Browsing by Author "Cruz Medina, Rosa Tulia"
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Item Construcción de una propuesta pedagógica a partir del abordaje de las actividades rectoras(Universidad Santiago de Cali, 2018) Zuñiga Lozano, Edwars Steven; Chantre Cusi, Leidy Johana; Cruz Medina, Rosa TuliaTalking about guiding activities in a pedagogical proposal contains a number of concepts that are linked to the Game, Art, Literature and Exploration to the environment, therefore the importance of potentializing those energies and previous knowledge brought by children from their natural environment is recognized. they are their social contexts, since depending on the population group of boys and girls we carry out some lines of work action for each level identified from the social constructivism that is the pedagogical model that allows us to work from the particularities of each children visualizing their environment of social relationship without “chiquitin” here ceasing to be critical of his thoughts that is why the child-centered constructivist approach to early childhood education has its roots in the work of psychologists Lev Vygotsky. Vygonsky's theories about child development, cognition and intelligence worked as a framework to inspire the development of the constructivist approach to learning. The constructivist approach sees children as active participants in their own learning. Education is then much more than memorization, it is the integration and assimilation of knowledge to be used and analyzed more deeply. Constructivist strategies try to ignite a child's curiosity and love for learning. For the implementation of a constructivist concept, three aspects that allow a discovery in the development of children in early childhood must be taken into account: Development as a process of reconstruction and permanent reorganization. When the study of this process had already defined the characteristics of the stages of development and the performances of the children in each of them, new facts and theories appeared that forced them to rethink them; competence that refers to general capacities that make possible the "doings", "knowledges" and the "be able to do" that the children manifest throughout their development. These capacities arise from the reorganization of their affections and knowledge when interacting with others, with their environments and with themselves; Reorganizing experience refers to a cognitive functioning that marks crucial moments in development, since they synthesize the previous knowledge and simultaneously serve as the basis for later, more elaborate developments. A reorganizing experience rather than accumulation is the result of the integration of previous capacities, which allow children to access new „knowledge‟ and „do‟ and move towards more complex forms of Thought and interaction with the world. For example, by three or four years, children are able to understand the intentions, emotions and beliefs of others, differentiating them from their own. It is considered that this ability to "understand the minds of others" is a reorganizing experience because it integrates "knowledge" and "social, emotional and cognitive, previous". These three conceptions are applied in three age groups: 0 to 1 year, 1 to 3 years and 3 to 5 years that are the population groups that provide the child home service combined with the component of educational and protective environments where the role of the teacher As an educational agent, it plays a very important role.Item El prisma de la formación docente en Colombia(Editorial Universidad Santiago de Cali, 2017) Martínez, Alba Deicy; Paz Samudio, Alfonso; Acosta Ocampo, Cilia Inés; Pérez, Cristhian; Chavarro, Gloria Mercedes; González Valencia, Heriberto; Villota, Jakeline Amparo; Guevara Salazar, Leidy Ximena; Betancur Cruz, Luis Bernardo; Granja Escobar, Luis Carlos; Tamayo Cano, Luis Hernando; Giraldo García, Luz Karime; Miranda, Maria Claudia; Cano Quintero, María Constanza; Medina, María Inés; Guerrero, María Victoria; Villota, Maribel Deyci; Rosero, Pablo Lozano; Medina, Patricia; Cruz Medina, Rosa Tulia;En este trabajo se busca reinterpretar los Modos I y II de la producción de conocimientos (Gibbons et al., 1994) conomideologías, la primera con orígenes en el mundo académico y la segunda proveniente del mundo académico y la segunda proviene del mundo empresarial.Item Prisma - Autores(2017) Martínez, Alba Deicy; Paz, Alfonso; Acosta Ocampo, Cilia Inés; Pérez G, Cristhian A.; Mercedes Chavarro, Gloria; González Valencia, Heriberto; Villota, Jakeline Amparo; Guevara Salazar, Leidy Ximena; Betancur, Luis Bernardo; Granja Escobar, Luis Carlos; Tamayo, Luis Hernando; Giraldo García, Luz Karime; Miranda, María Claudia; Cano Quintero, María Constanza; Medina, María Inés; Guerrero, María Victoria; Villota, Maribel Deyci; Rosero, Pablo Lozano; Medina, Patricia; Cruz Medina, Rosa Tulia; Cuellar, Tulia AliciaEste libro interpreta los modos de producción de conocimientos como ideologías, la primera con orígenes en el mundo académico y la segunda proveniente del mundo empresarial. Se sustenta una versión de la filosofía e historia de la ciencia de la modernidad y su irremediable al agotamiento y crisis, inspirada en Castoriadis, Arendt y Boaventura de Sousa SantosItem Prisma - LA EXPERIENCIA DE SER TUTOR DESDE UNA VISIÓN ESENCIAL, REFLEXIONES DE DOCENTES DE LA UNIVERSIDAD SANTIAGO DE CALI(Universidad Santiago de cali, 2017) Acosta Ocampo, Cilia Inés; Cruz Medina, Rosa Tulia; Victoria Guerrero, MaríaEl presente documento recoge la sistematización de la investigación, la experiencia de ser tutor desde una visión esencial; este ejercicio lo emprendieron tres docentes de la Universidad Santiago de Cali, quienes vivieron la investigación desde el método fenomenológico, lo que les permitió comprender, la tutoría como un espacio de encuentro para Ser en relación con los Otros. El trabajo inicia con una síntesis de investigaciones nacionales e internacionales relacionadas con la experiencia de la tutoría en la educación superior, lo que logra reconocer que la tutoría ha sido una experiencia académica que permite mejorar los niveles de rendimiento de los profesionales en formación. De igual manera, se hace una revisión bibliográfica para reconocer algunas concepciones acerca de la tutoría, se justifica el método fenomenológico, en donde se reinicia el proceso de humanización para los humanos, la tutoría desde una visión esencial, recoge las maneras como se aborda la tutoría en la universidad, y las nuevas maneras de verla como posibilidad de encuentro que permita a las personas Ser si mismos con el otro. Al final, se muestra una propuesta pedagógica que recoge las maneras de formar docentes y estudiantes desde una visión esencial, que significa desde sí mismas para lograr Ser con su comunidad, en las aulas y fuera de ellas.