Doctorado en Educación
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Browsing Doctorado en Educación by Subject "Complejidad"
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Item (Re)Construcción curricular del diseño gráfico en la educación superior para la formación de profesionales integrales(2023) Buitrago López, Yesid Camilo; Muñoz Joven, Luis Armando; Morales Holguín, ArodiThe research presented below addresses the curricular reconstruction of Graphic Design (GD) in Colombian professional education, focusing on resolving existing issues. In Colombia, GD faces challenges regarding its theoretical framework and coherent curricular organization across different levels of Higher Education (HE). The duplication of content between levels has led to a curricular crisis, making it difficult to establish a coherent structure that distinguishes the roles of professional graphic designers from technicians and technologists. Despite previous debates, research on this topic is limited in the Colombian educational context. Therefore, the main objective of this research is to propose a curricular (re)construction of GD in professional education, based on the analysis of the theoretical-methodological foundations of programs accredited by the National Accreditation Council in Colombia. Additionally, specific objectives are set to identify curricular components, analyze professional education, and propose a coherent curricular structure. To achieve these objectives, a methodology based on the social critical paradigm with a qualitative approach was adopted, using a multiple case study and an intentional non-probabilistic sampling method. Data collection was carried out through documentary reviews and semi-structured interviews with teachers, students, graduates, and employers from the seven high-quality accredited GD programs in Colombia. The findings of this research highlight the need to consolidate GD as an independent discipline from Fine Arts, emphasizing training in visual communication, ethical problem-solving, and interdisciplinary approaches. A curricular (re)construction based on the complexity paradigm is proposed, fostering skills such as critical thinking, creativity, adaptability, and collaborationItem 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.