Miradas

Pedagogical practices in Social Sciences to foster critical thinking at the Corporación Universitaria Autónoma del Cauca

2025-02-17T21:07:32+00:00

The objective of this research article is to formatively evaluate the development of pedagogical actions grounded in the social sciences aimed at fostering critical thinking among students of economics and administrative sciences. The central research question guiding the study is: How do pedagogical actions informed by the social sciences contribute to shaping critical thinking among business science students at the Corporación Universitaria Autónoma del Cauca? The article analyzes participatory pedagogical practices framed within critical social science paradigms to promote deeper understandings of social reality. A qualitative approach was employed, drawing on Thematic Research and Participatory Action Research. The findings underscore the capacity of participatory pedagogical actions to support processes of subjectivation and the development of critical perspectives on social reality. These actions were implemented through activities such as biographical trajectory exploration, the construction of public problem matrices, and the development of inequality maps.

The micropolitics generated by the institutional group in the school

2024-10-06T14:39:14+00:00

This research provides an integration of the school group concept, offering a multidimensional exposition of the theoretical frameworks that facilitate its conceptualization. The primary objective is to elucidate potential interpretive theories of reality by inductively generating conceptual categories derived from the regularities observed among the investigated phenomena. The study adopts a qualitative methodology with a flexible design, specifically foregrounding the social interaction between teaching staff and administrative personnel.

Drawing upon ethnography, the research consistently utilizes open-ended interviews and participant observation, complemented by the strategic application of reflexivity. This approach enables rigorous analysis of the subjective and intersubjective meanings inherent in collegiate work, within which fragmentation was analyzed through the lens of the cluster´s participation and significance.

Furthermore, the work investigates the effects the group exerts on its constituent subjects, leading to the emergence of groupness. This phenomenon is theoretically defined as “a relational structure in which a clear discrimination between subject and object is discernible.”

Traditional games and their contribution to cultural diversity in elementary school children

2025-02-08T02:48:31+00:00

The objective of this research, conducted at the Monseñor Alberto Reyes Fonseca Educational Institution on the San Antonio rural campus, was to strengthen Elementary school students’ recognition of cultural diversity through the use of traditional games. Employing a qualitative and participatory approach, the study adopted an action research design to examine school dynamics. Through cocreation workshops, students engaged in traditional games as a means to explore and appreciate cultural diversity. The findings indicate that these games not only serve as a source of enjoyment but also promote the development of social and emotional skills, fostering mutual respect and intercultural understanding. They further contribute to strengthening social bonds, enhancing emotional wellbeing, and cultivating key competencies such as problemsolving, teamwork, and communication. The study concludes that integrating traditional games into pedagogical practices supports intercultural learning and reinforces cultural identity, enabling students to recognize and value the richness of their own traditions as well as those of other communities.

Reframing the ethics and values curriculum: Promoting comprehensive sexual education among rural youth

2025-01-31T17:27:39+00:00

This research aims to redefine the ethics and values curriculum in order to promote comprehensive sexual education (CSE) for 8th- and 9thgrade students at the Efraín Orozco Educational Institution in the municipality of Cajibío, Cauca. The study adopts a criticalsocial perspective, employs a qualitative approach, and is grounded in an actionresearch methodology. Data collection techniques included focus groups, semistructured interviews, document analysis, and surveys.

Analysis of the information gathered produced three central thematic categories: “sexuality from the community’s perspective,” “sexuality is more than sex,” and “curricular integration for transformative sexual education.” These themes reflect the need to broaden understandings of sexuality and to embed CSE meaningfully within the school curriculum.

The study concludes that CSE should be an essential component of students’ educational trajectories. Beyond addressing sexuality in a comprehensive manner, the goal is to foster informed and responsible individuals who are aware of the implications of their actions.

Achieving this requires the active participation of the educational community in open dialogue, thereby creating a safe and supportive learning environment. Effective implementation of CSE also depends on the availability of adequate resources, including updated educational materials, safe spaces for discussion, and access to specialized professionals when necessary. Ongoing teacher training and the development of parentorientation programs are identified as key elements for ensuring the longterm success of this initiative.

Comprehensive sexual education: A strategy for the development of healthy relationships in school settings

2025-02-04T10:35:55+00:00

Comprehensive sexuality education (CSE) is essential for the development of young people, promoting healthy and responsible relationships. This study sought to promote a CSE program within the Las Nieves District Educational Institution, contributing to healthy relationships among students in 8th and 9th grade, in order to strengthen respect, consent, and communication. The methodology used was framed under a qualitative approach and the critical social paradigm, using action research and various data collection techniques such as semi-structured interviews, participatory workshops, and surveys. The results showed improvements in understanding about sexuality and safe sexual practices, the support of parents, teachers, and the establishment of limits in interpersonal relationships. In conclusion, CSE not only prevents risk behaviors but also fosters a safe environment regardless of the context, reaffirming the need for its inclusionin the educational curriculum.

Strengthening sdolescent learning through socioemotional education: Implementation of a strategy in Gachancipá, Cundinamarca

2024-10-03T15:40:41+00:00

This article presents the findings of a qualitative study grounded in Action Research from a transformative perspective. The study aimed to design and implement a socioemotional education strategy for eighthgrade adolescents in an educational institution in Gachancipá, Cundinamarca. The research emerged from the need to address the absence of socioemotional competency programs, which are essential for students’ emotional wellbeing and academic performance. The strategy drew on theoretical frameworks including Marc Brackett’s RULER approach, Albert Bandura’s social learning theory, and Jean Piaget’s cognitive development theory. Throughout the process, key socioemotional competencies—such as emotional selfawareness, selfefficacy, and empathy—were strengthened, leading to notable improvements in students’ learning processes and interpersonal relationships. The findings indicate that integrating socioemotional education into the academic curriculum fosters more inclusive, supportive, and collaborative learning environments.

Pedagogy and university: Debate and current trends

2025-11-23T03:01:09+00:00

This article presents preliminary results from a research project carried out by the Veritas Aid Research Group, classified as Category B by MinCiencias. The objective is to identify the debate and understand current trends in the field of Pedagogy and University. The method used was a documentary review of fifty texts (articles, books, and book chapters), published mainly during the last eight-year period (2015–2023) and selected from open-access academic databases such as Google Scholar, Redalyc, and CLACSO, as well as subscription-based databases including Elsevier and ScienceDirect. The results indicate that the debate on pedagogy and the university is articulated around two perspectives. One argues that the university is not the place for pedagogy, since pedagogy is intended for children and functions effectively in basic education. In contrast, others argue that the university requires pedagogy because it allows it to be a living and reflective institution that helps overcome its own dogmas. In addition, four current trends are identified: university and social pedagogy, university learning and ICT, university and inclusion, and university and innovation.

¿Why do we listen to music? scientific perspectives on music perception

2025-02-27T19:56:10+00:00

Human musical listening constitutes a fundamental perceptual capacity that underlies aesthetic pleasure, emotional experience, and the formation of social bonds that shape culturally embedded behavioral patterns. This study examines the domain of musical listening and perception through an analysis of highimpact scientific literature produced in this field. Employing a bibliographic and scientometric methodological approach, the research applies statistical techniques and key indicators commonly used in scientometric analysis. The findings identify the principal themes, authors, countries, and institutions that contribute to the scientific study of music listening and its related areas, drawing on quantitative data and descriptive visualizations. The discussion highlights significant insights into human musical listening, considers the broader implications of the results, and outlines potential directions for future research in this domain.

The marimba and beach folk festival, a contribution to the identity of Buenaventura as a cultural tourism destination

2025-02-04T22:34:54+00:00

This research investigates the contribution of the Marimba and Beach Folklore Festival to the cultural identity and positioning of the District of Buenaventura as a cultural tourism destination, acknowledging the diversity of annual festivals and events held within the District.

The study employs a mixed-methods research design, enabling the integration of various data collection techniques, including participant observation, focus groups, semi-structured interviews, and the application of surveys. The findings establish that the District of Buenaventura is a territory characterized by significant cultural wealth, currently possessing four nationally and internationally recognized cultural heritage designations. Specifically, the internationally recognized (UNESCO) heritages include the marimba music and traditional songs of the Southern Pacific of Colombia, gastronomy, and the knowledge associated with the ancestral practice of midwifery. The nationally recognized heritage, legislated by the Congress of the Republic and the Ministry of Culture, pertains to Viche/Biche and its derivatives. Furthermore, the analysis finds that the vast majority of tourists visiting the destination during the dates of the Marimba and Beach Folklore Festival cite the event as their primary motivation for travel.