Doctorado en Educación
Permanent URI for this collection
Browse
Browsing Doctorado en Educación by Subject "Curriculum"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Diálogos intercríticos entre saber pedagógico y currículo en escuelas normales superiores de Antioquia(Universidad Santiago de Cali, 2023) Quiñones Idárraga, Juan Esteban; Forero González, Omar OsbaldoThe purpose of this document is to analyze scenarios of intercritical dialogue between pedagogical knowledge and curriculum in some Higher Normal Schools in Antioquia. In order to strengthen the points of epistemic placement, the "Knowledge" category is first addressed, followed by a theoretical overview of the conception of pedagogy as a disciplinary and professional field. In this field, pedagogical knowledge is derived from teaching practices and is put into conversation within the curricular field. Finally, the methodological approach is presented, which is based on a historical-hermeneutic perspective, a sensitive-rhizome map, and a biographical-narrative methodology tool. Ultimately, it is concluded that teacher education in Higher Normal Schools is anchored in a historical concept but not in historicity, and that pedagogical practice is a bridge that facilitates intercritical dialogue between pedagogical knowledge and curriculum.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 collaboration