Licenciatura en Ciencias Sociales

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Aplicación de estrategias pedagógicas para la calidad e innovación en las TICS el siglo XXI en Colombia
(Universidad Santiago de Cali, 2021) Arrechea Velasco, Angie Lorena; Madera Vega, Josefa Del Socorro; Tabares Paz, Carmen Lucia; Giraldo Garcia, Luz Karime
This article will address the needs of education in Colombia, given the way it has functioned during the pandemic in the 21st century in the teaching and learning process. This crisis has allowed us to assess the state of coverage and quality of education. It is necessary to adapt to this situation, implementing creative and innovative models to respond effectively to any crisis situation. In this way, through the collection and analysis of different educational experiences before and during the pandemic, the design of a pedagogical proposal begins, and the management of ONLINE platforms can be implemented in classrooms, emerging as an innovative alternative to virtuality and allowing teachers to take advantage of the benefits of these interactive tools in the use of ICTs.
El arte pictórico moderno en argentina como formador de nación durante la primera mitad del siglo XIX
(Universidad Santiago de Cali, 2020) Palta Flaker, Deiner Andrés; Cuevas Arenas, Héctor
Calidad educativa, un docente innovador
(Universidad Santiago de Cali, 2021) Izquierdo Torres, Glendy Ximena; Muñoz, Lina Marcela
In the following article you will be able to appreciate a proposal towards a critical look at a set of reflections about education in terms of its quality, taking into account fundamental factors such as effectiveness, transformation, critical pedagogy and equity, analyzing how from the classrooms the teacher can relate or contribute to the performance of a new role more dynamic, active and transformative, since the teacher as an agent of change, has to be willing to be innovative, this implies using new methods and environments, that allow change in which students prosper favorably in the achievement of learning objectives.
Ciudad, patrimonio e identidad: Diseño de una estrategia didáctica para la promoción del conocimiento del patrimonio y el fortalecimiento de la identidad caleña en estudiantes de grado séptimo del Liceo Nueva Floresta
(Universidad Santiago de Cali, 2020) Arismendy Illescas, Ceygui María; Clavijo Vanegas, Yoselin; Pérez González, Oscar Fabián; Betancur Cruz, Luis Bernardo
The following research aims to design a didactic strategy for the teaching of cultural heritage of the city of Santiago de Cali, in order to generate recognition and appropriation of heritage, but also strengthen the identity and assertive relationship of students with the city , the above is intended to be done by linking the city and the school as spaces conducive to the cognitive and emotional development of students, could be worked from pedagogical practices can promote related learning that improve the identity of citizens.
Conservación cultural a través de la educación etnográfica
(Universidad Santiago de Cali, 2023) Chamorro Hurtado, Maisy Dayana; Arboleda Alegria, Kevin Didier; Lenis, Lilibeth
Cultural preservation is a very important factor within the Afro-descendant community because these populations have been targets of exclusion, which has led them to isolate themselves and maintain a more neutral coexistence. This project will present a participatory pedagogical proposal that seeks to generate cultural integration based on the community's customs and the creativity of the students. These activities will take place in a rural area, a village located in the district of Timbiquí, Cauca, on the Pacific coast
Contribución pedagógica del sector educativo privado en Colombia a la integración migratoria: análisis del período 2016-2020
(Universidad Santiago de Cali, 2024-08-30) Caicedo Zuñiga, Maria Paula; Martinez Bolaños, Daniel Alejandro; Lenis Ledesma, Lilibeth (Director)
This article has as its central axis the analysis of the private education sector acted with respect to the migration process in the period 2016-2020 against the preparation of an environment of integration from an intercultural idea, Since 2015, the Ministry of Education has led a process of guarantees regarding the right to education in terms of permanence and access in which the need to work from citizen competencies and spaces of reflection towards the prevention of scenarios that could damage or disintegrate school coexistence. However, it is necessary to be able to collect what projects or pedagogical proposals the private sector has had in order to distinguish whether the actions carried out in recent years point to a training that recognizes the role of the migrant population and that apart from a welfare and colonialist approach and is based on cultural syncretism as a natural action of peoples.
Didáctica como eje de construcción de unas ciencias sociales con responsabilidad ambiental.
(Universidad Santiago de Cali, 2023) Vargas Lobsang, Yusti; Marcela Muñoz, Lina
The following article invites us to change the Manichean vision of the separation between human beings and their natural environment through didactic and playful strategies that, from school training spaces and with the vital engine of education, foster the union between the anthropic and the natural as a formation of social responsibilities, and not as a topic of casual reflection. The teaching of social sciences must focus not only on Man, but on everything that exists and that society affects; this is the quintessence alluded to in this brief dissertation
La experiencia religiosa y la formación de los valores sociales promovidos por la iglesia de Dios Ministerial de Jesucristo Internacional-IDMJI- en la comunidad de fieles en la ciudad de Cali
(Universidad Santiago de Cali, 2019) Giraldo Castro, Andrés; Osorio Roque, David; Solarte Bolaños, Ana María
“Factores que influyen en el fenómeno de la deserción escolar de la fundación Nelson Mandela en los periodos 2017 – 2018”
(Universidad Santiago de Cali, 2020) Collazos Bedoya, Stephany; Angulo Ocoro, Luis Eder; Betancur Cruz, Luis Bernardo
This paper seeks to identify the factors that influence school dropout rates at the Nelson Mandela School Foundation, located in the Aguablanca district of Cali. Due to its geographic location, it is characterized by a permanent state of vulnerability due to precarious economic conditions, violence, and drug addiction, among other factors. This identification is achieved at three specific moments. First, a characterization of the social context and student population of the Foundation is carried out. This provides an in-depth description of various aspects related to the social context of the institution's students, the institution itself, its educational services, and strategies for controlling student dropout rates, among other aspects.
Fortalecimiento de la interacción social en tiempos de pandemia
(Universidad Santiago de Cali, 2021) Anama Ceballos, Liseth Alejandra; Anama Ceballos, Liseth Alejandra; Balanta Carabalí, Mónica; Giraldo Garcia, Luz Karime
The COVID-19 pandemic has created many challenges for students to maintain positive social interaction. In order to strengthen these relationships, pedagogical strategies are proposed to enable students to adapt to the new changes brought about by the pandemic. Thus, we seek to implement innovative strategies that articulate playful play. We recommend strengthening values such as empathy in order to foster social interaction that allows us to understand the feelings and emotions of others. However, to write this article, we drew on various authors such as Vygotsky, Ortiz, Ernesto Yturralde, Jaume Carbonell, and Papalia, whose theories inform our search for possible strategies to facilitate social interaction in times of pandemic in the classroom of educational institutions.
Influencia de los ambientes ecológicos en el rendimiento escolar de estudiantes. Estudio de caso: Institución Educativa Donald Rodrigo Tafur, Grado Octavo
(Universidad Santiago de Cali, 2019) Bermúdez Otalvaro, Silvana María; Morales Elejalde, Angélica María; Ocampo Agudelo, Mayra Alejandra; Mosquera Cadena, Johanna
The objective of this thesis is to identify how ecological environment influence academic and disciplinary performance of eighth-grade students of the IETI Donald Rodrigo Tafur school. The ecological theory of human development of Urie Bronfenbrenner was used to achieve the purpose; this theory proposes that human actions are determined by series of interrelations of man in an ecological scope, which is a relation of individual-context. It focuses on the human behavior, having an effect directly on society. Bronfenbrenner set up a logical and organized method to concentrate ecological environments within perfectly defined systems denominated: Micro-system, mesosystem, exo-system and macro-system. The approach for this thesis was qualitative in an exploratory-observatory and applicative perspective, then it was a description and analysis of obtained results. The outcomes of an accurate methodological process demonstrated the eighth-grade students of the IETI Donald Rodrigo Tafur School mobilize in a hostile ecological environment such as violent and dangerous neighborhood, government abandonment and intrafamiliar conflicts, affecting negatively the academic and disciplinary performance.
Integración de saberes ancestrales y plantas medicinales en la educación: una perspectiva interdisciplinaria para el aula.
(Universidad Santiago de Cali, 2023) Charrupi Ararat; Lina Marcela
This reflective article addresses the importance of integrating the teaching of ancestral knowledge, with a particular focus on medicinal plants, in the education of ninth grade students. Situated within the framework of intercultural education, this approach not only seeks to transmit knowledge about the traditional use of plants, but also to connect students with their cultural and natural heritage. The teaching of ancestral knowledge is presented as a key tool to preserve cultural traditions that have been transmitted from generation to generation, while fostering a deeper and more respectful relationship with nature.
La democratización de las aulas. Una propuesta de enseñanza basada en el enfoque de escuelas democráticas
(Universidad Santiago de Cali, 2022) Caicedo Zúñiga, María Paula; González Camacho, Juan David; Mildred Gutierrez, Carol
The central focus of this article is to reflect on the challenge of thinking about democratic schools in Colombia, a project that the Colombian State's 1991 Constitution has established, along with the National Education System, with the initial objective of educating participatory, competent, and capable youth of representing the interests of their community and themselves. It is necessary to address the favorable conditions of the current Colombian situation, which introduces a 180° turn and requires recognizing the importance of creating strategies that are aligned with the pedagogical approaches, teaching practices, and social discourses that new generations bring to the possibility of creating scenarios that lead to the social construction of the society.
La etnoeducación como estrategia de resistencia y conservación del sistema de saberes y cultura afro en Colombia
(Universidad Santiago de Cali, 2022) Figueroa Agudelo, David; Muñoz, Lina Marcela
This paper is based on the need to conceive ethnoeducation for Afro-Colombian communities not as a voluntary and selfless concession from national governments, but as an achievement that this population has achieved through resistance struggles and political disputes against institutions, where Afro-Colombian social spaces have been highly relevant. Once ethnoeducation has been recognized as a legal achievement for "minority groups," the article proposes to understand it as a strategy that allows the population in question to make visible their culture, languages, production systems, values, belief systems, and knowledge, positioning them in a horizontal relationship with the traditional Western knowledge system, thus promoting an intercultural and democratic society.
Las emociones en el aula de clases en la modernidad líquida
(Universidad Santiago de Cali, 2024) Devia Barrios, Diego Fernando; Noguera, Luis (Director)
Emotions in the classroom have always been a very important factor to take into account for us teachers, which is why we see the different strategies that we as educators have been implementing to achieve the planned objectives in the classroom, trying to provide clarity about what liquid modernity is, where the values of family, love, respect and empathy have been forgotten in a world accelerated by extreme consumerism. We will take a look at the different stages of humanity until we reach the contemporary age, emotions are always in the classroom and condition learning, which is why educators must be in a constant search for didactic plans, to foster a safe and receptive environment. In the classroom, as teachers we must accept that our world is changing, which is why we must adapt to the new technologies and tools that it offers us, without forgetting that emotions are an indispensable part of educational processes and why teachers must treat them consciously. and be responsible with the context and environment that surrounds educational institutions, to carry out this article documentary research was used, starting from the review of bibliography and audiovisual material as well as using qualitative methodology, the objective of this article is to provide an approach to the management of emotions in the classroom in a liquid era, finally a reflection exercise is carried out in which the importance of considering the integral subject and all the emotional part that leads us to improve the educational task.
Las problemáticas de la enseñanza de la historia y la geografía y sus afectaciones en la identidad cultural
(Universidad Santiago de Cali, 2023) Barona Castro, Laura Fernanda; Gómez Gallego, David Enrique; Rodríguez Cuero, Karen Nayara; Marcela Muñoz, Lina
This article reflects on the main problems of teaching Social Sciences in history and geography classrooms, in which, despite the pedagogical development of recent decades, the rote use of characters, places and dates, as well as the rooting of an elementary physical geography, still stands out; this technical use of memory as the main axis in these areas does not allow for a proper analysis of the social, political and cultural phenomena that derive from these places, characters and events. In turn, it is evident how these problems generate substantial impacts on the identity and cultural recognition of students. Therefore, it is intended to present didactic strategies that allow aiming at an adequate configuration of the teaching of history and geography, in relation to cultural contexts.
Miedo y cotidianidad : Historia de vida de un habitante raizal del municipio de la Unión, Valle del Cauca (1934-1980)
(Universidad Santiago de Cali, 2019) Ramírez León, Isabel Cristina; Salas Urrea, Karen Viviana; Cuevas Arenas, Héctor
Miradas desde la interculturalidad a partir de las comunidades étnicas de colombia como aporte a las ciencias sociales
(Universidad Santiago de Cali, 2021) Ospina Gutiérrez, Laura Marcela; Henao Dávila, Alison; Henao Sánchez, Lina Marcela; González Orjuela, Lyda
This research is aimed at strengthening interculturality in teaching-learning contexts, through the most representative ethnic communities in Colombia, under the following question: How to strengthen interculturality in relation to the ethnic communities of Colombia in ninth grade students at the Sebastián de Belalcázar Educational Center period 2021? This problem is developed from a qualitative approach of a descriptive and projective type, taking into account that what is intended to be achieved is, first of all, the characterization of the curricular designs, secondly, a diagnosis based on the knowledge of the students and the Social Sciences teacher, and finally generate an educational booklet that fulfills the main objective of the research, which is to strengthen the cultural identity and historical memory of the indigenous people within the Educational Center in question, located in the north of the city of Santiago de Cali, Colombia. For the above, this research is theoretically supported by interculturality with Catherine Walsh (2005 and 2011) and with the concepts of cultural identity, historical memory, ethnoeducation, and the notion of living in a multiethnic and multicultural country, as stipulated by the Colombian political constitution in its articles 7 and 8, which does not adequately promote this historical and cultural knowledge within the classrooms. For this reason, a transformation is sought from the contents of the Social Sciences area within the Educational Center and in conjunction with ninth grade students, in order to generate in them critical and reflective thinking about the Colombian reality.
Los mitos y leyendas como medio de recuperación de memoria e identidad en los territorios afrovallecaucanos de Chagres, Juanchaco y ladrilleros a través de la historia oral
(Universidad Santiago de Cali, 2019) Amu Rojas, Sandra; Gamboa López, Yecenia; Vélez Villaquirán, Luz Amparo
Música y educación en la primera infancia
(Universidad Santiago de Cali, 2021) Alvarado Caicedo, Karen Dayana; Rodríguez Castro, Miguel Ángel; Villota Rodríguez, Mayra Alejandra; Castro Leal, Alejandro
The text addresses relevant ideas to the topic, such as music in the development of human beings, the development of social and cognitive skills, and music as a starting point for creativity, imagination, and critical thinking. The objective of this article is to discuss how music and art in preschool education play a fundamental role in the development of human beings, allowing the development of different skills and actively contributing to the comprehensive development of children. Preschool is the stage where teaching strategies are tested to meet the objectives of current education and the commitment teachers acquire when teaching children from an early age. Finally, it is stated that education from a transdisciplinary perspective can make use of elements that are part of society and that are seemingly distant from the educational field, such as the arts.

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