Maestría en Educación - Virtual

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Desarrollo de una estrategia didáctica audiovisual para la enseñanza de las ciencias de osteología en anatomía animal
(2025-05-29) Escobar Cabrera, Julio Cesar; Rentería Castro, Angélico
Landfills are the final disposal system currently used for solid waste in cities, however, these places also generate environmental impacts that affect communities and the natural environment. There is a project for the construction of a sanitary landfill in the village of Santa Elena in the District of Buenaventura, whose place has ecotourism development and is also close to a Community Council of Black Communities, which has generated resistance to the development of the project. The purpose of this work is to formulate an educational proposal for the socialization of the socio-environmental impact of a sanitary landfill in the village of Santa Elena in the District of Buenaventura The methodology used consisted of reviewing documentation on environmental impact, In conclusion, the landfill project in the village of Santa Elena has a strong and negative impact on the environment and the community is against the project. also on the landfill project and field trips for recognition of the community surrounding the project in order to make the educational proposal. The results show that the economic activity of the village of Santa Elena is ecotourism, cutting of timber trees, agriculture and the conservation of medicinal plants. In the village of San Elena there are indigenous people with 3 communities with 56 families with 200 people and 380 people of African descent. In the area is the El Venado creek with clean waters and ecotourism activity. The environmental impacts of the project are: air pollution, water pollution, soil pollution, loss of biodiversity, health effects, job creation and loss of ancestral knowledge. Soil contamination only occurs in the construction stage and the community of the village is against the project, Finally, the educational proposal for the socialization of the environmental impact for both the educational community and the community of the village includes a workshop on socialization of the environmental impact of the landfill and the field tour of the area of the current landfill.
Impacto de la multiculturalidad en el pensamiento creativo de los estudiantes indígenas: un estudio en la institución educativa agroambiental yuç kwet zuunterritorio indígena san andrés de pisimbaláinzá (cauca)
(2025-02-20) Isaza Yoja, Jimy Alexander
The study investigated the impact of multiculturalism on the creative thinking of indigenous students at the Agroambiental Yuç Kwet Zuun Educational Institution, located in the San Andrés de Pisimbalá-Inzá Indigenous Territory, Cauca, Colombia. Employing a mixed-methods approach, the research combined qualitative and quantitative methods to provide a comprehensive view of how cultural diversity affects students' creativity. Through semi-structured interviews, focus groups, and questionnaires, the study explored students' perceptions and analyzed cultural interactions within the educational environment. The findings revealed that multiculturalism, by offering a variety of perspectives and knowledge, can enrich the creative process, fostering a more inclusive and stimulating learning environment. However, it also identified challenges such as intercultural barriers and stereotypes that hindered the flow of ideas and collaboration among students. The research emphasized the importance of integrating traditional knowledge from indigenous communities into the school curriculum to preserve cultural identity and enhance creativity. The findings suggested that, to maximize the positive impact of multiculturalism, it is crucial to overcome these challenges and design educational strategies that promote intercultural dialogue and idea exchange. The relevance of the study lies in the scarcity of similar research in indigenous contexts, providing valuable insights for the development of more effective and culturally relevant educational policies in Colombia.
La democratización de la educación en Colombia, sus momentos y dificultades.
(2025-02-06) Larmat Zamorano, Luis Fernando
The democratization of education in Colombia, its moments and difficulties. The democratization of education in Colombia has gone through several moments and difficulties throughout history, until it became what it is today. The main objective of this paper is to identify the problems that have hindered the democratization of education to become a reality in Colombia. For this, we will start with a socio-historical analysis of the origins of the democratization of education in Colombia, until its conformation in our time; this in order to show its different problems and the possible solutions to them.
Revisión documental sobre el papel de la actividad física en la promoción de estilos de vida saludables en la educación superior.
(2025-02-10) Puerchambut Cadena, Brandon Samyr
The promotion of healthy lifestyles in university students is a challenge that all higher education institutions (HEIs) must face. In this case, some HEIs from Cali and Valle del Cauca are taken as a sample, for the elaboration of this review article that sought to analyze the promotion of healthy lifestyles and its impact on university students in the city of Cali and surrounding places. The study methodology focused on a qualitative approach that allowed analyzing experiences, perspectives and ideas of students, teachers and administrators, from an understanding of writings that talk about the role of physical activity and the promotion of healthy lifestyles in higher education. For this study, 30 articles were taken from different institutions, whose selection criteria were determined based on the analysis theme. As a result, a positive evaluation was obtained among university students who participate in these programs, which shows significant improvements in their healthy lifestyle habits, including an increase in physical activity, better mental health, and optimized academic performance. In conclusion, this study highlights the importance of university sports programs as an effective tool to promote a healthy lifestyle among young people, providing a solid foundation for future interventions in the educational field.
Análisis de los estilos de enseñanza de los docentes de educación superior en el programa de licenciatura en ciencias del deporte y educación física.
(2025-02-10) peláez erazo, Stiven
The present study aims to characterize the teaching styles used by teachers of the Bachelor's Degree in Sports Science and Physical Education at the Institución Universitaria Antonio José Camacho, Cali. The research follows the quantitative approach with a cross-sectional design and data collection through the CEMEDEPU questionnaire, being this the pertinent methodology for this type of analysis because it offers objectivity, efficiency, comparability and generalization, which allows obtaining a comprehensive view of the teaching styles at a given time within the program. The sample consisted of 64 teachers. The results of the descriptive analysis revealed a high and significant positive correlation between the variables studied. The main conclusion is that the teacher-based model shows a significant relationship between the active conception and the constructive conception of teaching in terms of coherent performance, with the constructive conception of learning and the use of formative evaluation methodologies.
Factores que influyen en el proceso de enseñanza de las ciencias naturales mediadas por las tic en el contexto escolar
(2025-02-13) Argüello Olivo, Joanna Vanessa
Abstract This study aimed to identify factors influencing the process of teaching natural sciences mediated by ICT in a primary education group. Its purpose was to improve teaching practices through an investigative process. The research is based on the action-research method, framed within an interpretative-critical paradigm using a qualitative experiential approach. It critically analyzed the phenomenon of natural science teaching in a school context. The sample consisted of one teacher, who also acted as the researcher and 18 fifth-grade students. The methodological process was developed in five phases. The first phase involved analyzing the teaching phenomenon based on studies on natural science education. The second phase consisted of reviewing the institutional educational approach. The third phase involved selecting digital tools. The last two phases corresponded to pedagogical planning and the implementation of ICT-mediated teaching strategies. Among the factors identified that influence the natural science teaching process were primarily professional training in digital competencies, the provision of technological tools, and teacher training in the use of ICT. The results showed that most teachers lack digital competencies to integrate ICT into the teaching process, relying on traditional methods in their pedagogical practice. It is concluded that it is essential to promote continuous training in the use of ICT among teachers to optimize the teaching process and adapt to new educational demands.
Acompañamiento familiar en la educación primaria: una revisión sistemática sobre su impacto en el rendimiento académico y desarrollo del niño.
(2025-02-13) Perafan Pantoja, Elizabeth; Aguirre Sanclemente, Karen Dayanna
The The purpose of the research is to analyze how family participation in the educational processes of elementary school students influences academic performance and their socioemotional development. From a review of 34 studies published between 2016 and 2024, of which 21 met the inclusion criteria. The method used is systematic mapping, which allowed organizing and comparing the findings of different studies, in order to obtain a broader overview of the topic to be investigated. from a detailed search in databases such as Google Scholar, Scielo, Dialnet, Elsevier, Redalcy and Educational Review. With the data obtained, a qualitative analysis was carried out. The instruments used for data collection included the review of articles, both indexed and non-indexed, which were organized using a Structured Analysis Grid (SAR). Subsequently, a synthesis and analysis of the results obtained was carried out. The results reinforce that children whose parents actively participate in their education achieve better performance, highlighting that this family support also strengthens social and emotional skills. In addition, the study highlights that literacy and the development of study habits are favored by the constant presence of parents in educational activities, but also the socioemotional development of students. However, the article also points out the need for future research that explores how family dynamics due to social factors of vulnerable sites can affect students' academic performance.
Aproximación a las barreras y facilitadores para estudiantes en educación primaria, con Necesidades Educativas Especiales (NEE), vinculadas con Discapacidades Específicas de Aprendizaje en una institución educativa del Distrito de Agua Blanca
(2025-02-10) Correa Chávez, Kenllye Linnette
Educational institutions in the 21st century face challenges in the search for relevant methodologies that address the learning situations of students, taking into account their diversity. In part, the problem is mainly related to the lack of knowledge of new ways of teaching or more effective pedagogical interactions; to this are added the mental schemes and also the resistance to change, on the part of the student communities. Given this reality, the purpose of this research is to analyze which are the aspects that become barriers and facilitators to access knowledge and know-how, in primary education students with specific learning disabilities, through the case study methodology in an educational institution in the Agua Blanca District in the department of Valle del Cauca. This qualitative research was carried out with four students, their parents or caregivers, who answered a personal interview, a teacher from this school and the development of a participant observation matrix. This study confirms that the main barriers and obstacles for students with this condition and their families are the lack of knowledge on the part of other parents and caregivers, although progress is also highlighted in terms of the development of the PIAR and respect for others.
Inteligencia artificial como apoyo a la práctica docente universitaria: una revisión descriptiva de literatura sobre tensiones pedagógicas y éticas.
(2026-07-21) Ibarra Ceballos, Maria Paula; Rendon Riascos, Harold Ivan
The incorporation of artificial intelligence into university teaching has intensified the debate on its pedagogical contributions and limits, due to its impact on planning, assessment, feedback, knowledge validation, and student support. Although the literature recognizes opportunities associated with efficiency, personalization, and academic support, it also warns of risks related to technological dependence, the dehumanization of the pedagogical relationship, bias, authorship, and the loss of teacher agency.
Docencia en equilibrio: revisión documental y propuesta de cartilla orientadora para bienestar docente
(2026-07-04) Torres Rayo, Lorena Andrea; Fernández Flórez, Inés Lucía
Teaching practices in current educational contexts are shaped by multiple pedagogical, institutional, and emotional demands, which affect teachers’ socioemotional competencies, particularly in terms of emotional regulation and stress management, influencing their well-being and performance; from this perspective, this study aims to support the design of a guiding booklet intended to strengthen teachers’ socioemotional competencies and emotional well being, based on a critical documentary review at the primary and secondary education levels in Colombia,, in correlation to studies from Peru and Ecuador. A documentary research design was used, with a descriptive-analytical approach and a propositional scope, based on a systematic review of scientific literature published between 2020 and 2025 in indexed databases. The information was organized using a table, which was analyzed to identify trends, similarities, and research gaps. The results indicate that teachers experience difficulties in emotional regulation in situations of work overload, which impacts classroom climate, pedagogical decision-making, and their well-being. It is concluded that strengthening teachers’ socioemotional competencies is necessary. As a contribution, a guiding booklet is proposed to support the development of emotional self-regulation and the improvement of teaching practices.
Tensiones pedagógicas en la iniciación deportiva competitiva: un análisis interpretativo de los discursos de entrenadores sobre su práctica deportiva.
(2026-06-30) Cortez Grisales, Karol Vanessa; Cadavid Rodríguez, Eliana Tonanzin
This study analyzed the conceptions and meanings that coaches attribute to their pedagogical practice in competitive sport initiation processes, with the aim of identifying the tensions that structure their formative discourse. The study was conducted within a qualitative interpretive approach through semi-structured interviews with fourteen coaches affiliated with a regional aquatic sports league in Colombia, representing the disciplines of diving, synchronized swimming, swimming, and water polo. Coaches’ discourse was interpreted through thematic analysis, which enabled the identification of initial categories, the detection of patterns of density and co-occurrence, and the synthesis of three emerging analytical dimensions. The findings indicate that coaches’ pedagogical discourse is organized around technical demand, playful mediation, and the socioemotional and formative regulation of the sporting process. These dimensions do not operate independently but rather in constant tension: between technical correction and play as a teaching strategy, between competitive demands and the athlete’s holistic development, and between the instrumental use of play and its potential as a genuine space for socioemotional development. It is concluded that competitive sport initiation constitutes a complex pedagogical setting in which coaches construct hybrid and situated practices, continuously negotiating between correcting, motivating, and educating, without any single orientation becoming consistently dominant over the others.
La enseñanza de la educación artística como categoría disciplinar a través de la fotonovela en la institución Educativa San Pio X
(2026-06-26) Caicedo Mosquera, Walter Andrés
This work aims to analyze the importance of understanding and implementing art education as an autonomous disciplinary field, rather than as a tool serving other disciplines to improve various competencies. For this reason, this understanding implies integrating art education into the educational institution's academic curriculum, creating spaces for artistic and aesthetic experiences, as well as critical reflection; and understanding the students' relationship with their context to foster a holistic learning process. Furthermore, a synthesis is presented of the guidelines from the Ministry of National Education (MEN) regarding the understanding of art and cultural education at the secondary and high school levels, as well as contributions from theorists such as Ana Mae Barbosa, Dobbs, and others. Based on strategies such as the photo-novel, which seek to generate the development of critical and reflective thinking, the art and cultural education class is highlighted as a social space for reflection.
Simulaciones PhET para la alfabetización digital docente en instituciones rurales de Buenaventura: análisis de percepciones y diseño de una propuesta de intervención integral
(2026-06-19) Muñoz Angulo, Jorge Iván
This study analyzed the institutional conditions, perceptions, and barriers to implementing PhET interactive simulations in four rural public schools in the Buenaventura district, Colombia, with the aim of designing an intervention proposal tailored to that context. Using a concurrent triangulation mixed-methods design, a 25-item Likert questionnaire was administered to five academic coordinators, and semi-structured interviews were conducted with four school principals, analyzed through thematic coding. The results reveal a structural paradox: chemistry teaching infrastructure scored at a critically low level (x̄ = 2.36), while the valuation of PhET simulations (x̄ = 3.52) and the perceived viability of implementing them (x̄ = 3.76) reached high levels. Qualitative analysis confirms this pattern: unanimous consensus themes include both positive valuation of PhET and the concrete barriers preventing its use. Methodological triangulation confirms that the paradox operates at the institutional level, which represents a favorable condition for intervention given that school leaders are actors with real agency. Resolving this paradox requires a strategy articulated across three simultaneous dimensions: offline implementation, contextualized teacher training, and intersectoral partnerships. The findings have direct implications for rural education policy in the Colombian Pacific region and Latin American contexts with similar structural conditions.
Estrategias pedagógicas para la atención de las necesidades educativas especiales en el Valle del Cauca y el Cauca: revisión bibliográfica (2015-2025).
(2026-06-19) Valencia Sánchez, Dayanara
This literature review focuses on analyzing pedagogical strategies for supporting students with special educational needs (SEN) in primary education in the departments of Valle del Cauca and Cauca, Colombia (2015–2025). The analysis of the problem is based on regional demographic data (DANE 2018) and regulatory precedents (UNESCO Salamanca Statement, 1994; Law 115 of 1994), as well as recent studies (e.g., García et al. 2024) that demonstrate barriers to access and high dropout rates among students with SEN. The review employs a qualitative, systematic review approach with clear inclusion criteria (publications from 2015–2025, in Spanish and English, full text). The methodology details the information sources (official documents and academic literature) and the analysis process using thematic categories. The results show that pedagogical strategies for supporting students with special educational needs are limited and, in many cases, rely on traditional approaches that do not guarantee meaningful learning. Furthermore, difficulties associated with a lack of resources, insufficient institutional support, and inadequate teacher training are identified. In short, contextual barriers such as inequality and weak family-school collaboration restrict their effectiveness. Consequently, it is recommended to strengthen inclusive, contextualized, and collaborative pedagogical practices that promote the participation and learning of all students.
Estrategias pedagógicas inclusivas y metodologías activas para fortalecer el desarrollo socioemocional en estudiantes de tercero de primaria
(2026-06-19) Tipas Coral, Diana Jaqueline; Cabrera Benavides, Valeria
A fundamental aspect of children's holistic development is the strengthening of their socio-emotional development. Therefore, it is crucial to recognize and implement pedagogical strategies that enhance these processes in third-grade students through inclusive approaches and active learning methodologies. Based on this premise, the present research was conducted using a mixed-methods approach, with a descriptive-exploratory scope and a case study design, at the José Antonio Llorente Educational Institution. Data collection techniques included participant observation, surveys based on emotion cards, and emotional journals with family support, allowing for the analysis of both qualitative and quantitative dimensions of the process. The results demonstrate a significant improvement in students' emotional recognition and expression, reflected in an increase in responses associated with well-being and a decrease in emotional difficulties. Furthermore, it was identified that family support has a positive impact on self regulation, communication, and academic performance. The implemented strategies fostered the development of skills such as empathy, assertive communication, and conflict resolution, contributing to a more inclusive and participatory school climate. In conclusion, the integration of active learning methodologies and collaborative work between school and family are fundamental to promoting socio-emotional development and holistic well-being within the educational context.
Educación socioemocional como estrategia pedagógica para el fortalecimiento de la convivencia escolar en estudiantes de segundo de primaria
(2026-06-19) Castillo Micolta, Mónica Vanessa; Sierra Meneses, Dayany Stefanny
A positive school environment is essential for holistic development in elementary education, particularly when it comes to social-emotional skills and peaceful conflict resolution. At the Jorge Robledo School, situations have been observed that affect school coexistence, such as: physical and verbal aggression, difficulties in expressing disagreement or setting boundaries regarding peers’ behavior, reliance on third parties to resolve conflicts, and self-harming behaviors associated with difficulties in emotional regulation and frustration management. In this context, the objective of this study was to analyze the impact of pedagogical strategies based on social-emotional learning to strengthen school coexistence and peaceful conflict resolution among second-grade students at the Policarpa Salavarrieta campus of the Jorge Robledo Educational Institution. Methodologically, the study was conducted using a mixed-methods approach with descriptive aims and was guided by an action-research process. To collect data, diagnostic surveys were administered to students, teachers, and families, supplemented by direct observation of the group, which allowed for the identification of perceptions, behaviors, and socio-emotional needs present in the classroom. The results revealed recurring instances of disrespect among peers, manifested in shouting, interruptions, teasing, and physical aggression as well as difficulties in managing emotions in the face of frustration. Based on this assessment, pedagogical strategies were implemented to help students recognize and regulate their emotions, enabling them to develop social skills for life and well-being. It is concluded that the incorporation of strategies based on social-emotional learning promotes the improvement of interpersonal relationships and contributes to strengthening school coexistence to foster a more respectful, participatory, and harmonious classroom environment for learning.
la historia del arte como eje de formación ciudadana y patrimonial: fundamentos, contexto y propuesta curricular para la educación media en Colombia
(2026-05-29) Orjuela Henao, Natalia
La moral en el aula: empatía, autorregulación y resolución de conflicto en educación media.
(2026-06-01) Montaño Valencia, Jessica Liceth; Tuiran Davila, Yulena Estefanny
School coexistence has become an increasingly important issue in educational institutions, especially in secondary education, where students experience personal, emotional, and social changes that influence how they relate to others. In this context, skills such as empathy, emotional self-regulation, and conflict resolution play an important role in everyday classroom life. The purpose of this study is to describe how these socio-emotional competencies appear in students from tenth and eleventh grade in an educational institution in the city of Cali. The research follows an interpretative approach with the support of quantitative tools to organize the information. A semi-structured questionnaire was applied to 125 students, including closed and open questions related to empathy, emotional management, and conflict resolution. The results show that most students are willing to understand their classmates, control their reactions in situations of anger, and use dialogue as a strategy to solve disagreements. These findings highlight the importance of strengthening socio-emotional skills as part of school coexistence and classroom learning processes.
Recomendaciones pedagógicas para la enseñanza de la paz: un análisis propositivo para la malla curricular en el programa de derecho de la universidad Aguachica.
(2026-06-01) Carela Pelaez, Michel; Lemus Chinchilla, José Fernando
This scientific article aims to construct a text of pedagogical recommendations oriented toward peace-related topics included in the curricular structure of the Law Program at the Universidad Popular del Cesar (UPC), Aguachica campus, approved through Resolution 002545 of the Ministry of National Education and Agreement 016 of August 6, 2024, issued by the institution's Superior Council. From a qualitative methodological perspective, the research identified an opportunity to strengthen specific pedagogical tools for addressing topics linked to a culture of peace, historical memory, human rights, and alternative conflict resolution mechanisms, and gender approaches— subjects woven throughout the curriculum. The state of the art presented compiles recent national and international research that supports the pertinence and urgency of innovating pedagogical practices in higher education within post-conflict contexts, with the aim of enhancing their formative and social impact. The results yield concrete recommendations aimed at transforming the passive role of students, incorporating information and communication technologies (ICT), gamification, project-based learning (PBL), and strengthening the teacher-student bond around a culture of non-violence. The research provides a support instrument for faculty and contributes to the reconstruction of the social fabric of the region.
Construcción De La Convivencia Escolar A Través Del Enfoque Restaurativo: Perspectiva Del Maestro Y Desafios
(2026-02-17) Franco Duque, Jenny
Currently, school must respond to UNESCO’s call and, within the national framework, comply with Law 1620 by implementing alternatives to address problems of coexistence through less punitive approaches, in which teachers are invited to act as the first point of intervention. The objective of this research was therefore to determine how teachers’ perceptions in a public school in Cali influence the process and implementation of restorative approaches, to achieve 2 this, a qualitative methodology was used, grounded in the hermeneutic phenomenological approach. Data was collected through semi-structured interviews and classroom observations with four teachers from a public school in Cali, and Atlas.ti was employed as a tool for validation and the creation of meaning categories. The results showed that teachers recognize the restorative approach as offering advantages that strengthen relationships and allow conflicts to be mediated peacefully. However, they consider its application feasible only in minor situations; in serious cases, they regard punitive methods as more effective. They also highlight the lack of training, absence of specialized professionals, and limited parental support as the main obstacles to implementing restorative actions. This study contributes, first, by examining teachers’ perceptions of restorative approach and how these perceptions shape their practice regarding school coexistence, and second, by revealing the challenges schools face in adopting this paradigm shift.

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