselor teacher, to value the being of those who dedicate themselves to this work and the importance of having skills that allow them through their actions that the student potentiates and recognizes their resources to transcend in the path of student life.Ítem Parte 1: Comprender el abandono y la permanencia estudiantil en la universidad. Capitulo 5: Factores asociados a la repitencia en la Facultad de Cultura Física, Deporte y Recreación de la Universidad Santo Tomás (Bogotá) en el periodo de 2010 a 2013-1(2020) Criales Romero, Paola Andrea; Ojeda Pardo, Mónica Liliana; Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001373440; https://scholar.google.com/citations?hl=es&user=dXRcj2EAAAAJ; https://orcid.org/0000-0002-5683-7948The University of Santo Tomas and the Academic Program of Physical Culture, Sports and Recreation are no strangers to the problem Physical Culture, Sports and Recreation are no strangers to the problem described in the previous chapter. in the previous chapter. According to the University of Santo Tomás (2012), this faculty has a high volume of students who drop out of the Faculty has a high volume of students who drop out of the program and every semester they and request reinstatement every semester, as well as a very high number of repeating students. number of repeating students; the trend in 2012 was towards an increase, if not a trend towards 2012 was towards an increase, if not maintenance of repetition rates above 20%, a situation that has so far remained 20%, a situation that so far has lent itself to the generation of causal hypotheses, hypotheses that so far have been insufficient to achieve a significant control of these figures. to achieve a significant control of these figures.Ítem Parte 3: Experiencias en consejería académica universitaria. Capitulo 2: El docente como primer respondiente: la experiencia de la Facultad de Cultura Física, Deporte y Recreación(2020) Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://orcid.org/0000-0002-5683-7948To speak of a true support team implies recognizing all members of the university community as first responders. first responders. The term "first responder" is derived from the field of first aid and refers to the person first responder" is derived from the field of first aid and refers to the person closest to the person who to the person in need of help, who provides immediate attention as required, assesses immediate care as required, assesses the initial conditions and decides whether it is necessary to refer to others. The speed with which the first responder acts The speed with which the first responder acts to provide adequate care is very important, as the prognosis depends on it, for the prognosis depends on it.Ítem Parte 3: Experiencias en consejería académica universitaria. Capitulo 1: Qué es consejería académica(2020) Reina Vega, Sergio David; López Forero, Laura Tatiana; Artunduaga Cabrera, Jorge Eliécer; Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://orcid.org/0000-0002-5683-7948In Colombia, strategies such as academic counseling are framed within the framework of Law 30/1992, of December 28, 1992, which organizes in Law 30/1992, of December 28, 1992, which organizes the public service of higher education. public service of higher education, which aims to provide comprehensive training for students in an educational institution. In this general regulatory framework, also the University of Santo Tomás, from its Institutional In this general regulatory framework, the Institutional Educational Project (pei) and the Organic Statute also Statutes protect the physical, psycho-affective, spiritual and social development of students.Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 7: Propuesta para el proceso de admisión y acompañamiento a estudiantes de primer año en la Universidad Santo Tomás(2020) Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://orcid.org/0000-0002-5683-7948This chapter is divided into three parts: the first part offers a description of the problem of entry to higher education in Colombia, starting of the problem of admission to higher education in Colombia based on background information, and a description of the situation and a description of the situation regarding admission to the Universidad Santo Tomás, which brings together some data provided by the Udies (Unidad de Desarrollo Integral Estudiante The first part offers a description of the problem of admission to higher education in Colombia as well as the author's experience as director of the Student Development Program of the Faculty of the University of St. Thomas. of the Student Development Program of the Faculty of Physical Culture. A second The second part presents some normative aspects pertinent to the higher education admission to higher education, both at the national and institutional levels. institutional level. Within this framework, the third part offers a proposal of the conditions required in terms of guidelines, criteria, processes (information, detection, orientation, orientation, registration, systematization, strengthening and accompaniment of applicants and those admitted during the process), and accompaniment of applicants and those admitted during their first year of university life). their first year of university life), strategies and resources needed to assume a process of student necessary strategies and resources to assume a process of admission of students to the University University of Santo Tomás with a projection of permanence and graduation.Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 6: Evaluación del Programa de Desarrollo Integral Estudiantil de la Facultad de Cultura Física, Deporte y Recreación de la Universidad Santo Tomás de Bogotá en el periodo de 2012 a 2016(2020) Rodríguez Sanabria, Doris Andrea; Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://orcid.org/0000-0002-5683-7948The Integral Student Development Program (pdie) of the Faculty of Physical Culture, Sports and Recreation of the University of Santo of Physical Culture, Sports and Recreation of the University of Santo Tomás was was created in 2012 to minimize the high percentage of student dropouts and academic student desertion and academic mortality. In order to meet the student needs, the pdie was organized through seven projects: Project for admission, orientation and adaptation to the university environment, Project for academic accompaniment for student Project, Project of academic accompaniment for timely graduation, Project of personal and family development for life, Project of ethical formation and construction of citizenship, Project for ethical formation and construction of citizenship, Project for orientation and labor market insertion (Universidad Santo Tomás, 2013) and more recently the Project aimed at developing financing alternatives for students.Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 5: Impactos del Programa de Desarrollo Integral Estudiantil de la Facultad de Cultura Física, Deporte y Recreación en 2013(2020) Sastre Cifuentes, Asceneth María; Montenegro Mejía, Yohanna; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000430927; https://scholar.google.com/citations?hl=es&user=zYl5vw8AAAAJ; https://orcid.org/0000-0002-5683-7948; https://orcid.org/0000-0002-6004-9741As part of the self-evaluation and self-regulation process for the the high quality accreditation of the Physical Culture, Sports and Recreation Physical Culture, Sport and Recreation program, the Faculty of Physical Culture, Sport and Recreation of the University of Santo Tomás Sport and Recreation of the Universidad Santo Tomás began in 2011 a diagnostic study of the academic situation of the program. a diagnostic study of the academic situation of its students, since there was no systematized information on the subject. High numbers of requests for reinstatement high numbers of requests for reinstatement (between 100 and 150 per semester) and a backlog of 86.5 percent. and a backlog of 86.5%. The Division Secretary's Office estimated the level of attrition attributable to The Division Secretary estimated the level of attrition at approximately 20%, attributable especially to academic mortality and economic difficulties, in addition to the frequent practice of canceling courses without of canceling courses without any remedial strategies that had not been contemplated at that time. not contemplated at that time.Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 4:Evaluación del impacto de los programas de apoyo relacionados con la permanencia estudiantil en la Universidad Santo Tomás de Bogotá de la modalidad presencial de pregrado en 2013(2020) Sastre Cifuentes, Asceneth María; Montenegro Mejía, Yohanna María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000430927; https://scholar.google.com/citations?hl=es&user=zYl5vw8AAAAJ; https://orcid.org/0000-0002-5683-7948; https://orcid.org/0000-0002-6004-9741In order to generate information that would strengthen the processes of student support at the University of Santo Tomas, by order of the nascent Unit for Integral Student Development (Udies), and in (Udies), and in Agreement 626 usta-Ministry of National Education, the impact of the student accompaniment programs of the undergraduate programs of Universidad Santo Tomás was evaluated in 2013, (Bogota), which prior to the founding of the Udies had been developing student accompaniment processes. before the founding of the Udies had been developing student support processes.Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 3: Evaluación de impacto de programas de acompañamiento(2020) Sastre Cifuentes, Asceneth María; Montenegro Mejía, Yohanna María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000430927; https://scholar.google.com/citations?hl=es&user=zYl5vw8AAAAJ; https://orcid.org/0000-0002-5683-7948; https://orcid.org/0000-0002-6004-9741One of the greatest challenges in evaluation is to determine whether educational or social programs are meeting their intended purpose. whether educational or social programs fulfill the purpose for which they were designed. for which they were designed. To this end, impact evaluations provide rigorous provide rigorous methodologies to determine whether the programs achieve the expected results for their beneficiaries through the use of appropriate indicators (Consejo Nacional de Evaluación de la Política indicators (Consejo Nacional de Evaluación de la Política de Desarrollo Social [Coneval]). de Desarrollo Social [Coneval], 2012).Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 2: Indicadores de impacto de programas de acompañamiento estudiantil(2020) Sastre Cifuentes, Asceneth María; Montenegro Mejía, Yohanna María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000430927; https://scholar.google.com/citations?hl=es&user=zYl5vw8AAAAJ; https://orcid.org/0000-0002-5683-7948; https://orcid.org/0000-0002-6004-9741The formulation of student support policies has a tradition in countries such as Australia, Canada, the United States, Northern Ireland, Finland, the United Kingdom and the European Union (eu). Northern Ireland, Finland, the United Kingdom and the European Union (EU). In the In the Anglo-Saxon world, student guidance and counseling have been approached from different perspectives, formulating standards, guidelines, directives, declarations of principles and manuals that have guided their interventions. their interventions. According to Alvis (2009), in Latin America there was not of reports of accompaniment systems, nor of public policies in this regard, with the exception of Argentina and Mexico, where the and Mexico, where the Comprehensive Student Development program was formulated by the National Development program was formulated by the National Association of Universities and Higher Education Institutions (Anu Institutions of Higher Education (Anuies), as one of the strategic programs for the development of the higher education system. These experiences, developed over long periods of time, have made it possible to assess its benefits at the individual, structural and social levels, benefits that for this study have the value of impact indicators. impact indicators.Ítem Parte 2: programas de acompañamiento estudiantil Y evaluación de impacto. Capitulo 1: Referentes normativos de la calidad de programas de acompañamiento estudiantil(2020) Sastre Cifuentes, Asceneth María; Montenegro Mejía, Yohanna María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000430927; https://scholar.google.com/citations?hl=es&user=zYl5vw8AAAAJ; https://orcid.org/0000-0002-5683-7948; https://orcid.org/0000-0002-6004-9741In the search for normative references for the quality of student accompaniment programs, it is necessary to begin with the recognition of the quality of the programs. programs, it is worth starting with the recognition of the general framework the general framework offered by the National Accreditation Council (cna) when defining the concept of quality as applied to higher education institutions (ies). education institutions (HEIs). In the evaluation of quality, the nac proposes a series of indicators that can be considered relevant to student accompaniment programs in this case:Ítem Parte 1: Comprender el abandono y la permanencia estudiantil en la universidad. Capitulo 6: Factores asociados a la deserción estudiantil en la Facultad de Cultura Física, Deporte y Recreación de la Universidad Santo Tomás (Bogotá) en el periodo de 2009-1 a 2015-2(2020) Sastre Cifuentes, Asceneth María; Sandoval Sánchez, José Nicolás; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://orcid.org/0000-0002-5683-7948Throughout the history of higher education in Colombia, and under the guidance of the Ministry of National Education (MinEducación) and other public and private organizations, actions have been Since the year 2000, actions have been consolidated so that students can have equitable access to education and graduate without interruptions. However, student desertion has become a serious problem after starting university life. problem after beginning university life.Ítem Parte 1: Comprender el abandono y la permanencia estudiantil en la universidad. Capitulo 4: Entender el fenómeno de la reprobación en la universidad(2020) Ojeda Pardo, Mónica Liliana; Sastre Cifuentes, Asceneth María; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000409502; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001373440; https://scholar.google.com/citations?hl=es&user=dXRcj2EAAAAJ; https://orcid.org/0000-0002-5683-7948Education is a fundamental right recognized in the Universal Declaration of Human Rights. Universal Declaration of Human Rights, for which great efforts are being made today in almost all public and private institutions of higher education to generate educational policies that and private institutions of higher education to generate educational policies that favor the to provide coverage for an ever-increasing number of students.