Doctorado en Educación
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Browsing Doctorado en Educación by Author "López Noreña, Germán"
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Item Propuesta para la evaluación de aprendizajes en diseño gráfico desde un enfoque de formación integral(Universidad Santiago de Cali, 2023) García Cordero, Marisol Soledad; López Noreña, Germán; Morales Holguín, ArodiGraphic designers have particularities in their professional training. Over time, modifications have been made to the strategies, methodologies, methods, and tools used to support teaching and learning in this discipline. However, tensions persist in evaluating the practices carried out in design workshops, which leads to overlapping approaches. This research focuses on the need to consolidate the epistemological, theoretical, and methodological foundations of evaluative practices used in Graphic Design (GD) programs at three specific universities in Cundinamarca and Boyacá. It also seeks to identify the challenges and uncertainties faced by the actors involved in the process in order to understand the discrepancies that arise internally. Finally, a evaluation method is proposed based on the aforementioned results and objectives, with a theoretical component grounded in the paradigm of complex thinking, which aligns with the current needs of design in society. In methodological terms, this research is framed within a sociocritical paradigm and utilizes an educational research method. The participants in the study were teachers, students, graduates, and employers from various design fields. The results of this research aim to contribute both theoretically and methodologically to the evaluation processes in GD. Through these results, an evaluation method called MED 360 is proposed, which allows for a comprehensive and holistic evaluation that aligns with the new perspectives of design in relation to the current contextItem Representaciones sociales de los docentes sobre evaluación formativa del aprendizaje: una lectura desde el pensamiento complejo(2023) Ávila Vanegas, Claudia; López Noreña, Germán; Aloiso Gamboa, AudinThe evaluation of learning in the educational setting is made up of various theoretical and practical elements that reveal the epistemological and ontological positions of the subjects who have a place and power in the school. These positions do not emerge spontaneously, they are configured by social representations (SR) based on institutionalized discourses. In the first place, they are influenced by regulatory requirements and guidelines adjusted to the new public management. Secondly, they are influenced by disciplines that establish concepts and methods from distant needs and realities to the pedagogical field. Based on these convergences, the objective is to put in dialogue the configurative discourses of subjectivation and objectification of the formative evaluation of learning to be analyzed through the multidimensionality of the SR that teachers have configured from traditional paradigms and new categories of analysis. . These categories are based on the historical, social and personal footprint, and are called levels of sociogenetic, ontogenetic and microgenetic analysis. Subsequently, they are interpreted from the logic of complex thought, and its three guiding principles of dialogic, recursion and hologrammaticity; Given the qualitative approach of this study, the paradigm is interpretive and the hermeneutic method is used. This approach is developed through the theory of SR to approach its configuration and content, through documentary analysis and semi-structured interviews. The results are triangulated through open and axial coding, allowing an interrelation of meanings from co-occurrences and graphic networks that show as findings, the construction of emancipatory SR supported by the transformation of constituted and homogeneous thought through reflection as key element. The scenarios that facilitate the development of other forms of evaluation are framed in the implementation of pedagogical projects that, from personal initiatives, make the curriculum more flexible and humanize the evaluation methods.Item Transmodagogía. Una pedagogía crítica latinoamericana desde los supuestos pedagógicos transmodernos de Enrique Dussel (1992-2022)(Universidad Santiago de Cali, 2024) Erazo Cruz, Cicerón; López Noreña, GermánThe uncritical, unconscious and oppressive pedagogies of the totality, of the system, in charge of the hegemonic cultural reproduction, are manifested through Euro-anglocentric and neoliberal schools and educations, educators in a foreign and alienating culture of the popular tradition of the diverse and different communities and peoples of Our America, of the Abya Yala. In this sense, the research has the objective of formulating a critical Latin American pedagogy from the transmodern pedagogical assumptions of Enrique Dussel. In order to fulfill this purpose, the research will be carried out within the interpretative paradigm, with a qualitative approach (in a theoretical and analytical, non-interactive horizon), of an analogical hermeneutic type and design. The Documentary Content Analysis (DCA) technique and its various instruments were used to collect information and process the data. Thus, first, Latin American Critical Pedagogies are reviewed in the period between 2012 and 2022. This involves an approach to their origin and historical development, the passage through some of their descriptive nodes, the reflective presentation of their most relevant conceptualizations and the sample of three examples of them. Afterwards, transmodernity is analyzed in Enrique Dussel's work after 1992, taking as a guiding thread the six diachronic stages that allow defining it as a world project of liberation, a realizable planetary pluriverse. Finally, Enrique Dussel's transmodern pedagogical assumptions from 1992 to 2022 are identified, translated into critical pedagogical, epistemic, ethical and political ruptures. It concludes, with the initial formulation or preliminary approach to the conceptualization and defining characteristics of a new Latin American critical pedagogy called transmodagogy or transmodern pedagogy. All this, in order to contribute to de(s)colonize and transform education in Latin America